UBC INDIGENOUS STRATEGIC PLAN 2020 - Indigenous Portal
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UBC INDIGENOUS
STRATEGIC PLAN
2020
CONTENTS
hay č xw q̓ ə, limləmt, Thank you ........................................................... 6
Message from President Ono ................................................................ 7
Truth before reconciliation ..................................................................... 8
Looking back on our journey ................................................................ 10
A collective voice for the way forward .............................................. 14
UBC Indigenous Strategic Planning process ................................... 16
Meaningful reconciliation at the centre ............................................ 18
Our relationships .................................................................................... 20
Vision, mission and values .................................................................... 21
Implementing Indigenous human rights ........................................... 24
Transforming intent into action ........................................................... 26
Starting today ........................................................................................... 36
Planning team ........................................................................................... 37
Photo credits ............................................................................................. 38
2 UBC Indigenous Strategic Plan 3
The road we travel is equal in importance to the
destination we seek. There are no shortcuts.
When it comes to truth and reconciliation, we
are forced to go the distance.
—Justice Murray Sinclair, Truth and Reconciliation Commission of Canada
4 UBC Indigenous Strategic Plan 5
Message from President Ono
I am humbled to share with and path-breaking research,
all UBC students, faculty, staff teaching, and engagement with
and partners the 2020 UBC Indigenous communities.
Indigenous Strategic Plan (ISP).
The purpose of the Plan is to The Province of British Columbia
guide UBC towards our goal of is the first government in Canada
becoming a leading voice in the and the Common Law world to
implementation of Indigenous pass legislation implementing the
peoples’ human rights, as UN Declaration. With this Plan,
articulated in the United Nations we are responding to this mandate
Declaration on the Rights of and want to set a positive
Indigenous Peoples and other example for other universities
international human rights law. across Canada, and the world,
on how to continue to uphold
The UN Declaration is part of a
hay č x q̓ ə, limləmt, Thank you
w global societal agenda for the
our responsibilities to Indigenous
peoples. Through the Plan, we
21st Century and an essential
also hope to demonstrate the
component of reconciliation in
We honour, celebrate and thank the ancestral and unceded territories of the of these territories since time success that can be achieved for
Canada. Through this Plan, we at
xʷməθkʷəy̓əm (Musqueam) and xʷməθkʷəy̓əm (Musqueam) people. immemorial. To acknowledge and UBC will play a leading role in its all members of society when we
Syilx peoples on whose territories support this important role, UBC implementation as a part of our work together toward a better and
The UBC Okanagan campus is more just future.
the campuses of the University of strives toward building meaningful, academic mission.
located on the traditional, ancestral
British Columbia have the privilege reciprocal and mutually beneficial We know that implementing this
and unceded territory of the Syilx The advancement of Indigenous
to be situated. partnerships with the xʷməθkʷəy̓əm Plan will take hard work and the
Okanagan Nation. peoples’ human rights is of
and the Syilx peoples. resolve of all members of the UBC
The UBC Vancouver-Point Grey the utmost importance to the
The xʷməθkʷəy̓əm and Syilx peoples community at every level, especially
campus is located on the traditional, University. We are uniquely
have been stewards and caretakers those at the highest level. Through
positioned to generate and mobilize
knowledge that can produce this Plan, we commit ourselves to
systemic change. We are taking meaningful collective
a place to develop action for a more just
and implement and equitable
innovative future for all.
6 UBC Indigenous Strategic Plan 7
Truth before reconciliation
Due to the leadership and bravery As an entity created by and agreements that followed World War members of broader understandings In its final report, the Truth and
of thousands of Indigenous governed under provincial II, university professors conducted of what it can mean to be a scholar, Reconciliation Commission delivered
peoples across Canada, it is legislation, the University of research at residential schools that an inventor, an advocate, a healer a call to educational institutions
now well documented that British Columbia has been, exploited their deplorable conditions and an entrepreneur, among other at all levels to build student
the ultimate objective of the and continues to be, in many without attempting to change them. areas of expertise. capacity for intercultural leadership
residential school system was to respects, a colonial institution. with understanding, empathy, and
In modern times, the continuing In the last decade we have
destroy the cultural, political and An understanding of the role mutual respect. It also calls on
failure to address this history has experienced a significant national
social institutions of Indigenous that UBC, and all post-secondary us all to implement the United
meant that the previous ways of shift in the recognition of Indigenous
peoples. This included a targeted institutions in Canada have Nations Declaration on the Rights
thinking—or of not thinking—about peoples’ rights. With it has come a
campaign to forcibly remove played in colonization is of Indigenous Peoples. Provincial
the residential school system have new set of expectations for all
children from the care of their important to put the Indigenous mandates now require universities
remained largely intact. By failing to educational institutions. Nationally,
parents and to place them under Strategic Plan into context. in British Columbia to have response
confront a heinous history, we have the key drivers of this shift started
the control of a state that regarded plans in place and report annually
As acknowledged by President become complicit in its perpetuation. with the Truth and Reconciliation
them as less than human. At the on their implementation progress.
