Week 3 Reading - Queen's University Awareness Report_2019

What Queen’s Students Know About Indigenous Realities in Canada

Overview

  • Research by Anne Godlewska et al. focusing on Queen's University students' knowledge of Indigenous issues in Canada.

  • Published on April 15, 2019.

Acknowledgements

  • Research supported by:

    • Questionnaire co-designers.

    • Deb St Amant (Bezhig Waabshke Ma’iingan Gewetigaabo).

    • Queen’s University administrators and participating students.

  • Content Warning: Includes student responses that may be upsetting.

Table of Contents

  • Acknowledgements

  • Terminology

  • Executive Summary

  • Introduction

  • Methodology

  • Quantitative Results

  • Qualitative Results

  • References

Terminology

  • Aboriginal: Legal term including First Nations and Métis peoples.

  • Assimilation: Absorption into dominant society (voluntary or forced).

  • Colonialism: Acquiring control over territory or people, exploiting economically.

  • First Nations: Indigenous peoples in Canada excluding Inuit and Métis.

  • Indigenous: Encompasses all native peoples, including status and non-status groups.

  • Métis: Descendants of non-Indigenous fur traders and Indigenous women.

  • Inuit: Culturally distinct peoples of the Arctic.

Executive Summary

  • InWinter 2018, a questionnaire on Indigenous knowledge was conducted with 23 undergraduate and Education classes at Queen's.

  • 844 students completed the survey across five faculties.

Key Findings:

  1. Students in Indigenous-focused courses (IF) learn significantly more.

  2. Students in Some Content Indigenous courses (SC) show limited understanding of Canada’s colonial legacy.

  3. Most students are not enrolled in Indigenous courses, retaining initial knowledge levels.

  4. Knowledge about Inuit topics is notably low.

  5. Education and social attitudes surrounding Indigenous issues vary significantly by faculty.

  6. Many students display significant ignorance regarding Indigenous presence and issues.

  7. Land acknowledgements have limitations but are recognized by many as steps towards reconciliation.

  8. Negative perceptions and myths regarding Indigenous peoples remain prevalent.

  9. Student desire exists for increased Indigenous course offerings.

Introduction

  • Addressing deep ignorance about Indigenous issues at Queen’s University.

  • Two parts of the report: quantitative analysis (surveys) and qualitative analysis (open-ended responses from approximately 9,000 comments).

Methodology

Co-Designing the Questionnaire

  • Questionnaire developed over ten years with input from Indigenous educators and community members.

  • Aim: Assess knowledge vital for responsible citizenship.

Questionnaire Structure

  • Sections included learning source, self-perception, knowledge, social attitude, demographics, and reactions to the questionnaire.

Delivery and Participants

  • Survey conducted in 23 classes, resulting in an 85% participation rate from 1,179 students, with 844 completions.

Quantitative Results

Performance on Multiple-Choice Questions

  • Overall performance average of 71.1%.

  • Indigenous students performed significantly better than non-Indigenous peers.

  • Current topics like governance and geography showed lower average correct answers.

Faculty Performance Variance

  • Education students performed best, while Commerce and Engineering students demonstrated lower knowledge levels.

  • Evidence suggests greater course exposure correlates with higher knowledge retention.

Qualitative Results

Student Responses Analysis

  • Varied understanding of Indigenous topics, with confusion about reserves versus traditional territories.

  • Misconceptions about the nature of Indigenous identity and rights due to government definitions.

  • Widespread criticism of the structural inequalities faced by Indigenous women.

Positive Contributions Recognized

  • Some students acknowledged the resilience of Indigenous peoples and active positive changes from their communities, but challenges in this recognition persist.

Recommendations for Improvement

  • Call for more Indigenous-focused courses and hiring of Indigenous faculty.

  • Enhanced visibility of Indigenous culture within the university environment.

Conclusion

  • Queen’s University’s efforts to integrate Indigenous knowledge are underway but require significant enhancement.

  • Continuous learning about Indigenous issues is crucial to combat deep-seated ignorance and foster understanding among all students.