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Report on CAUT Conference, Transforming the Academy: Forum for Aboriginal Academic Staff

11-13 November 2011, Vancouver, BC

By Carl James, Professor, Dept. of Education

14 Dec 11 - The 3^rd CAUT Forum for Aboriginal Academic Staff built on the experiences of the previous conferences and provided an opportunity to discuss experiences, issues and concerns. Representing CAUT were President Wayne Peters and Executive Director James Turk. This biannual conference was very well attended by Aboriginal faculty members and graduate students, and other faculty members from universities in all regions of Canada. There were plenary sessions and discussion circles in which the following topics were covered:

• The role of elders in colleges and universities.

• Managing work / life balance.

• Negotiating racial diversity in the classroom.

• Working conditions for Aboriginal academics.

In the sessions, presenters and participants talked of their successes and challenges in engaging their respective institutions, the opportunities, possibilities and impact that being in university affords them (such as being able to influence policy, curriculum and colleagues), and how they have been able to navigate the institutional structures (including the tenure process) while taking care of themselves as one person put it: “you can’t give all our spirits.”

However, there were challenges such as having to deal with racism from students, colleagues and administrators, and having to “advocate for yourself” or “blow your own horn” in a cultural context where “humbleness” – the cultural way of operating – did benefit them. With reference to their many and varied experiences, their limited “voice” and invisibility – even as they are in the institutions – they wondered about their presence and role, as well as the ‘readiness’ of the academy for Aboriginal people insofar as issues of racism and discrimination continue to operate as barriers to their full participation. Nevertheless, they worked with the hope and expectation that “things will get better.”

The idea of “indigeneizing” the university was discussed. While there was widespread agreement that this is an important step in the right direction, there were suggestions that this must go beyond tokenism and in tandem with reforms in governance. It was noted that the university is a “colonial house, set up in a colonial way,” hence there is a need for decolonizing institutions with more inclusive policies – something which CAUT should assist with. In other words, the cultures of institutions need to be ones which promote less individualism and more respect and recognition of the relationship of the institutions to the Aboriginal territories / communities. Participants felt that the “visibility” of Aboriginals in institutions needs to go beyond presentation in “brochures” in which “our bodies are offered” and used for the goals of institutions to one in which indigenous knowledge, research, writings and approach learning are respected and seen as part of the institution. In this regard, the practice of inviting elders to institutions merely “to participate in closing and openings” should be replaced with having them as an integral part of the institution recognizing that “elders bring creative presence into the institutions” and serve as a connection to the communities. 

Recruitment and retention was a theme that emerged in many of the discussions. It was noted that many Aboriginal faculty members entered institutions "All But Dissertation" (ABD) or on contingent appointment and would struggle to complete and meet multiple demands and expectations. In some cases, individuals have not finished their dissertation, lost tenure-track positions, and had to re-apply to the institution. Retention of Aboriginal faculty members was a major concern, particularly when it comes to their limited numbers and the needs of Aboriginal graduate students’ expectation to work with Aboriginal faculty members. It was suggested that one possible way of addressing this issue is for Aboriginal members to be on committees where their concerns might be appropriately and effectively taken up and addressed. 

Obviously, tenure and promotion have much to do with retention. It was observed that the traditional way of assessing productivity and scholarship need to take into account the difficult experiences of Aboriginal faculty members of fulfilling expectations / demands when often “you’re the only Aboriginal on faculty.” Further, there was call for a reconceptualization of teaching and scholarship, suggesting that community work should be seen as teaching and scholarship. In other words, community engagement is an important form of scholarship and an important basis for learning. As such, "publications” takes on a different meaning. Participants also made the point that they can be considered “dual scholars” – fulfilling some of the traditional expectations of the institutions while being actively involved in their respective communities. Hence in a context of inclusivity, fairness and cultural diversity, it was suggested that Tenure and Promotion committee members, especially Chairs, “need to hear what our lives are about.”

The following are some of the suggestions / recommendations that were put forward, particularly in terms of the work of local faculty associations, and taking into account the fact that associations can no longer avoid calls for help from Aboriginal people.

• Promote the principles of equity; support equity for Aboriginal faculty members.

• Bargain on behalf of Aboriginal faculty, and make workload issues visible taking into account outreach.

• Acknowledge the racism and discrimination – the “silent discrimination” – that exists in the academy and must be addressed.

• Help make indigeneity a priority in the university.

• Support Aboriginal faculty members getting tenured positions.

• Have caucus of Aboriginal faculty and graduate students to support each other.

• Sponsor educational events that make visible the work of Aboriginal faculty members.

• Establish S.A.F.E – Support Aboriginal Faculty Enhancement – groups.

• Help to build better and more collegiality among faculty members.

• Have representation within faculty associations to ensure Aboriginal voice.

• Support the needed research and initiatives.

• Work to obtain “hard data” about Aboriginal faculty at all levels of the institution.

• Sponsor workshops for new Aboriginal faculty members and provide information to new hires.

• Create ways to include elders in institutions. They should be part of the administration.

Other Delegates to this Conference:
H.Tom Wilson