ABSTRACT
This chapter critically examines the structural, pedagogical, and ideological challenges of implementing Indigenous Course Requirements (ICRs). We reject the notion that simply providing more information will remedy colonial relations and suggest that education on treaty relations (or lack thereof) and practical experience should be a primary concern of ICR policies. The act of having mandatory courses with Indigenous content is an act of decolonization since it counters what knowledges, histories, and cultures are normalized within the university. When Indigenous peoples are designing and teaching these courses, the classes go from learning about Indigenous peoples to learning from Indigenous peoples, a paradigmatic onto-epistemological and axiological switch in the academy.
