Discovering the process and effects of decolonizing work in postsecondary teaching

The Truth and Reconciliation Commission (TRC) published 94 Calls to Action in 2015 (Truth and Reconciliation Commission of Canada, 2015). In response, postsecondary institutions are engaging in decolonizing work; however, the results and strategies used are varied across Canada. This study explores faculty experiences and changes in teaching practices resulting from decolonizing work at a community college in northern British Columbia. Gaudry and Lorenz's (2018) spectrum of Indigenization is used as a framework for identifying Indigenization in an educational setting. This qualitative research undertook semi-structured interviews with five faculty. Thematic analysis revealed that individual decolonizing work is unique to each person. The main factors motivating decolonizing change include personal, academic, and professional experiences that situate someone in proximity to learning about Indigenous issues. Receiving feedback, relationships, and learning resources were important supports for change. The main areas of individual transformation were cognitive, affective, and holistic changes in teaching practices in the postsecondary classroom.