| dc.description.abstract | Since the Truth and Reconciliation Commission issued its Calls to Action in 2015, Canadian universities have emphasized the importance of inclusivity and diversity and set strategic goals to incorporate Indigenous perspectives into their curricula. In this thesis, I explore how different academic disciplinary areas perceive the facilitators and barriers of integrating diverse perspectives into undergraduate and professional curricula. Specifically, I focus on Dalhousie University as a case study. Situated on unceded Mi’kmaq territory, the university is working to create a more inclusive and diverse learning environment by developing an Indigenous Studies minor, creating a certificate program, and increasing Indigenous student and faculty recruitment. Basing my approach on the literatures of institutional ethnography, sociology of higher education, organizational anthropology, and decolonial education studies, I conducted a textual analysis of university policy documents to explore the framing of diversity and inclusivity issues. I also conducted semi-structured interviews with professors to understand disciplinary differences in approaches to the incorporation of Indigenous perspectives. My research offers insight into the gaps between strategic priorities and academic policy, and between different practices within universities. | en_US |
