Designing an Indigenous Wellness University Course: A Reflective Case Narrative
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| Title: | Designing an Indigenous Wellness University Course: A Reflective Case Narrative |
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| Language: | English |
| Authors: | Ferguson, Leah (ORCID |
| Source: | Canadian Journal for the Scholarship of Teaching and Learning. Sep 2021 12(1). |
| Availability: | University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Indigenous Populations, Wellness, Curriculum Design, Foreign Countries, College Instruction, Undergraduate Students, Cultural Awareness |
| Geographic Terms: | Canada |
| ISSN: | 1918-2902 |
| Abstract: | Postsecondary institutions across Canada have implemented various Indigenization strategies. Critical reflection is needed about the development, implementation, and impact of these strategies to ensure they serve more than checked boxes, and that they strive towards institutional decolonization. The purpose of this article is to present the development of an undergraduate course on Indigenous wellness at a Canadian postsecondary institution. Applying a reflective case narrative scholarly approach, we self-situate to present contextual information about ourselves and the course, as well as our motivation for course development and the scope of curriculum design. We consider five indicators of course design success within Dimitrov and Haque's (2016) intercultural curriculum design competencies, and we recommend changes to the course design process for Indigenization sake. Reflecting on and interpreting our approach, we propose a three-party relational model to Indigenous course development consisting of the course instructor, a keeper of traditional knowledges, and a teaching and learning expert. In doing so we attempt to inform and prompt the thinking of others with similar or related course design goals. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1312469 |
| Database: | ERIC |
| Abstract: | Postsecondary institutions across Canada have implemented various Indigenization strategies. Critical reflection is needed about the development, implementation, and impact of these strategies to ensure they serve more than checked boxes, and that they strive towards institutional decolonization. The purpose of this article is to present the development of an undergraduate course on Indigenous wellness at a Canadian postsecondary institution. Applying a reflective case narrative scholarly approach, we self-situate to present contextual information about ourselves and the course, as well as our motivation for course development and the scope of curriculum design. We consider five indicators of course design success within Dimitrov and Haque's (2016) intercultural curriculum design competencies, and we recommend changes to the course design process for Indigenization sake. Reflecting on and interpreting our approach, we propose a three-party relational model to Indigenous course development consisting of the course instructor, a keeper of traditional knowledges, and a teaching and learning expert. In doing so we attempt to inform and prompt the thinking of others with similar or related course design goals. |
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| ISSN: | 1918-2902 |
