Building Trust with Indigenous Employees: The Indigenous Workways Toolkit

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IWCSS_ Scale_Final

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Leanne-Gosse

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Indigenous Workways - Mentorship Framework for Organizations

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Indigenous Workways - Mentorship Day Final for organizations

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IW_Introduction

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Indigenous Workways Introduction Slides

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Welcome

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Aaniin, She:kon, Kwe', Wachay, Boozhoo, Koolamaalsii, Welcome! You are about to begin the Indigenous Workways Introductory course. As you proceed throughout this course, take the time to think deeply and critically about the information you are taking in. Situate yourself and your experiences within the information that you are learning. This course will cover the following highlights:

an introduction to thinking critically about Indigenous conceptions of land and identity
a brief history of the Indigenous nations and communities that traditionally inhabit the territories where Indigenous Workways is located
reflection on what you have learned and how to further your knowledge building in the future

We are so glad you are here! We hope you will feel empowered to engage actively and critically with the work that is done here. When you are ready to begin your learning, you can navigate the course through the table of contents on the top right of your screen, or the navigation buttons on the bottom. This course is expected to take approximately 5 hours.

Appendix

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This is where you can add appendices or other back matter.

References

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You will ﬁnd below, a full list of the references that were used to develop this onboarding. If you have any questions concerning the references and citations, please do not hesitate to ask[WHO?]

Cultural Safety Scale and Manual

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IWCSS_Manual_Final.pdf IWCSS_ Scale_Final.pdf

Recommended Citations & Attributions

Cultural Safety Scale and Manual Kwantes, C. T., Ghadiri, S., & Livingstone, J. (2025). Cultural Safety Scale Manual. In C. T. Kwantes, W. L. Adair, L. Gosse, & Nahdee, R. (Eds.). Building trust with Indigenous employees: The Indigenous workways toolkit. University of Windsor. https://ecampusontario.pressbooks.pub/indigenousworkways Cultural Safety Scale and Manual by Catherine T. Kwantes, Saba Ghadiri, and Jacob Livingstone is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Cultural Safety Scale Kwantes, C. T., Ghadiri, S., & Livingstone, J. (2025). Cultural Safety Scale. In C. T. Kwantes, W. L. Adair, L. Gosse, & Nahdee, R. (Eds.). Building trust with Indigenous employees: The Indigenous workways Toolkit. University of Windsor. https://ecampusontario.pressbooks.pub/indigenousworkways Cultural Safety Scale by Catherine T. Kwantes, Saba Ghadiri, and Jacob Livingstone is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Contributors

Sebastian Balmer Roya Amini Narjes Azizi Marshid Soleimani

Reviewer

Russell Nahdee

Introduction to Indigenous Worldviews

pensionfinance — Fri, 22 Nov 2024 02:29:30 +0000

Go to Introduction to Indigenous Worldviews by Zoe Heritage-Green

Recommended Citation & Attribution

Heritage-Green, Z. (2025). Introduction to Indigenous worldviews. In C. T. Kwantes, W. L. Adair, L. Gosse, & Nahdee, R. (Eds.). Building trust with Indigenous employees: The Indigenous workways toolkit. University of Windsor. https://ecampusontario.pressbooks.pub/indigenousworkways/

Introduction to Indigenous Worldviews by Zoe Heritage-Green is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License except where otherwise noted.

Contributors

Catherine T. Kwantes Wendy L. Adair Leanne Gosse Ashlyne O'Neil

Reviewer

Russell Nahdee

Instructional Designer

Zoe Heritage-Green

Mentorship Framework Manual

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Indigenous Workways - Mentorship Framework for organizations_FINAL

Recommended Citation & Attribution

Gosse, L., & Heritage-Green, Z. (2025). iSmudge Mentorship Framework. In C. T. Kwantes, W. L. Adair, L. Gosse, & Nahdee, R. (Eds.). Building trust with Indigenous employees: The Indigenous workways Toolkit. University of Windsor. https://ecampusontario.pressbooks.pub/indigenousworkways/ iSmudge Mentorship Framework by Leanne Gosse & Zoe Heritage-Green is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Reviewed By

David R. Newhouse Russell Nahdee Jaimie Kechego

Student Contributors

Hadley Smith Kara Day Hannah Wagler Chloe Carew Mac Meyer

Indigenous Youth Career Camp/Day Documents

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Indigenous Workways - Mentorship Day Final for organizations

