Overview of VIU Aboriginal Education Plan

January 2016 Draft

Prepared by Dr. Steven M. Lane,

AVP, Academic Planning and Aboriginal Initiatives

January 26, 2016

The draft presented to Senate for the February 4, 2016 Senate meeting has been two years in preparation, with several stages and drafts going through numerous consultations: meetings with Faculties and departments; open workshops at Nanaimo, Powell River, and Cowichan; consideration at annual retreat of Hwulmuxw Mustimuxw Siiem (Aboriginal advisory council); student focus groups; open public forums; the Office of Aboriginal Education and Engagement; a Senate working group, to name but a few.

This draft contains a total of 49 recommendations in support of 17 “Strategic Priorities”, organized into the 5 categories of the Academic Plan (2010). The recommendations attempt a broad, integrated approach to education for, about, and by Aboriginal peoples in order that VIU can not only better serve its regional learners, but also contribute to the process of reconciliation underway in Canada.

The following are guiding principles to hold in mind as we assess each recommendation:

  • Whatever recommendations VIU ultimately adopts, we need to have clear communication within the university, and also promote the good things we do outwards to the communities in which we reside and teach
  • While we must be responsive to new initiatives and new funding sources, we should always strive for authenticity and lasting positive change, both for students’ learning and for faculty/staff participation
  • We should provide a range of education and professional development options for faculty and staff, such that we “meet them where they are” in terms of knowledge, preparedness, their role at the university, and their interest
  • We must realize that “Aboriginal education”, “decolonizing”, and “indigenizing” will look different in different disciplines and departments of the university – there is no “one size fits all” solution here

Highlighted Recommendations

1)Degree requirement for coursework or experiential learning to fulfill Civic Engagement graduate attribute “Indigenous Perspective” (Action 11A)

2)Promote use of the term “indigenous” where appropriate (Recommendation #1)

3)Complete Phase II of Shq’apthut (the Gathering Place)(Strategic Priority [SP] 17)

4)Create a senior administrative position (Associate VP level) responsible for Indigenous Affairs (Action 14C)

5)Review and clarify administrative structures dealing with indigenous education (SP 14)

6)Support faculty and staff with a variety of educational and professional development opportunities in order to create an authentic, positive culture aimed at truth and reconciliation (SPs 9, 8, 6)

7)Enhance supports for student transitions of all kinds into and out of VIU (Actions 2D, 2E)

8)Find creative ways to support local Nations in their language preservation and revitalization projects (Action 12E)

9)Enhance and expand the use of Prior Learning Assessment and Recognition to more proactively honour life learning, competency-based assessment, and short-term, non-credit coursework (SP 4)