Unpacking the Indigenous Student Experience | Matthew Provost | TEDxSFU

Summary

Matthew Provost shares his powerful journey as an Indigenous student navigating the challenges of a colonial education system. Reflecting on intergenerational trauma from the residential school system, he highlights the emotional toll of constantly advocating for recognition, inclusion, and the support of Indigenous voices in academia. He calls for a more inclusive curriculum and for academic institutions to address systemic racism, urging both students and educators to create spaces where Indigenous perspectives are acknowledged and respected. His message is a compelling reminder of the importance of reconciliation, equity, and culturally competent support in education.

Takeaways

• 😀 Acknowledging Indigenous Territories: The speaker begins by recognizing that they are on unseated and unsurrendered Blackfoot territory, which emphasizes the importance of acknowledging the land and its history.
• 😀 Living in Two Worlds: The speaker discusses the experience of Indigenous people navigating both Indigenous worldviews and Western, colonial systems, particularly in education.
• 😀 Impact of Residential Schools: The speaker shares that their relationship with education is shaped by the legacy of the Indian residential school system, which lasted until 1996, affecting multiple generations of their family.
• 😀 Emotional Labor in Education: Indigenous students often endure emotional labor, dealing with systemic racism, ignorance, and trauma while also advocating for their communities and spaces in academic settings.
• 😀 Trauma and Re-traumatization in Learning Environments: The speaker reflects on how discussions about residential schools can be triggering and re-traumatizing, leading them to leave classrooms in distress.
• 😀 Advocacy for Indigenous Students: Indigenous students are often expected to be the advocates for their own well-being and inclusion in academia, despite being in a minority and having to fight for their place in decision-making spaces.
• 😀 Systemic Barriers in Education: The speaker calls out the colonial and systemic barriers that make it difficult for Indigenous students to feel safe, supported, and represented in academic environments.
• 😀 Importance of Indigenous Knowledge: The speaker urges institutions to incorporate Indigenous knowledge into curricula not as a token gesture, but to genuinely enrich the learning experience and foster reconciliation.
• 😀 Role of Indigenous Students in Reconciliation: Indigenous students are essential to advancing reconciliation efforts, yet they are often put on the front lines of combating racism in their learning environments.
• 😀 Calls to Action for Education: The speaker provides several calls to action for students and professors, including being mindful of the questions asked in class, advocating for Indigenous content, and supporting Indigenous students with culturally competent resources and trigger warnings.

Q & A

What is the significance of Matthew Provost's acknowledgment of the land and his position as an uninvited guest?

Matthew Provost acknowledges his presence on unceded Blackfoot territory to recognize the historical and ongoing impacts of colonialism on Indigenous communities. This recognition helps set the tone for the personal and collective experiences he shares throughout his speech.

What does Provost mean by 'living in two worlds'?

Living in two worlds refers to the experience of being Indigenous and navigating both the Western, colonial academic system and the Indigenous worldview. It involves balancing cultural and community ties with the demands and expectations of mainstream education.

How does the historical trauma of the residential school system affect Indigenous students today?

The trauma of the residential school system continues to affect Indigenous students by causing emotional distress and re-traumatization when dealing with topics related to the system in academic settings. Many Indigenous students are one or two generations removed from this history, and it impacts their educational experiences and emotional well-being.

What challenges did Provost face as an Indigenous student in higher education?

Provost faced institutional barriers, systemic racism, ignorance, and the emotional burden of educating others about Indigenous history and experiences. He also had to constantly defend Indigenous content and his own identity in academic settings.

Why does Provost refer to the 'privilege' of walking in two worlds?

Provost refers to the 'privilege' of walking in two worlds as the ability to see the world from both a Western, colonial perspective and an Indigenous worldview. However, he acknowledges that this privilege comes with the heavy burden of navigating spaces that often do not understand or respect Indigenous knowledge and culture.

What is the role of Indigenous students in advocating for systemic change in academic institutions?

Indigenous students are often put on the front lines of advocating for systemic change in academic institutions. They fight for the inclusion of Indigenous knowledge, support services, and more culturally inclusive curricula, often at the cost of their emotional and mental well-being.

What is Provost’s view on the inclusion of Indigenous content in academic curricula?

Provost believes that Indigenous content should not be included in academic curricula just because it fits a course requirement, but because it offers valuable, alternative perspectives. He urges professors and institutions to integrate Indigenous knowledge meaningfully and continuously.

How does Provost suggest professors can better support Indigenous students in the classroom?

Provost suggests that professors can better support Indigenous students by being mindful of the emotional impact of certain content, offering trigger warnings, and providing culturally competent resources. Additionally, he encourages professors to invite Indigenous community members to share their perspectives.

What actions does Provost recommend for students to support Indigenous voices in academia?

Provost recommends that students be mindful of the questions they ask in class, advocate for the inclusion of Indigenous content, and express gratitude if Indigenous content is already part of the curriculum. He also encourages students to recognize the systemic challenges Indigenous students face and to amplify Indigenous voices.

What does Provost mean when he says 'education got us into this mess, and education will get us out of it'?

Provost is quoting Justice Marie Sinclair to highlight the central role that education has played in the oppression of Indigenous peoples, particularly through the residential school system. He emphasizes that education must also play a key role in healing, reconciliation, and addressing systemic issues faced by Indigenous communities.