Recommended Citation & Attribution

Heritage-Green, Z., & Gosse, L. (2025). Indigenous youth career camp/day documents. In C. T. Kwantes, W. L. Adair, L. Gosse, & Nahdee, R. (Eds.). Building trust with Indigenous employees: The Indigenous workways toolkit. University of Windsor. https://ecampusontario.pressbooks.pub/indigenousworkways/

Indigenous Youth Career Camp/Camp Day Documents by Zoe Heritage-Green and Leanne Gosse licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Contributor

Lori Campbell

Indigenous Guidance

Christina Restoule

Student Contributors

Jake Mahood Hannah Grambrow Tori Arnold Kayla Lima Autumn McAllister

Relational Communication

pensionfinance — Fri, 22 Nov 2024 02:40:34 +0000

Go to Relational Communication by Sebastian Josef Balmer and Wendi L. Adair

Recommended Citation & Attribution

Adair, W. L., & Balmer, S. J. (2025). Relational communication. In C. T. Kwantes, W. L. Adair, L. Gosse, and Nahdee, R. (Eds.). Building trust with Indigenous employees: The Indigenous workways toolkit. University of Windsor. https://ecampusontario.pressbooks.pub/indigenousworkways/ Relational Communication by Sebastian Josef Balmer and Wendi L. Adair is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License except where otherwise noted.

Contributors

Catherine T. Kwantes Leanne Gosse Russell Nahdee Jaydum Hunt

Indigenous Guidance

David R. Newhouse Russell Nahdee Jaimie Kechego

Instructional Designer

Zoe Heritage-Green

Microaggressions in the Workplace

pensionfinance — Fri, 22 Nov 2024 02:45:23 +0000

Go to Microaggressions in the Workplace by Mahshid Soleimani and Catherine T. Kwantes

Recommended Citation & Attribution

Soleimani, M., & Kwantes, C. T. (2025). Microaggressions in the workplace. In C. T. Kwantes, W. L. Adair, L. Gosse, & R. Nahdee (Eds.). Building trust with Indigenous employees: The Indigenous workways toolkit. University of Windsor. https://ecampusontario.pressbooks.pub/indigenousworkways/ Microaggressions in the Workplace by Mahshid Soleimani and Catherine T. Kwantes is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License except where otherwise noted.

Contributors

Wendi L. Adair Leanne Gosse

Reviewers

David R. Newhouse Russell Nahdee Jaimie Kechego

Instructional Designer

Zoe Heritage-Green

Understanding Stereotype Threat

pensionfinance — Fri, 22 Nov 2024 02:51:29 +0000

Go to Understanding Stereotype Threat by Roya Amini and Catherine T. Kwantes

Recommended Citation & Attribution

Amini, R., & Kwantes, C. T. (2025). Understanding stereotype threat. In C. T. Kwantes, W. L. Adair, L. Gosse, & R. Nahdee (Eds.). Building trust with Indigenous employees: The Indigenous workways toolkit. University of Windsor. https://ecampusontario.pressbooks.pub/indigenousworkways/ Go to Understanding Stereotype Threat by Roya Amini and Catherine T. Kwantes is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License except where otherwise noted.

Contributors

Wendi L. Adair Leanne Gosse

Reviewers

Russell Nahdee Jaydum Hunt

Indigenous Guidance

David R. Newhouse Russell Nahdee Jaimie Kechego

Instructional Designer

Zoe Heritage-Green

Holistic Conflict Management

pensionfinance — Fri, 22 Nov 2024 02:53:10 +0000

Go to Holistic Conflict Management by Narjes Azizi and Wendi L. Adair

Recommended Citation & Attribution

Azizi, N., & Adair, W. L. (2025). Holistic conflict Management. In C. T. Kwantes, W. L. Adair, L. Gosse, & R. Nahdee (Eds.). Building trust with Indigenous employees: The Indigenous Workways Toolkit. University of Windsor. https://ecampusontario.pressbooks.pub/indigenousworkways

Holistic Conflict Management by Narjes Azizi and Wendi L. Adair is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Contributors

Catherine T. Kwantes Leanne Gosse Russell Nahdee Chloe Addie Lori Campbell Michael A. Gross Estelle E. Archibold Jason D. Marshall Sara Agawa Emannuella Okwu

Indigenous Guidance

David R. Newhouse Russell Nahdee Jaimie Kechego David C. Thomas

Instructional Designer

Zoe Heritage-Green

Psychological Safety and Cultural Safety in the Workplace

pensionfinance — Fri, 22 Nov 2024 02:56:09 +0000

Go to Psychological Safety and Cultural Safety in the Workplace by Saba Ghadiri and Catherine T. Kwantes.