Ono in 2018, universities bear This is not a result that we, as a Commission of Canada’s (TRC) work
same time, land was stolen, the Through this Plan, our aim is to
part of the responsibility for university, can accept any longer. and publication of its 94 Calls to
Indian Act heavily restricted foster a more inclusive and respectful
this history, not only for having Action in 2015, including Call to
Indigenous peoples’ lives, and a The last of the residential schools environment where the truth
trained many of the policy makers Action #43 which calls “upon
reserve pass system was set in closed in Canada in 1996, but the about our failings as an educational
and administrators who operated federal, provincial, territorial, and
place to monitor movement of experience of Indigenous peoples in institution in the past serves as a
the residential school system, municipal governments to fully adopt
Indigenous people. Many aspects Canada after contact with Europeans, continuous reminder of why the
and doing so little to address the and implement the United Nations
of cultural expression were also and the inter-generational effects of work ahead must be prioritized
exclusion from higher education Declaration on the Rights of
made illegal, including language residential schools, makes it easy to throughout the University.
that the schools so effectively Indigenous Peoples as the framework
and ceremony. These actions understand why many have struggled
created, but also for tacitly for reconciliation”. This was followed
represent a conscious and to flourish in public school systems,
accepting the silence surrounding by Canada’s full endorsement,
deliberate attempt to eradicate and even more so in post-secondary
it. In years past, even after without qualifications, of the United
Canada of the sophistication and education institutions.
the signing of human rights Nations Declaration on the Rights
rich cultural diversity among
declarations and ethics For many Indigenous students, of Indigenous Peoples in 2016.
Indigenous peoples.
faculty and staff, colonialism is a Just as the update to this Plan was
daily reality at UBC. One need not beginning to move forward, the
look far to recognize the value that National Inquiry into Missing
has been placed on Eurocentric and Murdered Indigenous
approaches to teaching and research Women and Girls delivered
to understand why so many do not its final report, along with
see themselves reflected in the its 231 Calls for Justice,
classroom and workplace. When in early June 2019.
Indigenous worldviews, as expressed Most recently, in
in their legal traditions, governance November 2019, British
institutions, economies and social Columbia passed the
structures, are excluded from life on Declaration on the
campus, we deprive both Indigenous Rights of Indigenous
and non-Indigenous community Peoples Act.
8 UBC Indigenous Strategic Plan 9
Looking back on our journey
Reconciling our collective colonial The need for an updated Indigenous new programs. Reconciliation, as UBC has been fortunate to be the Indigenous peoples’ rights and A new model of planning is needed,
history will require enormous effort Strategic Plan was first identified defined by these inquiries and the academic home for many Indigenous alleviate the onus these champions which lays a longer-term foundation
and work. Ending colonialism will by the Indigenous Strategic Plan United Nations Declaration on the people who have already taken up have been carrying for some time. and re-calibrates our relationship
not happen instantly, but there Implementation Committee and Rights of Indigenous Peoples, is the work of advancing Indigenous with Indigenous students, faculty,
As demonstrated by the initiatives
are concrete steps UBC has taken, the First Nations House of Learning. now a collective responsibility of peoples’ human rights in different staff and partners in a systemic
taken to date, our journey is marked
and plans to take, to advance this Under their guidance and leadership, the entire University to play an active ways. Due to their commitment, the way. Our collective goal must be to
by incremental forms of success.
as a priority. the process to begin updating role in supporting the Indigenization UBC community has maintained a move beyond the implementation
These successes are important,
the Plan began in late 2017. This of our university. strong leadership role in educating of program specific initiatives to
Since 2009, UBC has been working however, they are limited in scope
development process included and advocating for Indigenous lay a foundation for long-term
to define what path the University A great amount of work went and, taken together, have not yet
several cross-body campus working perspectives, worldviews and relationships that actively advance
should take on its reconciliation into the development of the 2018 provided a sufficient model for
groups and an on-line discussion experiences. However, the burden the human rights of Indigenous
journey. The development of the first Plan which provided the structural advancing reconciliation. They have
forum which concluded in June 2018. to advance this work can no longer peoples on campus, in British
Aboriginal Strategic Plan occurred framework for ongoing engagement addressed neither the underlying
The 2018 Plan, while retaining the be carried by a few, and we must Columbia, in Canada and across
in 2008. This Plan started with a with UBC’s Indigenous partners and issues at the centre of the University’s
framework identified by its 2009 all make the commitment to do the world.
working group, who completed a community members. Following the structure nor the work the University
predecessor, identified key areas of this work. Thus, a core objective for
consultation and revisions process, completion of this framework, the needs to undertake to lay an enduring
need and opportunity in a new global this Plan will be to create broader
and put together a comprehensive Implementation Committee initiated foundation for the future relationship
and national context. responsibility, at all levels of the
framework that defined 10 areas in further engagement across the UBC with Indigenous peoples on our
University community, to advance
which meaningful actions to address Through this early engagement community to develop a clear plan of campuses and beyond.
Indigenous peoples’ concerns should process, we came to understand that action for all Faculties and operating
occur. Subsequent implementation engagement with Indigenous peoples groups at UBC.
reports were published in 2010, no longer means only developing
2012, and 2014.
10 UBC Indigenous Strategic Plan 11
In the lead up to and following the implementation of the 2009 Plan, UBC took incremental steps to advance
Indigenous engagement and inclusion.
The following is a list of many (but not all) of those steps.
