Learning at Intercultural Intersections

Canada’s Indigenous peoples (First Nations, Inuit, and Métis) are a fast growing segment of our society. However, a disparity remains in educational attainment both at the K-12 (particularly on reserve) and post-secondary levels. Indigenous research methods and theories provide culturally-appropriate, wholistic, and ethical means to fully understand Indigenous students’ educational journeys to and through higher education. Indigenous methods and theories also lend insight into the intercultural intersections of these experiences, which is often described as “walking in two worlds.” These lived experiences provide many teaching examples for various stakeholders (e.g., educators, student affairs practitioners, administrators, policy makers, and Indigenous communities) in how they support (or could better support) students in ways that honors Indigenous cultural integrity. This particular presentation focuses on findings from a study of Aboriginal students’ experiences in post-secondary institutions in British Columbia. This study interviewed (often video recorded) approximately 50 Aboriginal students at two universities, one regional and one urban. The students’ own voices of their experiences on what helped and hindered their university experiences will be shared along with recommendations for institutional change to support Indigenous student success.