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Ontario Tech acknowledges the lands and people of the Mississaugas of Scugog Island First Nation.

We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

Learn more about Indigenous Education and Cultural Services


On Indigenization, Decolonization, and Reconciliation in the Academy

Cote-Meek, S. (2014). Colonized classrooms: Racism, trauma and resistance in post-secondary education. Fernwood Publishing.

Cote-Meek, S., & Moeke-Pickering, T. (Eds). (2020). Decolonizing and Indigenizing Education in CanadaCanadian Scholars Press.  

Daigle, M. (2019). The spectacle of reconciliation: On (the) unsettling responsibilities to Indigenous peoples in the academy. Society and Space, 37(4), 703–721

Gaudry, A., & Lorenz, D. 2018. Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian Academy. AlterNative, 14(3), 218–227.

Smith, L.T. (2021). Decolonizing Methodologies: Research and Indigenous Peoples (3rd ed)Bloomsbury Publishing. 

Tuck, E., & Yang, W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1), 1–40.

Open Educational Resources

Pulling Together: A Guide for Indigenization of Post-secondary Institutions 

Pulling Together: A Guide for Teachers and Instructors  

List of Indigenous-based OERs from eCampus Ontario (History, Business, Science)

Other Readings

Kimmerer, R.W. (2015). Braiding Sweetgrass. Milkweed Editions. 

King, T. (2013). The Inconvenient Indian: A Curious Account of Native People in North America. Anchor Canada. 

Lowman, E., & Barker, A. (2015). Settler: Identity and colonialism in 21st Century Canada. Fernwood Publishing. 

Manuel, A. & Derrickson, R. (2017). The Reconciliation Manifesto: Recovering the Land, Rebuilding the Economy. Lormier. 

Milloy, J.S. (1999). A National Crime: The Canadian Government and the Residential School System -1879-1986. University of Manitoba Press. 

Regan, P. (2011). Unsettling the Settler Within: Indian Residential Schools, Truth Telling, and Reconciliation in Canada. University of British Columbia Press.

Creating Connections with Indigenous Perspectives in Education (YouTube videos) 

  1. Traditional Opening, Smudging, and Land Acknowledgement and Introduction – President, Dr. Steven Murphy 
  2. Panel Presentations: Experiences incorporating Indigenous pedagogy, Making make connections and building relationships with Indigenous communities Panelists: Dr. Joey-Lynn Wabie, Bernard Leroux, Mitchell Huguenin, Nancy Hamer Strahl, Cat Criger (Elder) Moderator: Dr. Susan Forbes 80 minutes (30 minutes/10 minutes Q&A each)