FASS grants continue to uphold commitment to Indigenizing the curriculum

Micro Research and Teaching Development Grants

Economics

Martin Santamaria used the fund to create a course to introduce students to indigenous viewpoints on economic development and land and water rights. The course concentrates on colonization, wealth, sovereignty, economic rights, and resource management, and employs interactive class discussions, field trips to Indigenous communities, and presentations by guest speakers. 

English

Leith Davis used the funds to hire a research assistant (RA) to identify and acquire materials related to the encounters between Indigenous peoples and Scottish explorers, settlers, and sojourners in British Columbia from 1778 to the present. The grant supported Davis's efforts to decolonize her research and teaching, especially in her English 433: Seminar in British Literatures course. The materials will be used in other upper-division English courses.

Gender, Sexuality, and Women's Studies

Carman Fung is using the fund to revise the GSWS331 Queer Genders course. The objective is to include a discussion on the impact of discourses on non-normative gender identities and practices, including contemporary Western experiences and non-Western gender categories. The grant was used to hire an RA to develop teaching materials, identify relevant literature and case studies, and revise the curriculum. 

Upper Division (UD)/Graduate Courses Grants

Criminology

Danielle Murdoch will be using the grant fund to offer the course CRIM 304, “Women and Criminal Justice." The class will include students from SFU learning with and from students residing in a local custody centre. The course, in collaboration with BC Corrections, will employ experiential learning to decolonize criminology curricula. The course will cover diverse content about women and the criminal justice system, selected in collaboration with course participants, and include the writings of Indigenous and racialized women.

Indigenous Cultural Awareness Training and Professional Development Grants

Economics

Martin Santamaria used the fund to develop three lectures: "Lecture on Water & Land Rights: An Indigenous Matriarch’s Perspective," "Lecture on Land & Water Rights: A Wixarika (Huichol) Elder Perspective," and "Albertan Tar Sands." The series aims to raise public awareness to the problems caused by development projects on First Nations territory by presenting Indigenous perspectives, philosophies, and systems of governance as it relates to land and water. The talks are intended to inspire scholars, students, and members of the public at SFU to engage in knowledgeable conversation about matters concerning infrastructure projects and environmental conservation.

International Studies and Global Asia

Rupak Shrestha was funded to provide a series of pedagogical workshops for faculty and instructors at the School for International Studies to advance teaching practices grounded in decolonial, anti-racist, and anti-colonial practices. The workshop engages Indigenous Elders, community members, and practitioners, to assist in re-learning and re-conceptualizing pedagogies, that incorporate Indigenous worldviews and knowledges meaningfully to classrooms. The initiative addresses the historic aspects of the School of International Studies, such as the lack of self-identified Indigenous students and the lack of systematic efforts to attract or welcome Indigenous students. Future goals include developing a course, revising curriculum, and creating guidelines for revising institutional processes.

Psychology

Rachel Fouladi and Michael Schmitt were funded to host a workshop by Dr. Karlee Fellner called “Indigenous Wisdoms for Psychology: Shifting towards Survivance-Based Pedagogy & Practices." The workshop aimed to examine land-based healing modalities and incorporate Indigenous notions and counter-narratives. The course also modelled a decolonizing psychological and pedagogical discourse. The workshop, launched September 2023, was delivered digitally and in person. An SFU Indigenous Student Centre Elder facilitated local dialogue and connections.

Psychology

Rachel Fouladi was funded to host a cultural awareness listening series on Indigenous identity and the impact of filling out questionnaires/application forms. The initiative aims to raise awareness about the intersection of identity discourse, politics, and reconciliation among Indigenous and Metis peoples. The series will include listening events with members of Metis organizations and Red River Metis familial histories, focusing on their experiences and reflections when filling out questionnaires/application forms. The series aims to increase awareness of historical, census, political, and legal contexts, appreciation of culturally appropriate questionnaires/application forms, and appreciation of diversity among Metis.

Public Policy

Natahnee Winder and Kora DeBeck used the grant award to promote Indigenous cultural awareness. The first phase involved an immersive half-day training session in September 2023 for faculty and staff at the School of Public Policy and an incoming first-year Master of Public Policy cohort. The session introduced incoming students to the importance of Indigenous perspectives in the policy curriculum and supported the ongoing professional development of School of Public Policy faculty and staff. The second phase involved an immersive lecture series in January 2024 addressing anti-Indigenous racism. The community partners were Vicki Lynne George, Shelby Loft, and Samantha Jack.

Community-based Partner Grants

Bill Reid Centre

Bryan Miles received a grant to host a 2023 Visiting Fellow, including a public lecture at the Bill Reid Gallery. The BRC partnered with the Indigenous scholar to decolonize academic disciplines, including anthropology, archaeology, history, and art history. The fellow provided a unique, interdisciplinary lecture and interacted with Indigenous and non-Indigenous students. The program increased exposure to Indigenous perspectives and protocols, promoted understanding and respect of traditional academic and Indigenous pedagogies, and exposed students and faculty to an influential voice of the Haida First Nation.

Urban Studies

Meg Holden, Annika Airas, and Kamala Todd received funds for a workshop development project in Squamish language for sustainability to address the challenge of preserving Indigenous languages and sustainable development. The project worked on a module incorporating key terminologies and relating them to local places, resources, and relationships. The learning goals include recognition of Indigenous Peoples' rights, anti-exploitation, equity, justice, representation of non-Western ways of knowing, continuous collaboration, support for local, Indigenous language and community knowledge, and support for the Squamish Nation's efforts in language revitalization.