2009 2010
2005 UBC Okanagan
Senior 2014
UBC-Okanagan Advisor to Aboriginal Centre 2015
2001 Centre for
Nation Alliance the President 2010
First Nations Excellence in Massive Open
Memorandum of on Indigenous 2017
and Indigenous UBC Okanagan bilingual Indigenous Online Course
Understanding Affairs
Studies street signs in nsyilxcən Health (MOOC) Indigenous Research
1987
Program Reconciliation Support Initiative
First Nations 2007 2012 Through Indigenous
House of 2003 Ch’nook Aboriginal 2009 In partnership with Musqueam, 2015 Education
Learning 2017 2019
Business Program: School of Community and UBC Okanagan
Aboriginal Aboriginal
Aboriginal Regional Planning – Indigenous Institute for 2016 Reconciliation Indigenous
1995 Health and Strategic
Management and Community Planning Community Kirkness Science Pole raised at UBC Student
Geering up Community Plan
Certificate Program Specialization (Graduate Studies) Engaged and Engineering Collegium at
Science and Administration Vancouver
Program Research Education
Engineering 2018 campus
Program (UBC
Education 2010s
Program Partnership) Okanagan
Nation flag
1975
2000s
2007 installed on
Indigenous nsyilxcən taught 2012 Okanagan
s
1990
Legal Studies 2006 at UBC Okanagan 2014 campus
UBC-Okanagan
Program Musqueam in partnership with Specialization in 2016
Nation Alliance
0s
198 2002 Memorandum En’owkin Centre Memorandum of Aboriginal Law UBC Okanagan
of Affiliation 2018
Aboriginal MD Understanding – sn̓ ilíʔtn, a
0s 2010 Renewed permanent Bilingual
197
Admissions street signs in
1993 Program 2012 installation by
Indigenous hən̓ q̓ əmin̓ əm̓
2007 UBC Okanagan Syilx artist 2018
First Nations Initiatives at
Centre for Les Louis
Longhouse and UBC Okanagan the Centre 2012 2015 Indian Residential
Library facility Aboriginal for Teaching, Indigenous School History and
2004 UBC-Langara UBC-Okanagan 2020
(Xwi7xwa Access Studies Learning and Media Arts 2016 Dialogue Centre
1974 Aboriginal Nation Alliance
Library) opens NITEP – Program Technology and Apology Senior Advisor
Transfer Program Memorandum of Musqueam
NITEP – Indigenous Teacher to the DVC and
Understanding Post or sʔi:ɬqəy̓
Indigenous Teacher Education Program Principal on
1996 (Secondary option) qeqən, by Brent
Education Program 2019 Indigenous Affairs
Sparrow, installed
(Elementary years) First Nations
on Vancouver Musqueam
and Endangered
1984 campus flag installed 2019
Languages
on Vancouver
Ts”kel Program Program UBC Okanagan
campus
(Graduate Studies) Declaration
of Truth and
Reconciliation
Commitments
12 UBC Indigenous Strategic Plan 13
A collective voice for the way forward
The Indigenous Strategic This engagement process Learning and Teaching – This Plan is the result of more than
Plan is the result of extensive occurred over the 2019/2020 The structures, systems and 2,500 unique engagements, and
engagement. The Okanagan school year and involved meetings policies that promote a safe and over 15,000 ideas, opinions and
campus, together with the with deans and executives, inclusive learning environment comments shared by Indigenous
Okanagan Nation, began this faculty and staff, students and our for Indigenous students and and non-Indigenous individuals
process with the development Indigenous community partners. support them to achieve success, across both campuses and with
of a Declaration of Truth and It also included a university-wide however they choose to define our Indigenous community
Reconciliation Commitments survey including UBC alumni. it. It also relates to all aspects of partners. The feedback received
and the implementation of five the programs and curriculum that was collated and analysed and
The Indigenous Strategic Plan,
key recommendations received support and promote Indigenous ultimately culminated in the
which resulted from these
from the Aboriginal Committee to worldviews, knowledge systems, eight goals and 43 actions the
extensive engagements, forms
the Deputy Vice-Chancellor and languages, culture, systems of law University will collectively take to
UBC Vancouver’s response to
Principal regarding meaningful and governance, as well as the advance our vision.
the Truth and Reconciliation
support for reconciliation. expertise of the instructors that
Commission of Canada’s Calls
develop and deliver curriculum
Inspired by the UBC Okanagan to Action.
throughout UBC.
Declaration, Indigenous and non-
The engagement process centred
Indigenous community members Service – Support systems and
on three key themes:
on the Vancouver and Okanagan processes in place for prospective
campuses were engaged in Research – How UBC engages Indigenous students, current
a process to review the 2018 in and conducts research that Indigenous students, Indigenous
Indigenous Strategic Plan and impacts Indigenous peoples and faculty and staff as well as
explore opportunities to further promotes research initiatives that initiatives that promote meaningful
ground its goals and objectives promote Indigenous inclusion and engagement with our Indigenous
within the local, national and the values of respect, relationship, community partners locally,
global imperative of reconciliation. responsibility and reverence. nationally and internationally.
14 UBC Indigenous Strategic Plan 15
Workshops with
Engagement sessions
with UBCO and UBCV
16+
Individual Meetings
campus communities
UBCO leadership and with Deans and
Indigenous Caucus Executives
1,200+
In-person Engagements
Engagement
sessions with UBC Indigenous
Musqueam Indian
Band and the
Okanagan Nation Strategic Planning
Education Council
President’s Group
Leadership Forum
Open houses with
UBCO and UBCV
Process
campus communities
1,273
Indigenous Strategic
2017 Planning Committee is
engaged on 2018 draft
Creation of Ad Hoc
Committee to guide Responses
Indigenous Strategic
Online survey to
15,000+
Planning process
UBCV & UBCO
campus communities
Inidividual Ideas, Opinions
and Comments
16 UBC Indigenous Strategic Plan 17
Meaningful reconciliation at the centre
Our engagement process was designed to be somewhat analogous to What Story Does Reconciliation Pole Tell?
the story of the raising of the Reconciliation Pole, installed here at UBC
AFTER
in April 2017. Haida poles are read from bottom to top.
1 Surrounding the base of the pole are salmon symbolizing
About the Artist – Born in 1952 at Masset, BC, Haida Gwaii, master carver life and its cycles.
