UBC INDIGENOUS STRATEGIC PLAN 2020 - Indigenous Portal
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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 19
Our 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 21
ACTION 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 23
Implementing 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 25
Transforming 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 27
GOAL 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 29
GOAL 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 31
GOAL 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 33
Much 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 35
Starting 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 37
Photo 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 38 UBC Indigenous Strategic Plan 39
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