Synopsis
Empowering Indigenous Students in the Classroom and Beyond brings together scholarly essays from faculty at the University College of the North (UCN), where the majority of students identify as Indigenous. Written from a wide range of disciplines, the chapters highlight how the faculty at UCN integrates Indigenous and Northern values into teaching and learning, with the goal of creating educational experiences that are culturally meaningful, inclusive, and supportive.
The contributors share strategies that build on Indigenous learners' motivation and resilience, while emphasizing the importance of relationship-building, community engagement, and integrating Indigenous ways of knowing alongside Western educational models. Each essay offers practical approaches for developing student success both in academic settings and in life beyond the classroom.
By addressing the historical and ongoing impacts of colonization on education, this collection underscores UCN's commitment to reconciliation. The essays demonstrate how post-secondary institutions can play a vital role in healing and empowerment, offering tools and frameworks for positive change in Indigenous education.
Educators, researchers, policymakers, and allies will find thoughtful perspectives here, while Indigenous students and teachers will recognize experiences that speak directly to their realities. More broadly, Empowering Indigenous Students in the Classroom and Beyond invites readers to consider how Indigenous and Western knowledge systems can come together in meaningful ways.
About the Author
Dr. Ying Kong: Dr. Kong is an associate professor of English literature at the University College of the North. She has published widely, including translations of contemporary Chinese literature and has been recognized through national mentorship programs and academic awards, reflecting a career dedicated to promoting dialogue across cultures and disciplines.
Dr. Joseph Atoyebi: Dr. Atoyebi is an associate professor of linguistics at the University College of the North. His publication portfolio includes a book, "A Reference Grammar of Oko," as well as several academic articles and book chapters in highly reputable scholarly journals and other notable publication outlets such as Mouton de Gruyter.
Dr. Jennie Wastesicoot: Dr. Wastesicoot is an Assistant Professor of the Aboriginal and Northern Studies Program with the University College of the North. Her publications and research involve articles and book chapter submissions. Her work demonstrates expertise in Indigenous research, as well as commitment to student learning, institutional service and community engagement. She is a key member of the Faculty of Arts, Business, and Science (FABS) and the University College of the North (UCN), currently serving as Chair of Indigenous programs.
The contributing authors in this volume include linguists, educators, and community-engaged scholars whose teaching and research are rooted in UCN's Northern and Indigenous context. Together, they bring advanced academic credentials, extensive publication records, and lived experience working with Indigenous learners. Their collaborative effort underscores UCN's mission: to move beyond accommodation toward genuine transformation in education.
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