7idansuu (Edenshaw), James Hart, has been carving his whole life. He is
also a skilled jeweller and print maker and is considered a pioneer among 9 2 Between the legs of Bear Mother is sGaaga (Shaman) who
Northwest Coast artists in the use of bronze casting. Hart has replicated stands on top of the Salmon House and enacts a ritual to
traditional Haida totem poles and designed new poles and sculptures found ensure their return.
across the globe. Between 2009 and 2013 Hart created, designed, and 8
carved The Dance Screen (The Scream Too), a monumental sculpture now 3 Bear Mother holds her twin cubs, Raven looks out from
residing at the Audain Art Museum in Whistler. James Hart was awarded between Bear Mother’s Ears.
the Order of British Columbia (2003), and honorary doctorates in Fine
Arts from Emily Carr University of Art + Design (2004) and Simon Fraser 4 A Canadian Indian residential school house, a government-
University (2017). In 2016, he was elected a member of the Royal Canadian 7 instituted system designed to assimilate and destroy all
Academy of Arts. Indigenous cultures across Canada.
About Reconciliation Pole – The Reconciliation Pole is situated on the
5 The children holding and supporting one another are
unceded ancestral and traditional territory of the hən’q’əmin’əm’ speaking
Musqueam people. The pole, carved from an 800-year-old red cedar log, wearing their school uniforms and numbers by which each
was installed on April 1, 2017. child was identified. Their feet are not depicted as they
were not grounded during those times.
The Reconciliation Pole recognizes a complex history, which includes DURING
6
the history of the Indian residential schools that operated for more than 6 Four Spirit Figures: killer whale (water), bear (land), eagle
100 years, the last one closing in 1996. Indian residential schools forcibly (air) and Thunderbird (the supernatural). They symbolize
separated an estimated 150,000 children from their parents, families, and the ancestries, environment, worldly realms and the
culture. Many students died in the schools and many more suffered severe
cultures that each child came from.
forms of psychological, physical, and sexual abuse. For the Haida people
5
today, carving and publicly raising new poles is a way of honouring history 7 The mother, father and their children symbolize the family
and celebrating the ongoing vitality of cultural practices. Though culturally unit and are dressed in traditional high-ranking attire
distinct, the Reconciliation Pole honours all First Nations who have persisted
through the dark experience of the schools and look to a better future.
symbolizing revitalization and strength of today.
4
8 Above the family is the canoe and longboat shown
travelling forward—side by side. The canoe represents
The Reconciliation Pole took a With the consent of Musqueam, the BEFORE the First Nations and governances across Canada. The
team of experienced carvers to pole was raised through the efforts of
longboat represents Canada’s governances and Canadian
complete over a number of months, hundreds of people, both Indigenous
people. This symbolism respectfully honours differences,
led by Haida artist James Hart, and non-Indigenous, young and old,
but most importantly displays us travelling forward
with a small amount of carving by who together pulled on a handful 3 together side by side.
some members of the University of ropes in the same direction. This
community as a way of sharing image alone is a powerful symbol 9 Four Coppers, coloured to represent the peoples of the
ownership of the pole’s message of unity and a demonstration of world, symbolize and celebrate cultural diversity.
of reconciliation. The pole depicts what can be achieved when we
First Nations, Inuit and Métis work towards a common set of 10 E
agle represents power, togetherness, determination and
peoples’ genocidal experience goals. The implementation of speaks to a sustainable direction forward.
with this country’s residential this Plan, like the pole raising, will The 668,000+ copper nails covering areas of the pole are in
school system and how, despite take a major collective effort, with 2 remembrance of the many children who died at Canada’s Indian
this past, Indigenous peoples all Faculties and operating units residential schools — each nail commemorates one child.
are celebrating their culture and pulling in the same direction from
implementing their rights. their specific locations.
1
18 UBC Indigenous Strategic Plan 19Our relationships Vision, mission and values
UBC has a complex network of Then, there are Indigenous peoples Finally, as emerging international This Plan presents a bold and long- goals are achieved. We anticipate into the daily life of the University.
relationships with and obligations across Canada including First leaders in the advancement of term vision for UBC, the progress that as the Plan is implemented that For students, faculty and staff this will
to Indigenous peoples locally and Nations, Inuit and Métis peoples, Indigenous human rights, this Plan of which will be monitored closely a gradual shift will take place in UBC’s mean an environment in which they feel
globally. The diagram below is all of whom hold inherent and creates opportunities for UBC to through implementation measures and culture creating an environment where valued, respected and in which they
provided as a starting point for protected rights within Canada’s continue to build relationships with updated on an ongoing basis until our respect for Indigenous rights is woven will have every opportunity to thrive.
understanding this network of constitutional framework. UBC has Indigenous peoples across the globe.
relationships. It is crucial that UBC yet another set of obligations and
recognizes and attends to each responsibilities to all Indigenous
and every one of our relationships nations and peoples of Canada.
within this network in purposeful
and meaningful ways.
Our nearest relationships and
responsibilities are with our host
Vision Mission
Musqueam (MOA)
nations of Musqueam and the and Okanagan
Nation Alliance
Okanagan Nation Alliance with whom (MOU)
we have deepening and formalized International
relationships as expressed through Indigenous Peoples Indigenous To guide UBC’s engagement
a Memorandum of Affiliation (with
Nations and
Peoples of the UBC as a leading with Indigenous peoples
Musqueam) and a Memorandum Lower Mainland
university globally in
of Understanding (with the ONA). and Okanagan and its commitment to
Valley
implementation of reconciliation, as articulated
Working outward from our Okanagan
and Vancouver campuses, UBC has Indigenous peoples’ and called for by the
relationships with and responsibilities human rights. Truth and Reconciliation
to Indigenous nations and peoples
in the lower mainland/Fraser Valley Commission of Canada.
and Okanagan Valley.
