9 Simple Things Instructors Can Do to Create a Culturally Inclusive Environment

There are many reasons to look at who is in your classes and what the student population is. Here at Langara College, we are honoured to be on the unceded territory of the Musqueam First Nation, and we have many First Peoples in our classrooms. 

First Peoples (First Nations, Metis, and Inuit Peoples) have a wealth of knowledge and specific knowledge systems outside the Western Historical perspective which college and university curriculums are focused on. Often it is thought that Indigenous students and families do not value education, but this is a damaging stereotype. Indigenous Teaching and Learning is a holistic approach to education, and it starts with relationships.  

Before your course starts: 

1. Get to know the Indigenous culture(s) in the intake region; the cookie-cutter viewpoint will not work. No two cultures are the same; First Nations, Metis and Inuit people have unique cultures and influences

2. Take the time to become familiar with the protocol, social structure, and social nuances of the communities and people within local territories.

As you teach your course: 

3. Educators are considered authority figures so keep in mind the historical relationship between Indigenous Peoples and authority – many First Peoples have had bad or traumatic experiences with schools, leading to fears and obstacles just coming to class.  Be welcoming and friendly. 

4. Relating back to the “authority” issue – some First Peoples students (and employees) might feel hesitant to ask questions – don’t assume that if they answer “no” to the question “do you have any questions?” that what you have said is fully understood. 

5. Understand that traditional practices are very much part of most Indigenous cultures. Asking students about their traditional practices not only opens a door to respect and communication but also signals that traditional practices are acknowledged and respected.  It starts to build the necessary relationship for learning to occur. 

Outside your course: 

6. Do not take a top-down approach to a course of action – try instead to involve the student by asking for their input. By including the student in the conversation and decision-making you show respect and lessen the power differential in your classroom. 

7. Your timeline and schedule should not dominate appointments with Indigenous students.  Be flexible.  If a student approaches you outside of office hours, make the time to talk to them. 

8. Do an honest self-analysis of your views – do you have unconscious bias of Indigenous stereotypical images and viewpoints? Where did your views come from?  Are they valid for all individuals?

And lastly, 

9. Consider taking a TCDC Workshop or inviting one of the Indigenous Specialists into a department/faculty meeting to discuss ways of working together in respectful, positive directions. Understanding the history, influences, protocols, challenges and issues will provide the confidence and knowledge to create a culturally competent environment. 

With these simple approaches, you will help ensure that your classroom is culturally inclusive.  Gaining trust in relationships with our First Peoples learners is a goal for successful classrooms and continued connections.