Five Resources for Decolonizing Instructional Design Ethnocentrism is a term coined by...
Five Resources for Decolonizing Instructional Design
Ethnocentrism is a term coined by anthropologist Franz Boas. As author Gregory Younging describes it, ethnocentrism represents the failure of Canadian publishing to present indigenous cultures in a realistic and insightful manner: “this failure comes from a colonial practice of transmitting ‘information’ about Indigenous Peoples rather than transmitting Indigenous Peoples’ perspectives about themselves.” As Danielle Lorenz points out, incorporating Indigenous principles into our instructional design should go beyond an “add and stir” mentality, which brings us diversity in the content of our instruction but can potentially tokenize or marginalize indigenous peoples.
True reform must begin internally, as institutions and individuals. For meaningful and persistent change to happen, we must call on resources to interrogate our own experiences and perspective, decolonize our minds, and walk the path of reconciliation. Decolonization of instructional design is a personal journey, and there is no single path to follow. Here are some resources to guide you along the way:
1. A Knock at the Door, National Centre for Truth and Reconciliation
This is an edited and abridged text of The Essential History of Residential Schools from the Truth and Reconciliation Commission of Canada. This will be one of the most challenging resources to approach as a non-indigenous Canadian, as it includes the harrowing accounts of how and why Residential Schools were established and allowed to persist. This is one of the most important books to understand the context and history of Indigenous communities in Canada.
2. Pulling Together: A Guide for Curriculum Developers
This resource is “a part of an open professional learning series developed for staff across post-secondary institutions in British Columbia.” The Guide for Curriculum Developers is especially useful to Instructional Designers. There are also guides for Foundations, Leaders and Administrators, Teachers and Instructors, Front-line Staff, Student Services, and Advisors, and a guide for Researchers.
The resource for Curriculum Developers contains six sections with self-guided activities and other resources that are meant to be shared and adapted as needed. The section titled “Indigenous Epistemologies and Pedagogies” with its cumulating activity is useful for Instructional Designers interested in including Indigenous perspectives more meaningfully in their approach.
3. E-learning Principles and Practices in the Context of Indigenous Peoples: A comparative Study
This paper is an examination of “how access to e-technology has increased visibility and self-determination of Indigenous People” and an examination of “e-learning principles and practices within the context of Indigenous Peoples’.” This resource is beneficial as it expands the scope to Indigenous communities in Australia, United States, and Kenya.
4. EMPOWERING THE SPIRIT: Educational Resource to Support Reconciliation
This page offers several resources from an Alberta-based organization aiming to “increase awareness and understanding of First Nations, Metis and Inuit histories, perspectives and ways of knowing.” The link above will send you to a page with multiple resources specifically related to Instructional Design, but the project has sections dedicated to strengthening your foundational knowledge, resources for support staff, and classroom support for teachers.
5. Elements of Indigenous Style, Gregory Younging
In his reference book, “Elements of Indigenous Style,” Gregory Younging explores the publishing industry in Canada, and the Canadian literary establishment and outlines a series of principles to follow when it comes to Indigenous writing and publishing. These principles are a great place to start if you’re interested in designing with indigenous learning styles.
Younging does the excellent work of digging into the terminology and specific editorial issues in this book. His section on inappropriate terms and appropriate terminology is fascinating. Throughout the book, he presents case study examples of specific issues that have arisen between publishers and indigenous individuals, giving the reader practical insight into the working relationships of writers and their editors.