Recommended Citation & Attribution

Ghadiri, S., & Kwantes, C. T. (2025). Psychological safety and cultural safety in the workplace. In C. T. Kwantes, W. L. Adair, L. Gosse, and R. Nahdee (Eds.). Building trust with Indigenous employees: The Indigenous workways toolkit. University of Windsor. https://ecampusontario.pressbooks.pub/indigenousworkways

Psychological Safety and Cultural Safety in the Workplace by Saba Ghadiri and Catherine T. Kwantes is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License except where otherwise noted.

Contributors

Alicia Jacobs Russell Nahdee

Indigenous Guidance

David R. Newhouse Russell Nahdee Jaimie Kechego

Instructional Designer

Zoe Heritage-Green

Link to the new Indigenous Workways Website

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The content from the Indigenous Workways website is currently being transferred to another hosting site, https://uwindsor.icampus21.com/wordpress/indigenousworkways/

Contributors - generated by PB

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Editors

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Catherine Kwantes, University of Windsor

Catherine Kwantes (Ph.D.) is a co-principal investigator of the Indigenous Workways project. She is professor of Industrial-Organizational Psychology in the Psychology Department, and director of the Culture and Organizational Research Centre at the University of Windsor. She received an MSc in Clinical Psychology, and MA and PhD degrees in Industrial-Organizational Psychology. Her area of research is on the intersection of societal and organizational cultures, and how societal cultures affect perceptions of trustworthiness in organizations, workplace interactions, and employee attitudes. She has given lectures to audiences around the world, taught in numerous countries, and provided consultative services to organizations in North America and Asia. She has lived and worked in Canada, Japan, India, and the U.S.A.

Wendi L. Adair, University of Waterloo

M.A., Ph.D., Northwestern University, Kellogg School of Management) is professor and director of the Culture at Work Lab at University of Waterloo, Ontario. Wendi’s current research examines the impact of culture on communication, for example what is said and what is not said, and interdependent work outcomes, such as communication effectiveness, conflict resolution, trust, and team performance. She also investigates culture and the self at work, examining work values, the meaning of work, and adaptation in multicultural teams. Wendi’s research appears in a range of management and psychology journals and scholarly collections, and she most recently co-authored What Isn’t Being Said: Culture and Communication at Work (2025, Springer). Wendi is also co-founder of Intercultural Communication Edge (icEdge), a communication style assessment and cross-cultural communication effectiveness tool.

Leanne Gosse, Conestoga College

Leanne Gosse (PhD) is a professor of community and criminal justice at Conestoga College. Her research interests include justice and forgiveness in work organizations, safe space in communities for marginalized groups and human rights. Leanne also works as an associate consultant in industrial psychology. She uses her knowledge of psychological theory and measurement to help organizations assess and develop their executives. Leanne holds a PhD in social and personality psychology from Brock University and an MA in social and developmental psychology from Wilfrid Laurier University. She also completed a Social Sciences and Humanities Research Council of Canada post-doctoral research fellowship at the University of Waterloo in industrial-organizational psychology, with an emphasis on organizational justice. Leanne’s role on the project is to support the “interpersonal trust” research theme with her knowledge of organizational justice, as well as the “networks of trust” research theme by supporting the development of the alumni database at Conestoga College and the development and administration of the alumni survey.

Russell Nahdee

Russell Nahdee is from Bkejwanong (a.k.a. the Walpole Island First Nation) and currently an Indigenous Learning Specialist in the Centre of Teaching and Learning. He has worked in the field of Aboriginal education for over 30 years and is involved with several research projects, community boards, and planning committees. He has experience teaching at both the college and university level, most recently as an adjunct lecturer at the University of Windsor in the Department of Sociology and Criminology. Russell’s research activities include partnerships with principal researchers on research projects focusing on collaboration with First Nations communities, including the need to provide the transfer of skills and intellectual development to members of the First Nations communities and the sharing of information and research data with them.

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IW Intro Video-en-US

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Introduction

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Have you ever thought about who you are? What about what elements make up your identity, or why you view things in certain ways? Often, identity is something that we take for granted. We are who we are, simply because that is the way that it is. However, there are many different worldviews that make up your identity, and construct the ways that you think about the world around you. When working with Indigenous content and worldviews, it is important to deconstruct these concepts of identity, land, and worldviews, in order to situate yourself and understand your predispositions and biases. In this module, you will explore the concepts of identity, land, and worldviews. You will develop an understanding of Indigenous views of identity, how these connect to the land that you live on, and how this impacts your professional practice.

