Open AccessDesigning an Indigenous Wellness University Course: A Reflective Case Narrative
Author(s) -
Leah J. Ferguson,
Cindy Deschenes,
Susan Bens
Publication year - 2021
Publication title -
the canadian journal for the scholarship of teaching and learning
Language(s) - English
Resource type - Journals
ISSN - 1918-2902
DOI - 10.5206/cjsotlrcacea.2021.1.8449
Subject(s) - indigenization , curriculum , indigenous , narrative , pedagogy , transformative learning , curriculum development , sociology , introspection , scope (computer science) , engineering ethics , psychology , engineering , computer science , ecology , linguistics , anthropology , cognitive psychology , biology , programming language , philosophy
Postsecondary institutions across Canada have implemented various Indigenization strategies. Critical reflection is needed about the development, implementation, and impact of these strategies to ensure they serve more than checked boxes, and that they strive towards institutional decolonization. The purpose of this article is to present the development of an undergraduate course on Indigenous wellness at a Canadian postsecondary institution. Applying a reflective case narrative scholarly approach, we self-situate to present contextual information about ourselves and the course, as well as our motivation for course development and the scope of curriculum design. We consider five indicators of course design success within Dimitrov and Haque’s (2016) intercultural curriculum design competencies, and we recommend changes to the course design process for Indigenization sake. Reflecting on and interpreting our approach, we propose a three-party relational model to Indigenous course development consisting of the course instructor, a keeper of traditional knowledges, and a teaching and learning expert. In doing so we attempt to inform and prompt the thinking of others with similar or related course design goals.