Indigenization

Indigenization can be defined as recognizing the validity of Indigenous worldviews, knowledge and perspectives. It identifies opportunities for Indigeneity to be expressed, incorporates Indigenous ways of knowing and doing, and requires non-Indigenous people to be aware of Indigenous worldviews and to respect that those worldviews are equal to other views (Indigenous Corporate Training Inc., 2017). As a LINC instructor, you play an important role in supporting reconciliation between the Indigenous Peoples (First Nations, Metis and Inuit Peoples) and non-Indigenous peoples in Canada, including LINC learners in your class (ATESL, 2022). You can start with your own professional and personal development in understanding historical as well as contemporary relations between Indigenous Peoples and the non-Indigenous, Indigenous ways of knowing and Indigenous contributions to Canada. Additionally, you can support the goals of the Truth and Reconciliation Commission of Canada (TRC), 
for example Call to Action #93: the revision of the information kit for newcomers and its citizenship test to be more inclusive of the perspectives and history of the Indigenous peoples of Canada.

There are many resources available to support the incorporation of Indigenous cultures, worldviews, histories and historical or contemporary events into your teaching and learning materials. Ensure that the materials you are using are created in collaboration with Indigenous experts or Elders. One way to vet your resources is to follow the guidelines outlined in Assessing and Validating Resources – Aboriginal Heritage. In addition, Indigenous guests should be invited to LINC classrooms to share their knowledge. In this way, your learners can begin to build relationships with Indigenous individuals. Learning materials and topics can be woven throughout various LINC themes with representations of Indigenous Peoples (First Nations, Metis and Inuit Peoples) and can include images, art and culture. In addition, content related to special cultural events, contributions, historical experiences and current events can be connected to other LINC themes and discussions about Canada (ATESL, 2022).

You can avoid cultural appropriation and stereotyping by participating in relevant and ongoing professional learning activities and learning the correct language for the inclusion of Indigenous Peoples. For example, situate yourself by learning about whose land you live and work on as well as what Indigenous language(s) were and are spoken by the people of this land. Ensure your learning materials do not perpetuate harmful stereotypes. Connecting Indigenous perspectives and experiences in your LINC classes may also encourage learners to share their own experiences with colonialism, oppression and racism, and why identity and language is important to them. These professional development activities offer a chance to learn about the experiences, cultures and traditions of Indigenous peoples, and are also a space to critically reflect on colonialism and ongoing racism and inequalities while also highlighting the strength and opportunities for connection within Indigenous communities. (ATESL, 2022). You are also encouraged to engage in self-reflective practice as you consider what you have learned, how your thinking has changed, what biases you may have and stereotypes you may have internalized. Finally, be prepared to learn alongside your students.