Letter to the Editor: In defense of a discipline under threat
Aaniin. She:kon. Greetings.
As faculty of Indigenous Studies at Nipissing University, we are deeply dismayed and disturbed by the events occurring at Laurentian University, and its impacts on the Universities of Sudbury, Thorneloe and Huntington, the federation that collaboratively supported the diverse learning needs of Northern Ontario students. We add our voices to those who have expressed concern over Laurentian University’s decision to use the CCAA process, the impacts this is having on the Laurentian University community and broader Northern Ontario.
Particularly troubling is the impact on Indigenous Studies at the University of Sudbury by the actions of the Board of Governors at Laurentian. Laurentian University has benefited substantially from the ability of the University of Sudbury to offer Laurentian students a robust menu of Indigenous Studies courses. For this program to be so easily devastated by Laurentian University’s mismanagement is disheartening. For Laurentian’s management to assert, however, that they can offer Indigenous courses without the critical knowledge and experience of Indigenous Studies faculty is extremely problematic. It diminishes the legitimacy of the knowledge transfer that occurs in the academic setting on at least two levels: in the eyes of the communities from where many of the Laurentian University students come from, and; from broader academic and public perceptions of how Indigenous knowledge is included within post-secondary institutions.
We raise this point in light of how it has taken decades for Indigenous Studies to be viewed as a legitimate field of knowledge in the academy. We raise this in light of the growing recognition – and as a result of the Truth and Reconciliation Commission’s Calls to Action – that colonization has damaged Indigenous cultures and knowledge bases while simultaneously perpetuating the myth that Indigenous cultures were primitive and incapable of substantive knowledge. Laurentian University is leaning into this myth, thus diminishing the body of Indigenous knowledge and those who have taken on the challenge of teaching it. Indigenous knowledge is a life-long journey of learning and the pedagogical approaches used to transmit the knowledge in culturally congruent methods are not things that can be delivered without adequate preparation, consultation, and care.
In articulating this, we are not criticizing faculty who are compelled to take on burdens placed on them by the Laurentian University management’s abdication of responsibility towards Truth and Reconciliation. Our point is that no faculty, staff or student should be faced with such difficult choices to ensure learning needs are met. Indigenous Studies is often erroneously perceived as superfluous. It is not. Neither are the faculty whose knowledge and abilities are needed to teach Indigenous Studies competently. We emphasize that Indigenous Studies must be seen for the full knowledge base that it is so the necessary resources are appropriately allocated.
The media highlighting the unique programs at Laurentian University, such as the midwifery program, available in both English and French, has been substantial. The federation relationship also enabled programs, like Indigenous Social Work to emerge. This program relied on the support of Indigenous Studies at the University of Sudbury and the general social work programs at Laurentian University to grow into its own. There is no other undergraduate Indigenous social work program in Ontario, and it is one of only two full undergraduate Indigenous BSW programs in the whole country. It was a testament to the collective vision of this federation that made the tri-cultural emphasis vital to the university’s programs.
While the events at Laurentian University directly impact the students, faculty and staff, they also impact those of us in other northern post-secondary institutions. Despite years of provincial political neglect, Northern Ontario universities have meaningful impacts on their communities, including the financial benefits of having vibrant institutions present. More importantly, these same institutions bring academic and local knowledge together through student placements, research activities and more. These activities enrich the community in ways that cannot be measured but are surely felt. Whether it is through connecting students as mentors to high schools, or Traditional Knowledge holders with students learning about Indigenous worldviews and history, it enables people to grow together, regardless of their origins.
Finally, we extend our deep sympathies to students, faculty and staff who have been so harmed by Laurentian University’s actions. To our Indigenous Studies colleagues, in particular, we extend our sympathies and best wishes going forward. To the students and community at large, we offer whatever support that is within our ability to provide.
Chi miigwetch. Nia:wen’koha. Thank you very much.
Dr. Tyson Stewart, Co-Chair
Dr. Nancy Stevens, Co-Chair
Indigenous Studies Program
Nipissing University
North Bay, Ontario