Indigenous
We also have relationships with Peoples of Canada
(First Nations,
Indigenous nations in other parts Inuit and Métis)
of the province. UBC facilities Indigenous
are located on the territories of a Peoples of BC
number of Indigenous nations in BC
and we strive to build meaningful
partnerships everywhere we are Canada/US
hosted. Many of our Indigenous Border Nations
Values
students, faculty and staff are
proud citizens and ambassadors Throughout the engagement finalizing this Plan, and their voices The Indigenous Strategic Plan is
of these nations. process and creation of this and inputs have guided the Plan now also committed to upholding the
finalized Indigenous Strategic Plan being put into action. value of academic freedom in the
Next, we have relationships with context of Indigenous human rights.
we have emphasized the values of As this Plan is implemented, we will
trans-boundary nations whose Like ‘Aboriginal’, the term ‘Indigenous’ refers to First Nations, Inuit and Métis UBC’s Strategic Plan 2018-2028
governments are based in the United people, either collectively or separately. It is the preferred term in international excellence, integrity, respect and continue to emphasize these values defines academic freedom as “a
States, representing yet another set usage, e.g. the United Nations Declaration on the Rights of Indigenous accountability and this is evident in of excellence, integrity, respect and scholar’s freedom to express ideas
Peoples, and is increasingly being chosen over ‘Aboriginal’ both formally and the final strategic plan document. accountability as we ensure that this
of relationships and responsibilities through respectful discourse and the
informally in Canada.
that we as a university community We engaged directly with a cross- Plan works to advance Indigenous pursuit of open discussion, without
must nurture. section of the UBC community in human rights throughout the University. risk of censure.”
20 UBC Indigenous Strategic Plan 21ACTION We’re involved in a national project
of remedial learning, and the
PLAN academy is in the front row.
—Marie Wilson, Truth and Reconciliation Commission of Canada
22 UBC Indigenous Strategic Plan 23Implementing Indigenous human rights
The Indigenous Strategic Plan of the University. The following unique contexts and capabilities.
provides thoughtful guidance section is designed to guide and In short, it is an enabling document.
for action and a framework for enable Faculties and others to In implementing Indigenous human
reconciliation in a post-secondary follow through on the University’s rights as a university community,
context. In post-TRC Canada, we are commitment to meaningful we build an environment in which
morally and ethically compelled to reconciliation. It is intended not as students, faculty and staff will
implement these global human rights a portfolio in itself but rather, as a share intercultural understanding,
standards. Pursuing reconciliation is guide to help Faculties, units and empathy, and mutual respect for the
a collective university responsibility, portfolios develop their own plans rights of all peoples.
a thread that runs through all areas for implementation, considering their
4 5
Goals 3 6
2 7
Indigenizing our Enriching our spaces:
curriculum: Include Enrich the UBC
Moving research Indigenous ways of campus landscape Recruiting Indigenous
forward: Support knowing, culture, with a stronger people: Position UBC
research initiatives histories, experiences Indigenous presence. as the most accessible
that are reciprocal, large research Providing tools
1
Advocating for the and worldviews in
truth: Facilitate open community-led, university globally for for success:
8
curriculum delivered
dialogue about truth, legitimize Indigenous across Faculties, Indigenous students, Forge a network
reconciliation and ways of knowing and programs and campuses. faculty and staff. of Indigenous
the recognition of promote Indigenous peoples’ human
Leading at all Indigenous peoples’ peoples’ self- rights resources
levels: Prioritize human rights. determination. for students, Creating a holistic
the advancement of faculty, staff and system of support:
Indigenous peoples’ communities. Provide exceptional and
human rights and culturally supportive
respect for Indigenous services for Indigenous
peoples at all levels of students, faculty, staff
UBC’s leadership and and communities.
accountability structure.
24 UBC Indigenous Strategic Plan 25Transforming intent into action
The following section provides a guiding framework of actions for Faculties,
programs and operational units to develop their own plans for implementation.
GOAL 1 GOAL 2
Leading at all levels: Prioritize the advancement of Indigenous peoples’ Advocating for the truth: Facilitate open public dialogue about truth,
human rights and respect for Indigenous peoples at all levels of UBC’s reconciliation and the recognition of Indigenous peoples’ human rights.
leadership and accountability structure.
Action 1 Action 6
Develop Indigenous-focused committees, advisories and
Complete an institution-wide study, and publish a public
leadership roles across the University ensuring that Indigenous
report of the findings, that identifies UBC’s participation in
engagement is broadly integrated into all aspects of the
the implementation of Crown colonial policies.
University’s academic and operational functions.
Action 2
Ensure that all Faculties and cross-university strategies
identify Indigenous engagement and the advancement of
Indigenous peoples’ human rights as a specific strategic Action 7
area of focus and commitment. Develop a communications strategy to ensure that every
current and prospective student, faculty, staff member and
partner of the University is aware of the unceded status of the
lands on which UBC facilities are situated and the enduring
relationship between Indigenous peoples and their territories.
Action 3
Align UBC’s operating budget to provide meaningful and
flexible allocations and resourcing for each goal identified
in this Plan.
Action 8
Provide free and publicly accessible educational tools,
I think the onus is events and resources that promote the local and global
implementation of Indigenous peoples’ human rights, the
on leadership to Action 4 Take a stronger stance Truth and Reconciliation Commission’s Calls to Action and
acknowledge and Provide support for senior administrators and faculty members in how we approach the National Inquiry into Missing and Murdered Indigenous
whose leadership advances the goals and objectives of this Plan Women and Girls’ Calls for Justice.
demonstrate respect in Faculty and operational plans. and advocate for more
for Indigenous systematic change beyond
partnerships. Action 5 just the UBC community.
