Towards an Indigenized Pedagogy: Integrative Approaches in Higher Education Across Geographies

This paper adopts an integrative approach to assess the current state of Ontario’s Indigenization strategies within higher education in the field of graduate studies in Geography. A qualitative exploratory approach is adopted to examine the existing contributions to territorial and band recognition within Ontario’s University system. Within Geography, a crucial field where decolonization and Indigenization strategies should have a paramount role within the Truth and Reconciliation Commission’s efforts, only a few programs have dynamically paved the way towards efficient reconciliation of the efforts of education. This article offers a framework to abridge the gap of direct application within the calls to action and the integration in the silos of graduate education in the field of Geography in Turtle Island. We further conclude and offer an integrative vision of academic justice and integrity, accounting for the importance of identifying and fostering Indigenous Studies.