Conference focuses on Indigenous knowledge

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Native academics and intellectuals from across the country gathered in Saskatoon in July to take part in a conference on the role Indigenous knowledge should play within universities.

Intellectual Sovereignties: Aboriginal Peoples and Canadian Universities was hosted by the dean's office of the College of Arts and Science within the University of Saskatchewan, along with the university's vice-president (academic) and Indigenous research unit.

The initial planning and discussions for this unique gathering took place after the creation of a new position, special advisor to the dean on Indigenous initiatives within the College of Arts & Science. Patricia Monture-Angus was appointed to this position, under the auspices of Dr. Ken Coates, dean of Arts & Science.

Discussions during the conference included an historical perspective of colonialism, which has been detrimental to all Indigenous history and societies since the 1500s to the present, participants concluded. For Aboriginal knowledge scholarship to rise up, academics said, the western thought standards that have stood in the way must be overcome for the benefit of all people who recognize multiple voices in society.

First, their research was ignored and given little attention, they said. Second, many early Aboriginal intellectuals struggled to rewrite their own history and decolonize western thought in the same academic arena as their Euro-Canadian colleagues. It is here where Monture-Angus reminded mainstream academia that "Our work at inclusion and education programming for Aboriginal peoples has brought us to question, should we and how do we include Indigenous knowledges in the university? Does this require new relationships with community? Does it require new structures or thinking about what is a class (that is beyond the three hours per week, three-credit or six-credit model)? This gathering is very much about helping us at the University of Saskatchewan with our vision."

These, Monture-Angus explained, are some of the challenges that continue to face Indigenous scholars.

"It was not until the 1970s that Aboriginal peoples in Canada had access to post-secondary institutions in any significant number. It was the 1980s before we saw any significant inclusion in the faculty ranks. Many of these Aboriginal scholars worked in isolation and it was not until the mid-1990s that at a few universities a critical mass of Aboriginal professors could be found across departments, colleges and faculties."

"Aboriginal scholars are merely the last manifestations of Aboriginal consciousness, teachings, and capacity in a long tradition of Aboriginal peoples. The Elders and knowledge keepers best represent the tradition in Aboriginal knowledge and heritage," said noted international human rights lawyer James (Sakej) Youngblood Henderson.

Are Native Studies departments in Canada willing to accommodate traditional knowledge with western institutionalization?

"Firstly, the development of Indigenous scholarship is not new," said Tracy Robinson, a professor from the Saskatchewan Indian Federated College in Saskatoon. "It's only new in a sense that this form of acquiring knowledge is now being introduced in the university setting.

"The uniqueness does not set us apart from mainstream academia; rather it places us in a unique position to contribute something fresh and much needed to non-Aboriginal higher education. Indigenous scholarship can personally and professionally challenge students to look beyond their cultural lenses and intellectual paradigms to challenge their existing perceptions, whether political, social or economic."

In the same instance, many concerns still exist there. As Rodolfo Robles, assistant Native Studies professor at the U of S and president of the Saskatchewan Intercultural Association, explained, this colonial blanket of discrimination, racism and oppression continues to cover Indigenous dreams and rights to equal and autonomous education. lot of this decolonial discourse is channeled through Aboriginal academic publishing, which Robles described as critical.

"Yes. It is very important to create something that can serve to other people who are not aware of Aboriginal history. There is a tremendous need to build solidarity, therefore strength; unity, therefore care and compassion; awareness, as to begin the path of decolonization in written text."

It appeared that Aboriginal intellectual sovereignty requires mainstream academy to be healthy inside their own worldviews and along side others. Concerns of how to accomplish this were raised in order to regain and redefine Indigenous institutional autonomy, demarginalization and independence within a holistic way. It was an interesting starting point said Darlene Okemaysim, department secretary for Native Studies at the university.

"There were some challenges. One of the overall goals was to extract our own Indigenous knowledge and intellect with great care and respect allowing the Indigenous scholars to bring a lot of authenticity, legitimacy and grassroots to the forefront of the workshop discussions."