Action 9
—ISP Engagement Participant Work with other research universities in British Columbia, the province, —ISP Engagement Participant Establish a multi-disciplinary advisory group of Indigenous
Musqueam, the Okanagan Nation and other Indigenous partners to
women and Indigenous 2SLGBTQQIA* people to oversee
strategically review the University Act, 1996 and prepare to address any
public dialogue at the University regarding the National
inconsistencies with the principles set out in the Truth and Reconciliation
Inquiry into Missing and Murdered Indigenous Women and
Commission of Canada’s Calls to Action, the National Inquiry into Missing
Girls’ Calls for Justice.
and Murdered Indigenous Women and Girls’ Calls for Justice, and the
United Nations Declaration on the Rights of Indigenous Peoples.
*two-spirit, lesbian, gay, bisexual, transgender, queer, questioning, intersex and asexual
26 UBC Indigenous Strategic Plan 27GOAL 3 GOAL 4
Moving research forward: Support research initiatives that are reciprocal, Indigenizing our curriculum: Include Indigenous ways of knowing,
community-led, legitimize Indigenous ways of knowing and promote culture, histories, experiences and worldviews in curriculum delivered
Indigenous peoples’ self-determination. across Faculties, programs and campuses.
Action 10 Action 15
Undertake university-wide, Faculty-level curriculum reviews
Create dedicated strategic programming to catalyze research
to ensure Indigenous histories, experiences, worldviews and
that is co-developed with and led by Indigenous communities
knowledge systems are appropriately integrated and that all
locally and globally.
Faculties are fully compliant with the Truth and Reconciliation
Commission’s Calls to Action.
Action 11
Establish Research Chair positions for faculty who demonstrate
excellence in the application of Indigenous ways of knowing
in research and advance the implementation of Indigenous Action 16
peoples’ human rights locally, nationally and around the world.
Ensure all academic programs, undergraduate and graduate,
include substantive content in at least one course which
explores Indigenous histories and identifies how Indigenous
issues intersect with the major field of study of the Faculty.
Involve Indigenous Action 12
Support research opportunities for students to become
communities in all facets global leaders in the advancement of Indigenous knowledge
of research including systems in health, governance, education, law, business, the
sciences, the arts and Indigenous languages.
active and meaningful Any student should
Action 17
collaboration – from Action 13 walk out of their Provide equitable and timely financial compensation
planning and design, to Co-develop research protocols and community-specific ethical graduating ceremony to Indigenous people who support the Indigenization
research guidelines with interested community partners to ensure of curriculum.
execution, data collection, students and Faculties are approaching research opportunities with with an understanding
data analysis, interpreting communities in a respectful and formalized manner. This includes of this past, and
the imperative of free, prior and informed consent and protocols on
outcomes, and broadly the ownership, control, access and possession of Indigenous data. an appreciation of
sharing research results. Indigenous peoples.
—ISP Engagement Participant Action 14 —ISP Engagement Participant Action 18
Continue to partner with Indigenous communities
Provide Indigenous people who are engaged in research with
locally and globally to develop accredited post-secondary
equitable and timely compensation that recognizes the significant
Indigenous knowledge programs that can be delivered
value of their participation to the research process and outcomes.
in communities and on campus.
28 UBC Indigenous Strategic Plan 29GOAL 5 GOAL 6
Enriching our spaces: Enrich the UBC campus landscape with a stronger Recruiting Indigenous people: Position UBC as the most accessible large
Indigenous presence. research university globally for Indigenous students, faculty and staff.
Action 24
Action 19 Broaden the criteria for tenure, promotion and merit for faculty and
staff to recognize excellence in incorporating Indigenous knowledge
Engage with Musqueam, the Okanagan Nation and other
systems into teaching, curriculum development and research,
Indigenous host nations, as appropriate, regarding the design
including recognition of service in Indigenous-specific areas that
and development of UBC facilities.
goes above and beyond expectations.
Action 25
Action 20 Develop Indigenous recruitment, retention and advancement
Establish a cultural expert program that brings Musqueam, policies, which strategically increase Indigenous faculty and
Okanagan Nation and other interested nations’ cultural experts staff numbers on both campuses.
and Indigenous knowledge holders to the UBC campuses to
work, teach and promote their expertise. Action 26
Identify apprenticeships and new employment opportunities
for members of, and in partnership with, Musqueam, the
A first step in the right Okanagan Nation and other Indigenous communities.
direction would be to work
Action 21 Action 27
Dedicate spaces for Indigenous students, faculty and staff towards a major increase Integrate competence or interest in developing competence
Students need to see to practice and celebrate their cultures. in Indigenous students, in teaching Indigenous content and working with Indigenous
students and colleagues into university job descriptions.
modern Indigenous staff, and faculty. The
people in an academic more we are able to Action 28
setting. They need to Action 22
increase Indigenous access Increase Indigenous student access to needs-based
financial aid for tuition, child-care and housing.
view Indigenous people Identify and make visible the generational connections to UBC, the more this
of Indigenous peoples to culturally significant places across
as people in the here UBC campuses.
knowledge will become Action 29
and now who hold part of our community in Increase needs-based access to child-care services and
affordable housing options for Indigenous faculty and staff.
knowledge and power. non-tokenizing ways.
—ISP Engagement Participant Action 23 —ISP Engagement Participant
Action 30
Implement an Indigenous procurement strategy which Work with Musqueam and the Okanagan Nation to understand
prioritizes the provision of goods and services from Indigenous their members’ desires for tuition assistance and explore what the
businesses and vendors. University’s role might be in addressing these desires.
30 UBC Indigenous Strategic Plan 31GOAL 7 GOAL 8
Providing tools for success: Forge a network of Indigenous peoples’ Creating a holistic system of support: Provide exceptional and
human rights resources for students, faculty, staff and communities. culturally supportive services for Indigenous students, faculty, staff
and communities.
