This article is the second in a four-part series exploring the 2025–2030 Indigenous Action Plan. Shaped by experience and community consultation, this second iteration of Hoop Two offers more specific ways to grow in research, pedagogy, and academic practice—starting from wherever each faculty or department is currently positioned.
Growing Indigenous curriculum and research
Hoop Two brings academic transformation into focus. It expands Indigenous curriculums, improves access to Indigenous-led research, and integrates Indigenous ways of knowing into how knowledge is taught, generated and shared.
“Before, faculties were seeking guidance and consultation for where they were in their Indigenization process,” says Johnson. “Now, the hoop outlines clearer examples and goals. It gives people something to build from or find inspiration in, to continue their work with a roadmap.”
The plan suggests concrete ways to move forward, like hiring Indigenous faculty, integrating Indigenous knowledge systems into course content, or supporting Indigenous methodologies in thesis supervision. The emphasis is on helping each faculty grow at their own pace. For some, this might mean reviewing existing courses; for others, it could involve creating entirely new streams of study.
Johnson underscores that this growth is not only about adding content, but also about rethinking academic culture itself: “It’s about valuing Indigenous intellectual traditions and creating space for them to thrive within the University.”
Expanding Indigenous curriculums and experiential learning
For students, Hoop Two opens new pathways to learn with and from Indigenous knowledge systems—both in the classroom and beyond. It encourages the integration of Indigenous content into teaching, not just into electives or one-off courses, but throughout entire programs and course sequences.
One concrete example is the use of Indigenous course tagging, which helps students identify and enrol in classes shaped by Indigenous perspectives. Faculty members are also encouraged to include Indigenous methodologies in their course design and thesis supervision to build a more inclusive academic environment.
Indigenous experiential learning is also gaining ground, offering students the chance to engage with Indigenous communities through placements and community-based research. These immersive experiences help bridge theory and practice while building relationships rooted in respect and reciprocity.
The goal is to prepare scholars who can navigate diverse knowledge systems and contribute meaningfully to reconciliation and decolonization in their fields.
Advancing Indigenous research and protocols
Hoop Two also supports a stronger Indigenous research ecosystem, one that is grounded in respect for Indigenous knowledge systems and protocols.
“This hoop provides guidance on how we approach research: how we build relationships, follow protocols, and ensure the work reflects Indigenous priorities,” says Johnson.
The plan underscores the importance of Indigenous research methodologies—from data collection to knowledge sharing—and encourages everyone to use them.
Moreover, the Institute of Indigenous Research and Studies is transitioning into its own academic unit, a shift that affirms the central role of Indigenous research and pedagogy at 糵. This change creates space for Indigenous leadership and supports the self-determination of Indigenous scholars within the academic structure. It also lays the groundwork for future initiatives, including a planned research chair in Indigenous knowledge systems.
These developments strengthen the University’s ability to support Indigenous-led research and to ensure that it reflects and benefits the communities with which it engages.
The heart work behind Hoop Two
The evolution of Hoop Two shows how far the institution has come. What once felt abstract or symbolic now feels tangible. It gives people practical ways to act.
For the small, dedicated team at the Office of Indigenous Affairs, Hoop Two is deeply personal. “It’s not theoretical for us,” says Johnson. “We’re accountable to our communities, our families. This work reflects who we are.”
“It’s heart work,” she adds. “You carry the weight of your community and culture with you. But you also get to carry the hope.”
