{"id":41,"date":"2018-06-19T17:59:39","date_gmt":"2018-06-19T17:59:39","guid":{"rendered":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/?post_type=chapter&p=41"},"modified":"2024-08-19T22:21:22","modified_gmt":"2024-08-19T22:21:22","slug":"introduction-2","status":"publish","type":"chapter","link":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/chapter\/introduction-2\/","title":{"raw":"Introduction","rendered":"Introduction"},"content":{"raw":"
Students enter our space and are free to be who they are \u2013 without teaching, answering, debating, dialoguing 500 years of colonization. More physical (and mental) spaces need to be like this.\u201d\r\n\r\n\u2013 Vanessa McCourt (2018, p. 14)<\/blockquote>\r\nIdentity grounds us, it guides us, and it gives us a foundation of who we are and what we can do. Every day, Indigenous students interact with staff in student services, academic advising, libraries, bookstores, and counselling services. This section considers ways we can ensure that we respect Indigenous identities and provide an environment that is accessible, inclusive, and safe for all students. We look at the diversity of Indigenous students and how their identity is often threatened by stereotypes and myths. We also explore Indigenous ways of knowing and being. To be an ally, it is helpful to understand how Indigenous students\u2019 needs and worldviews differ from other student populations.\r\n
\r\n

Purpose of this section<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nIn this section, we look at how diverse Indigenous post-secondary students are. We also look at how education and experiences can form long-lasting relationships and positive experiences in post-secondary education. Topics include:\r\n
    \r\n \t
  • Indigenous student diversity<\/li>\r\n \t
  • Myths that impact Indigenous student experience<\/li>\r\n \t
  • Indigenous ways of knowing and being<\/li>\r\n<\/ul>\r\nThis section will take two to four hours for group activities and individual exploration.\r\n\r\n<\/div>\r\n<\/div>","rendered":"

    Students enter our space and are free to be who they are \u2013 without teaching, answering, debating, dialoguing 500 years of colonization. More physical (and mental) spaces need to be like this.\u201d<\/p>\n

    \u2013 Vanessa McCourt (2018, p. 14)<\/p><\/blockquote>\n

    Identity grounds us, it guides us, and it gives us a foundation of who we are and what we can do. Every day, Indigenous students interact with staff in student services, academic advising, libraries, bookstores, and counselling services. This section considers ways we can ensure that we respect Indigenous identities and provide an environment that is accessible, inclusive, and safe for all students. We look at the diversity of Indigenous students and how their identity is often threatened by stereotypes and myths. We also explore Indigenous ways of knowing and being. To be an ally, it is helpful to understand how Indigenous students\u2019 needs and worldviews differ from other student populations.<\/p>\n

    \n
    \n

    Purpose of this section<\/p>\n<\/header>\n

    \n

    In this section, we look at how diverse Indigenous post-secondary students are. We also look at how education and experiences can form long-lasting relationships and positive experiences in post-secondary education. Topics include:<\/p>\n

      \n
    • Indigenous student diversity<\/li>\n
    • Myths that impact Indigenous student experience<\/li>\n
    • Indigenous ways of knowing and being<\/li>\n<\/ul>\n

      This section will take two to four hours for group activities and individual exploration.<\/p>\n<\/div>\n<\/div>\n","protected":false},"author":95,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-41","chapter","type-chapter","status-publish","hentry"],"part":39,"_links":{"self":[{"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/pressbooks\/v2\/chapters\/41","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/wp\/v2\/users\/95"}],"version-history":[{"count":5,"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/pressbooks\/v2\/chapters\/41\/revisions"}],"predecessor-version":[{"id":385,"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/pressbooks\/v2\/chapters\/41\/revisions\/385"}],"part":[{"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/pressbooks\/v2\/parts\/39"}],"metadata":[{"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/pressbooks\/v2\/chapters\/41\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/wp\/v2\/media?parent=41"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/pressbooks\/v2\/chapter-type?post=41"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/wp\/v2\/contributor?post=41"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbc.ca\/indigenizationfrontlineworkers\/wp-json\/wp\/v2\/license?post=41"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}