Action 31
Develop a research information repository and communication portal
Action 38
that assists students, faculty, staff, communities and researchers at Review all university policies and operational practices to ensure
large to access resources, information, publications and reports about they support the recognition of Indigenous peoples’ human rights,
Indigenous issues and knowledge. and the equity and inclusion of Indigenous students, faculty, staff
and community members.
Action 32
Develop, communicate and keep updated a comprehensive Action 39
online database of current Indigenous programs, initiatives Strengthen relationships with educational providers and support
and courses at the University. a comprehensive, multi-pathway approach for transitioning
Indigenous students from K-12 or college to undergraduate
Action 33 studies, or from undergraduate studies to graduate studies.
Create a professional development program that assists
faculty and staff to foster safe and inclusive classrooms Action 40
My colleagues and I and workplaces. Partner with Musqueam, the Okanagan Nation and
other Indigenous host nations to provide in-community
are keen to integrate Action 34 university transition support services to interested
community members.
Indigenous ways of Develop and deliver Indigenous history and issues training for all
faculty and staff to be successfully completed within the first year
knowing into our teaching, of employment at UBC and to be reviewed on a regular basis.
Action 41
but don’t have the tools, Action 35 Enhance trauma, violence and other counselling or cultural
are apprehensive about Identify Indigenous faculty and staff mentors who volunteer support services for Indigenous students, faculty and staff.
to be available, recognized and compensated for providing
teaching materials we professional advisory services to their colleagues in the I would like to see support
don’t understand well development and delivery of Indigenous content and tools for programs that specifically Action 42
fostering culturally safe classrooms and workplaces.
Complete, on a regular basis, service level reviews with
ourselves, and want to address Indigenous Indigenous students, faculty and staff to ensure campus
Action 36
ensure that we are being Create easily accessible structures and mechanisms on each campus
students’ issues from an wellness programs and other services increasingly meet
their needs.
authentic and respectful. for Indigenous communities to partner with the University on Indigenous perspective.
initiatives that advance their unique goals and interests.
—ISP Engagement Participant —ISP Engagement Participant Action 43
Action 37 Expand upon UBC’s discrimination and harassment policies to clarify
and uphold UBC’s zero tolerance for racism, cultural violence, sexual
In consultation with Indigenous knowledge-experts, establish an
violence or any form of discrimination against Indigenous students,
International Indigenous Higher Education Advocacy Group to
faculty, staff and community members.
develop a global strategy for the advancement of Indigenous peoples’
human rights in research and curriculum.
32 UBC Indigenous Strategic Plan 33Much of the current state of troubled relations between
Aboriginal and non-Aboriginal Canadians is attributable to
educational institutions and what they have taught, or failed to
teach, over many generations. Despite that history, or, perhaps
more correctly, because of its potential, the Commission
believes that education is also the key to reconciliation.
—2015 Report of the Truth and Reconciliation Commission of Canada
34 UBC Indigenous Strategic Plan 35Starting today Planning team
With a new standard of excellence • Collect baseline data
in the promotion of Indigenous under the performance
peoples’ human rights set measurement framework
out in this Plan, the work of in order to track short-term
implementation committees to and long-term progress;
set priorities and provide direction
• Incorporate the actions
throughout the University can now
into existing and upcoming
begin. To ensure the Plan remains a
strategic plans; and
focal point of the University’s work,
the implementation committees • Develop annual work plans to Sheryl Lightfoot, PhD
will begin working with all Faculties advance each of the actions,
and operational units throughout Lake Superior Band of Ojibwe,
which includes specific
Keweenaw Bay
the University to: milestones and timelines.
Senior Advisor to the President
• Develop a performance This Plan will be reviewed every Ian Cull on Indigenous Affairs, Canada Margaret P. Moss, PhD,
measurement framework three years by the University’s Research Chair of Global JD, RN, FAAN
leadership, through engagement Anishinaabe, Dokis First Nation Indigenous Rights and Politics,
for measuring progress under
Senior Advisor to the Deputy Associate Professor, Political Enrollee of the Three
this Plan including both with the broader UBC community
Vice-Chancellor and Principal Science, Public Policy Affiliated Tribes of North
qualitative and quantitative and our Indigenous partners to Dakota (Hidatsa/Dakota)
ensure we continue to advance the on Indigenous Affairs and Indigenous Studies
performance measuring;
Director of the First
vision.
• Support all Faculties and Nations House of Learning,
operational units to report Associate Professor in the
publicly on the achievements Faculty of Applied Science,
and challenges that come School of Nursing
from taking the actions
identified in this Plan;
Vicki George, CLA, BA Alex Ash, MPPGA
Wet’suwet’en Nation Indigenous Strategic
Associate Director, Office of Planning Manager
Indigenous Strategic Initiatives
Castlemain Group
Castlemain is a leading Indigenous advisory company in Canada and
worked alongside our team to engage the UBC community and
its partners in the development of the UBC Indigenous Strategic Plan
36 UBC Indigenous Strategic Plan 37Photo credits
PAGE 9: Signing the UBCO TRC Declaration of PAGE 18: Reconciliation Pole, 7idansuu
PAGE 31: The House Post of qiyǝplenǝxʷ
COVER/BACK: Reconciliation Pole, 7idansuu Commitments. From left, Ian Foulds, Aboriginal (Capilano), Brent Sparrow Jr., Musqueam,
(Edenshaw), James Hart, Haida.
