Community-engaged Learning (CEL): Integrating Anthropological Discourse with Indigenous Knowledge

  • Sherry Fukuzawa University of Toronto Mississauga
  • Veronica King Jamieson Mississaugas of the Credit First Nation
  • Nicole Laliberte University of Toronto Mississauga
  • Darci Belmore University of Toronto

Abstract

The Indigenous Action Group (IAG) is an alliance of solidarity between Indigenous and settler faculty at the University of Toronto Mississauga with the Mississaugas of the Credit First Nation (MCFN), whose Treaty lands the campus is located on. This partnership of responsibility supports the MCFN goals of truth (through public knowledge and recognition of their history), and reconciliation (through the support and equitable sustenance of Indigenous pedagogy, knowledge systems, and research methodologies in educational institutions). The IAG has developed a Community-Engaged Learning (CEL) course to bring ontological pluralism to the Academy to legitimize Indigenous knowledges, epistemologies, and involve the placemaking of local Indigenous communities (Tuhiwah Smith, 2012). This second year undergraduate course entitled “Anthropology and Indigenous Peoples of Turtle Island (in Canada)” was developed and implemented by the Indigenous Action Group to prioritize first person voices from the local Indigenous community. We are hoping this diverse educational model will change the discourse in anthropology courses to begin a collective understanding of ongoing power imbalances and oppression in education from colonial mechanisms.

 

Author Biographies

Sherry Fukuzawa, University of Toronto Mississauga

Assistant Professor, Teaching Stream, Department of Anthropology

Veronica King Jamieson, Mississaugas of the Credit First Nation

Councillor, Chair of Education ad Wellness

Nicole Laliberte, University of Toronto Mississauga

Associate Professor, Teaching Stream, Department of Geography

Darci Belmore, University of Toronto

Masters student, Department of Anthropology

Published
2020-04-16
Section
Developing Teaching: Reports and Reflections