Call for proposals.
Release Date: October 15, 2019
Deadline for Letter of Intent: November 22, 2019 (Closed)
Deadline for Proposals: Monday, January 13, 2020 (Closed)
The Calls to Action of the Truth and Reconciliation Commission of Canada (TRC) identify responsibilities for those at all levels of government, along with those allies who can effect change in specific sectors. Allies may work in consultation and collaboration with Survivors and Aboriginal peoples to take constructive action to address the ongoing legacies of colonialism. Constructive action must address the destructive impacts on Aboriginal peoples’ lives in areas such as: education, cultures and languages, health, child welfare, administration of justice, to name a few and aim to pursue economic opportunities and prosperity. Among the critical principles of reconciliation found in the TRC report are: the importance of healing relationships through public truth sharing, apology and commemoration to acknowledge and redress past harms, and an emphasis on creating a more equitable and inclusive society by closing the gaps in social, health, and economic outcomes that exist between Aboriginal and non-Aboriginal Canadians. The TRC principles emphasize how vital the perspectives and understandings of Aboriginal Elders and Traditional Knowledge Keepers of the ethics, concepts, and practices of reconciliation are to long-term reconciliation, and the essential necessity of supporting Aboriginal peoples’ cultural revitalization and the integration of Indigenous knowledge systems, oral histories, laws, protocols, and connections to the land to the reconciliation process. This process requires sustained public education and dialogue on complex topics including the history and legacy of residential schools, Treaties, Aboriginal rights, the historical and contemporary contributions of Aboriginal peoples to Canadian society, the United National Declaration on the Rights of Indigenous Peoples, Indigenous teaching and practices, as well as skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism.
Universities have the responsibility to be partners and allies in this work, and bear particular responsibility, in the Calls to Action, for advancing educational opportunities and success for Indigenous students. For example, responsibilities include: removing barriers to access and success, and developing curriculum and programming that addresses the challenges and gaps identified in the Calls to Action. These efforts must foreground the knowledge, principles, practices, and perspectives necessary for citizens to operate respectfully and equitably with regard to people from Aboriginal communities. However, these responsibilities require changes to institutional values, practices, and priorities: universities must begin and continue the process of working collaboratively and consultatively with Aboriginal communities to make campuses more open places that operate on the basis of mutual respect. In addition, there must be recognition for different ways of knowing, with efforts that seek to ameliorate marginalization and oppression of Indigenous peoples.
In keeping with these responsibilities, in 2015, leaders of Canadian universities committed to a set of principles developed in close consultation with Indigenous communities, in support of the TRC calls to action. These include:
- Ensuring institutional commitment at every level to develop opportunities for Indigenous students.
- Recognizing the importance of indigenization of curricula through responsive academic programming, support programs, orientations, and pedagogies;
- Continuing to build welcoming and respectful learning environments on campuses through the implementation of academic programs, services, support mechanisms, and spaces dedicated to Indigenous students;
- Continuing to develop resources, spaces and approaches that promote dialogue between Indigenous and non-Indigenous students;
- Recognize the value of promoting partnerships among educational and local Indigenous communities and continue to maintain a collaborative and consultative process on the specific needs of Indigenous students;
- Building on successful experiences and initiatives already in place at universities across the country to share and learn from promising practices, while recognizing the differences in jurisdictional and institutional mission;
- Recognizing the importance of providing greater exposure and knowledge for non-Indigenous students on the realities, histories, cultures and beliefs of Indigenous people in Canada; and
- Recognizing the importance of fostering intercultural engagement among Indigenous and non-Indigenous students, faculty and staff.
The purpose of the Nanadagikenim grant is to engage and foster sustainability of Indigenous curriculum and pedagogy beyond grant period as well to maintain partnerships that support Indigenous curriculum and pedagogy. Lastly, to inspire other faculty and staff to be able incorporate Indigenous knowledge and pedagogy into their courses in collaboration and consultation with Elders, Indigenous scholars and community members.
The Nanadagikenim grant will provide a vehicle through which the TRC and Universities Canada Principles on Indigenous Education can be engaged with authentically to stimulate the development, implementation, and assessment of innovative teaching and learning that responds to the TRC and which incorporate Indigenous knowledge, ways of knowing, and practice. A key goal is to assist departments in building relationships with and learning from members of Indigenous communities and of academic communities that are successfully engaging in Indigenizing and decolonizing work at other institutions.
The Nanadagikenim Grant is intended to support efforts at the University of Windsor to respond to the Calls for Action and the Universities Canada Principles. The Grant will provide targeted and strategic funding to support departments in consultative and collaborative curricular change along with Indigenous peoples and communities focused on the Calls to Action, and in the learning and dialogue required to effect such change. This grant is supported by one time funding from the Office of the Provost.
Both individual and team submissions are welcome. Team members may include: faculty, staff and students from the University of Windsor and external community members. The Lead must be from the University of Windsor campus, but a diverse team is encouraged.
- Applicants are encouraged from all disciplines.
- At least one team member must hold a full-time teaching appointment (including tenured and tenure-track faculty, Learning Specialists (and AAS appointments) and Librarians at the University of Windsor for the term of the grant (2020-2021).
- At least one - two team member should identify as Indigenous (with preference for more), or there should be a feasible and focused plan to include someone from the Indigenous community in the project team.
As one goal of the grant is to foster the learning and consultation necessary to foster curricular and programmatic change, consultation with the Centre for Teaching and Learning’s Indigenous Coordinator of Curriculum and Pedagogy, Jaimie Kechego, prior to submission is welcomed and encouraged. She may be able to suggest potential Indigenous community connection, core readings, or approaches to enhance the potential and potential success of your grant.
There are two steps to applying:
- Submit a letter of intent (Approximately half a page to Jaimie Kechego at firstname.lastname@example.org by email, November 22, 2019)
- Proposed team,
- The working title,
- Short description (2 or 3 sentences.)
- Total budget amount requested
- Questions that you might like help with.
- Complete the online application including a project description (2 pages maximum, online extended to January 13, 2019) as well as a proposed budget. Please see the form below for further details. Please follow the instructions concerning departmental and/or faculty approval on the appropriate form.
Conditions of the Award
Grantees will submit a final report demonstrating the findings and confirming completion of project by February 12, 2021. Please take into account whether research ethics clearance is needed as you prepare your application. For more information, please contact the Office of Research Ethics board at extension 3948 or via email at email@example.com.
Expenses with Eligibility
Regional travel for research purposes cannot normally exceed 50% of the total award. This does not apply to costs involved in bringing experts or community members to campus to work with a department.
Campus hospitality (e.g. working lunches) cannot exceed 10% of the award amount (no alcohol permitted)
Preference will be given to projects that:
- Demonstrate consistency with the TRC and Universities Canada principles
- Offer a clear rationale and demonstrate a clear plan
- Engage in substantial and respectful consultation and collaboration with members of Indigenous communities
- Emphasize collaboration, relationship building and dialogue as part of the process
- Reflect an intentional emphasis on substantive change
- Demonstrate potential for sustainability and growth
- Foster inclusion
- Build on existing research and literature
- Establish assessment procedures to evaluate the project
- Involve opportunities for Indigenous students
The Indigenous Coordinator of Indigenous Curriculum and Pedagogy, the Director of the Centre for Teaching and Learning, a member of the Aboriginal Education Council and an Elder, representative of the Office of the Provost, a faculty member and a studentrepresentative.
Departments/program applications showing application across an entire program/department: $5000. Individual, including collaborations among individuals: $2500.