(Edenshaw), James Hart, Haida, UBC Vancouver. Advisory Committee co-chair, Ian Cull, Senior installed at UBC Vancouver campus on March
UBC Vancouver. Photo: Hover Collective
Photo: Paul Joseph / UBC Brand & Marketing Advisor to the DVC on Indigenous Affairs, Eric 20, 2012. Photo: Hover Collective / UBC Brand
/ UBC Brand & Marketing
Mitchell, Cultural Safety Educator and adjunct & Marketing
professor in the Faculty of Creative and Critical
Studies, Deborah Buszard, UBC Deputy Vice-
Chancellor and Principal, and Santa Ono, UBC PAGE 21: Okanagan Valley. Photo: Hover
PAGE 2/3: Reconciliation Pole Raising Ceremony, President and Vice-Chancellor. Photo: Don Erhardt PAGE 32: Ceiling ornaments at the Residential
Collective / UBC Brand & Marketing
April 1, 2017, UBC Vancouver. Photo: Kevin Ward School History and Dialogue Centre, UBC
/ UBC First Nations House of Learning Vancouver. Photo: Paul Joseph / UBC
PAGE 10/11: Reconciliation Pole, 7idansuu
(Edenshaw), James Hart, Haida, UBC Vancouver.
Photo: Paul Joseph / UBC Brand & Marketing PAGE 22/23: Blessing the Reconciliation
Pole at its raising ceremony. Photo: Paul Joseph / PAGE 33: Man and Raven Housepost, Stan
PAGE 4/5: Reconciliation Pole, 7idansuu UBC Brand & Marketing Bevan, Tahltan-Tlingit-Tsimshian, and Ken
(Edenshaw), James Hart, Haida, UBC McNeil, Tahltan-Tlingit-Nisga’a, Sty-Wet-Tan
Vancouver. Photo: Paul Joseph / UBC Great Hall, UBC First Nations Longhouse. Photo:
PAGE 12/13: Point Grey Peninsula, Vancouver Martin Dee / UBC First Nations House of Learning
PAGE 24/25: Ginaawaan, Darin Swanson,
PAGE 6: Top picture: During the carving of Photo: Martin Dee / UBC Brand & Marketing Haida Hereditary Chief, at the Reconciliation
Musqueam Post or sʔi:ɬqəy̓ qeqən (double- Pole raising ceremony. Photo: Paul Joseph / UBC
headed serpent post), Brent Sparrow Jr., PAGE 34/35: Indigenous Graduation
Brand & Marketing
Musqueam, installed at UBC Vancouver Celebration, UBC First Nations Longhouse,
campus on April 6, 2016. Photo: Reese Muntean 2015. Photo: Don Erhardt / UBC First Nations
PAGE 14: Big picture: sn̓ ilíʔtn, a permanent House of Learning
Bottom picture: UBC Okanagan Mace, installation, Les Louis, Lower Similkameen Band, PAGE 26: UBC First Nations Longhouse. UBC
Sheldon Louis, Okanagan Indian Band. Okanagan Nation Alliance, installed at UBC Vancouver. Photo: Don Erhardt / UBC First
The artwork of the three symbolic spirit Okanagan campus on September 27, 2016. Nations House of Learning
icons was given to UBC’s Okanagan campus PAGE 36: Big picture: Reconciliation Pole,
Photo: Don Erhardt / UBC
in 2005 by the Okanagan Nation elders. 7idansuu (Edenshaw), James Hart, Haida.
Circle picture: Okanagan Nation Alliance flag
Photo: Darren Hull / UBC UBC Vancouver. Photo: Paul Joseph / UBC
was permanently installed at UBC Okanagan on
PAGE 27: Artist James Hart carving the Brand & Marketing
September 27, 2018. Photo: Don Erhardt / UBC
PAGE 7: Big picture: ʔəlqsən (Point Grey), Reconciliation Pole. Photo: Paul Joseph / UBC Circle picture: Indigenous Strategic Plan
Brent Sparrow Jr., Musqueam, installed at Brand & Marketing engagement session, Sty-Wet-Tan Great Hall,
UBC Vancouver campus in June 2020. UBC First Nations Longhouse. Photo: Martin
Photo: Paul Joseph / UBC Brand & Marketing PAGE 15: Big picture: Musqueam Post or Dee / UBC First Nations House of Learning
Circle picture: Professor Santa Ono, UBC sʔi:ɬqəy̓ qeqən (double-headed serpent post),
President and Vice-Chancellor. Photo: Paul Brent Sparrow Jr., Musqueam, installed at PAGE 28: Xwi7xwa Library. UBC Vancouver.
Joseph / UBC Brand & Marketing UBC Vancouver campus on April 6, 2016. Photo: Jessica Woolman
Photo: Reese Muntean
Circle picture: Musqueam Indian Band flag
was permanently installed at UBC Vancouver Copyright © 1994-2020 The University of British
on February 25, 2019. Photo: Paul Joseph / UBC PAGE 29: Thunder, Thomas Cannell, Columbia. All rights reserved.
PAGE 8: Big picture: Residential School History Musqueam, installed at UBC Vancouver This copy is made solely for personal use. Further
and Dialogue Centre, UBC Vancouver, officially campus in September 2009. Photo: Kevin
opened on April 9, 2018. Photo: Paul Joseph / UBC reproduction, fixation, distribution, transmission,
Ward / UBC First Nations House of Learning
Circle picture: UBC President Santa Ono and dissemination, communication, or any other uses,
PAGE 16: Indigenous Strategic Plan may be an infringement of copyright if done without
Chief Wayne Sparrow, Musqueam Indian Band,
engagement session, Sty-Wet-Tan Great Hall, securing the permission of the University of British
together at the Reconciliation Pole raising PAGE 30: ʔəlqsən (Point Grey), Brent Sparrow
UBC First Nations Longhouse. Photo: Martin Dee
ceremony. Photo: Kevin Ward / UBC First Jr., Musqueam, installed at UBC Vancouver Columbia. To obtain such permission, please contact
/ UBC First Nations House of Learning
Nations House of Learning campus in June 2020. Photo: Paul Joseph / the First Nations House of Learning.
UBC Brand & Marketing
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