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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
Language: English
Authors: Ferguson, Leah (ORCID 0000-0002-1489-6472), Deschenes, Cindy, Bens, Susan
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
FullText Text:
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  Data: Designing an Indigenous Wellness University Course: A Reflective Case Narrative
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  Data: <searchLink fieldCode="AR" term="%22Ferguson%2C+Leah%22">Ferguson, Leah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1489-6472">0000-0002-1489-6472</externalLink>)<br /><searchLink fieldCode="AR" term="%22Deschenes%2C+Cindy%22">Deschenes, Cindy</searchLink><br /><searchLink fieldCode="AR" term="%22Bens%2C+Susan%22">Bens, Susan</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>Canadian Journal for the Scholarship of Teaching and Learning</i></searchLink>. Sep 2021 12(1).
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  Data: 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/
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  Data: 19
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  Data: 2021
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  Data: <searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Wellness%22">Wellness</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Design%22">Curriculum Design</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Instruction%22">College Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 1918-2902
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  Data: 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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    Languages:
      – Text: English
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      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Wellness
        Type: general
      – SubjectFull: Curriculum Design
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: College Instruction
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Cultural Awareness
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      – SubjectFull: Canada
        Type: general
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      – TitleFull: Designing an Indigenous Wellness University Course: A Reflective Case Narrative
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            NameFull: Ferguson, Leah
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            NameFull: Deschenes, Cindy
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            NameFull: Bens, Susan
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              M: 09
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              Y: 2021
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              Value: 1918-2902
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              Value: 12
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