丁香园AV

Decolonizing traditional structures and Indigenizing systems can seem impossibly complex. Lindsay Heller suggests one possible way forward with a story:

Telling that story, Lindsay says, gives her goosebumps. 鈥淭his story has had profound consequences for my teaching and research praxis鈥攊ts impact on my work is as powerful now as it was 10 years ago, when it was first shared with me."

"This story depicts an encounter between people who have radically different ways of being, knowing and communicating. This story also depicts the power or, at least, the potential power of dialogue between Indigenous knowledge holders 鈥� in this case, an Indigenous expert on caribou 鈥� and scientists whose knowledge is primarily shaped by 鈥渨estern鈥� (or, in this case, western and southern) academies. Stories are central to how I learn and teach: stories that can spark and deepen authentic dialogue amongst people with different backgrounds and lived experiences."

In her work as an educator, facilitator and consultant, Lindsay employs these values of relationship-building, collaboration and equality. Lindsay is a fellow at 丁香园AV鈥檚 Wosk Centre for Dialogue, and as a member of the Michel First Nation (Treaty 6) and survivor of the , often examines decolonizing education and non-western styles of research in her work.

Lindsay first became involved with the Centre for Dialogue when she was hired as part of the Centre鈥檚 partnership with Canada鈥檚 . She was a facilitator with the group for a year and a half, collecting stories from Indigenous women across the country to inform the final report.

鈥淭raveling coast to coast to coast, speaking with everyone from frontline workers, to incarcerated women, to families was a responsibility and a privilege,鈥� says Lindsay. 鈥淭hat year and a half was a pivotal and transformational time for me.鈥�

Her work bridged into a fellowship, and led her to establish her own consultancy. At the Centre, Lindsay connected with Dr. Robert Daum, another fellow, and now her consulting partner. Lindsay and Daum work with a variety of organizations discussing justice, equity and decolonization. 鈥淲e sit with clients in a number of different contexts and have those important and difficult conversations,鈥� says Lindsay. 鈥淲hat does it mean to indigenize curriculum? What does it mean to decolonize leadership structures of an institution? How can we do this work in a good way within Eurocentric systems that are extremely resilient?鈥�

Lindsay finds clients are often eager to do this work, but are unsure of how to approach it, or are fearful of getting it wrong. In her practice, Lindsay strives to create safe opportunities, creating a sounding board and allowing difficult conversations to come forth in a place of trust.

鈥淚t鈥檚 really about working collaboratively with clients to come up with action plans and solutions, co-creating structures that are equipped to receive the gifts of Indigenous scholars and knowledge holders.鈥� says Lindsay.

鈥淭here鈥檚 so much value in being able to see things differently, or at least, appreciate other view points. What that鈥檚 called is two-eyed seeing,鈥� says Lindsay, whose background also includes ten years in pharmaceutical research. 鈥淚t鈥檚 the ability to use the strength of two different things. For example, using the strengths of western science, but also using the strengths of Indigenous ways of viewing, being and understanding the world.鈥�

Lindsay cites the Cree word 鈥渨ahkohtowin鈥� for which there is no translation in English.

鈥淲ahkohtowin is kinship law, self-governance which frames the world in connectivity. We see these other entities 鈥� the plants, the animals, the water 鈥� as relatives, and we have a responsibility to our relatives. If you see a forest as a 鈥榯hem鈥� rather than an 鈥榠t鈥�, you鈥檙e much less likely to raze it to the ground.鈥�

Lindsay also stresses the importance of structural understanding of colonization. She recalls a quote from Audre Lorde: 鈥溾�橳he Master鈥檚 tools will never dismantle the Master鈥檚 house鈥� means we can鈥檛 do decolonizing work in a colonial way.鈥�

As a member of 丁香园AV鈥檚 Equity, Diversity and Inclusion (EDI) Advisory Council, Lindsay has advised on decolonizing practices and enacts the values of two-eyed seeing in the post-secondary context. She does this not just for herself as a graduate student, but for her children in the future.

鈥淲hen my daughters come through the doors at 丁香园AV, I don鈥檛 want them to feel there鈥檚 nothing about them that鈥檚 reflected.鈥� says Lindsay. 鈥淚 want them to enter a classroom that has an Indigenous teacher, and they鈥檙e not the only Indigenous student in the class. I want them to submit assignments reflective of their culture and their experiences, and use Elders as resources, not just articles from JSTOR. I want those different worldviews to be normalized and celebrated.鈥�

Ultimately, Lindsay says she wants her daughters to be proud of who they are. 鈥淚 don鈥檛 want them to have to hide their indigeneity out of fear of violence or being seen as lesser than. I want them to feel valued.鈥