How do I create a safe space in my classroom where Indigenous students will not feel tokenized, isolated, or uncomfortable?

In our conversations with Indigenous students about this question, the main piece of advice was for faculty members to focus on creating safer classroom environments where other ways of knowing are acknowledged and embraced and respectful conversations can be had. Below are some ideas of what this should look like to get you started.

Model and discuss how respectful relationship building, reciprocity, and responsibility are relevant to your space and material.

• Within your class, aim to collectively create (with yourself, the students, the TAs) an inclusive classroom climate that emphasizes respectful conversations.
• Refer to the First Peoples Principles of Learning, developed by the BC Ministry of Education and First Nations Education Steering Committee, to inform how you can create learning environments that support well-being, holistic education, self-reflection, and respect.
• These are important values for students to learn and build upon both personally and professionally. As such, drawing upon and embedding Indigenous ways of knowing, being, and doing is beneficial for Indigenous students as well as non-Indigenous students.

Always teach as though there are Indigenous students present in your class.

• Consider the topics being discussed in your course and be mindful of the impact on Indigenous and non-Indigenous students if the topics relate to Indigeneity, trauma, colonization, or harm.

Do not call out Indigenous students to ask for their perspectives on Indigenous issues or topics.

• Not only is this tokenizing, but Indigenous students may struggle with their identity for various reasons and as such, asking them to speak on behalf of their community may put them in an uncomfortable position.
• Just because someone identifies as Indigenous, doesn’t mean they can speak for all Indigenous Peoples. Asking them to speak for all Indigenous Peoples is inappropriate as it implies that Indigenous experiences, nations, and groups are the same, which is a harmful misconception.

Consider reevaluating assessments.

• Give students the option to not participate in particular conversations and think about how you can create a supportive environment that allows students to share any concerns they may have in a safe setting.
• Reevaluate rubrics and assessment methods to ensure Indigenous ways of knowing, pedagogies, and perspectives are valued and recognized as legitimate.

Acknowledge your own learning and shortcomings.

• This is an important piece to starting the conversation.
• It’s important for you to take the time to actively commit to professional development and education to support your learning.
• It’s also important to share your learning journey with students. You could share professional development and/or educational opportunities you’ve engaged with.

Provide opportunities to share concerns and feedback.

• In acknowledging your own learning and shortcomings, it is also important that you invite students to follow up with you if they have particular concerns or feedback.
• At the beginning of the course, you could provide an opportunity for students to share what an inclusive and respectful classroom space is for them.
• You could provide surveys and/or set up group check-ins throughout the term to see how students are doing both academically and personally (and you can follow up with UBC student resources).