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dc.contributor.authorVizina, Yvonne N.
dc.date.accessioned2022-12-06T17:25:44Z
dc.date.available2022-12-06T17:25:44Z
dc.date.issued2022-11-22
dc.identifier.citationVizina, Yvonne N. "Decolonizing Sustainability through Indigenization in Canadian Post-Secondary Institutions." Societies 12(6) (2022), article no. 172. DOI: 10.3390/soc12060172.en_US
dc.identifier.issn2075-4698
dc.identifier.urihttps://hdl.handle.net/10680/2023
dc.description.abstractSustainability discourse indicates a need to reconsider our approaches to social, economic, and environmental issues because, without deep transformation, global human survival is in jeopardy. At the same time, post-secondary education institutions in Canada are Indigenizing their settings but have rarely taken up sustainability and Indigenization as related concepts. In this research, participants delivering Indigenous programming in ten colleges and universities across Canada contributed their insights on the relationships between Indigenous worldviews and sustainability in their territories and institutions. The five key findings that emerged from the study are: (1) Indigenous worldviews are based on a belief in the sacred, which orients Indigenous knowledges and responsibilities for sustaining life on Earth; (2) sustainability is expressed as a function of tradition linking Indigenous identity with culture, language, and environmental health; (3) entrenching Indigenous knowledges throughout institutions is to sustain cultural identity; (4) national and international standards supporting Indigenous self-determination are primary drivers for the inclusion of Indigenous knowledges and advance the underlying principle of sustainability; and (5) Indigenous holistic learning includes social, economic, and environmental aspects of sustainability.en_US
dc.description.sponsorshipThis research was funded by the U of S College of Graduate Studies and Postdoctoral Studies; the U of S School of Environment and Sustainability; the U of S Sustainability and Education Policy Network; the Gabriel Dumont Institute; Indspire; the Delta Kappa Gamma Society International; and the Indigenous Graduate Student Council.en_US
dc.description.urihttps://www.mdpi.com/2075-4698/12/6/172en_US
dc.language.isoenen_US
dc.publisherMDPI (Basel, Switzerland)en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectIndigenous knowledgeen_US
dc.subjectSustainable developmenten_US
dc.subjectSustainabilityen_US
dc.subjectEducationen_US
dc.subjectDecolonizationen_US
dc.subjectTraditional knowledgeen_US
dc.subjectPost-secondary educationen_US
dc.titleDecolonizing Sustainability through Indigenization in Canadian Post-Secondary Institutionsen_US
dc.typeArticleen_US
dc.rights.licenseCreative Common CC BYen_US
dc.identifier.doi10.3390/soc12060172en_US


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