ABSTRACT
In general terms, indigenization requires a shift in thinking throughout current institutional and structural practices that allows for the introduction and integration of Indigenous knowledge systems. Parallel with the usual expectations of all faculty, Indigenous faculty members are often expected to act as teachers and role models for non-Indigenous colleagues who are working toward reconciliation and indigenizing their own practices. In the context of the academy reconciliation has been taken up rhetorically with the same alacrity of Indigenization, but again the work has been uneven, promising, and discouraging all at the same time. The academy has work to do just as the rest of broader Canadian society; decolonization and indigenization require the collaboration of Indigenous and non-Indigenous people, governments, organizations, and institutions. Decolonization is not new to Indigenous people across Turtle Island and around the world, it is an act of resistance and survival against the quotidian backdrop of colonial structures working to erode and erase indigeneity.