By the end of this lesson, you will have achieved the following learning goals:

I will develop an understanding of Indigenous view of Land and identity
I will explore my own relationship to Land and my identity
I will connect Indigenous views of Land and identity to my professional practice

You're part of the larger story. Go to the next lesson to begin situating yourself within the context of Land and identity.

Warm-Up: Thinking about Land

ashoneil — Wed, 21 Aug 2024 17:15:02 +0000

Land is spiritual, emotional, and relational; Land is experiential, Land is conscious - Land is a fundamental living being.
Sandra Styres

Take some time away from your computer to connect with your surroundings. Sometimes it is easy to forget the effect that the land we live on has on our daily lives and identity. It can be easy to become consumed with your work, school, and personal life, without stopping to reﬂect on the meaning of place and land, and it’s impact on our identity. Follow these steps in order to help situate yourself in this training, and to reﬂect on your land and the impact that it has.

Thinking About Land

Find a natural setting outdoors where you can sit quietly for about 20 minutes and just be with the Land. Open your ﬁve sense to all that is around you. Some optional questions to help guide your experience are:

What do you see?

What do you hear?

What do you smell?

What do you touch?

What do you taste?

What relationships or interactions do you notice in the environment around you?

How do you feel?

If you wish to, you can take notes on your observations about this experience.

We are committed to each other and to our community. Move on to learn how we can make an impact together.

Understanding Identity

ashoneil — Wed, 21 Aug 2024 17:20:19 +0000

Identity affects everything that you do, and how you see the world. As students and young professionals, it is important to understand how identity affects the way that you interact with the work you do, and how you relate to the content that you are learning and producing. Identity can take many forms, and be expressed in many ways. Many Indigenous teachings focus on the concept of the medicine wheel to represent the different elements of identity. Understanding how the different parts of identity related to the medicine wheel can affect your understanding of yourself and your relationality to the work that you are conducting is a key part of situating yourself within the work you are doing

Did you know?

The medicine wheel is a sacred symbol for Indigenous people, which represents the four dimensions of self, or identity, in conjunction with the 4 cardinal directions. This representation of identity helps to illustrate the circularity and interconnection of the different elements of identity as they are connected to the land and the wider world. Many Indigenous cultures have different uses and representations of the medicine wheel, and they can be used to show important teachings within these cultures.

Take some time to review the different elements of identity that can be represented in the Anishinaabe conceptions of the medicine wheel now (Styres, 2017, p.32):

Medicine Wheel Hotspot Activity:

Text Alternative to the Hotspot Activity

Circularity

The medicine wheel takes the form of a circle to show that all elements of life, land and identity are interconnected. The medicine wheel is designed to represent the circle of life (Styres, 2017).

The North

The white section of the medicine wheel is associated with the cardinal direction of the North. This section of the medicine wheel represents the night time and is connected to elders. The North section of the medicine wheel is connected to the winter, and the sacred medicine of the North is sweetgrass. This section of the medicine wheel is most commonly associated with the spiritual element of identity. (DDSB, 2017).

The East

The yellow section of the medicine wheel represents the East. The East in the medicine wheel symbolizes birth and new life. The East represents spring, and its sacred medicine is tobacco. This section of the medicine wheel is often connected to physical elements of identity (DDSB, 2019).

The South

The red section of the medicine wheel represents the South. This part of the medicine wheel symbolizes mid-day and is associated with youth and adolescence. The season associated with this section is summer, and the sacred medicine of the south is cedar. The element of identity most commonly associated with the South is emotional identity (DDSB, 2019).

The West

The black section of the medicine wheel is associated with the cardinal direction of the West. This section of the medicine wheel represents the evening and adulthood. The West section of the medicine wheel is connected to the autumn, and the sacred medicine of the West is sage. This section of the medicine wheel is most commonly associated with the mental element of identity (DDSB, 2019).

Understanding the Role of Land

ashoneil — Wed, 21 Aug 2024 17:29:22 +0000

Land plays a critical role in the understanding of identity and situating yourself through an Indigenous lens. To work effectively with Indigenous content and through Indigenous paradigms in academia, it is important to understand how Land effects the work that you do and your conception of self. Take some time to watch the following video on Traditional Knowledge and the Environment (Mandawe, 2017).

Traditional Knowledge and the Environment

Short film on Indigenous knowledge and the environment, highlighting the Walpole Island First Nation (Bkejwanong) community. https://www.youtube.com/watch?v=N5eSAOoj7p8

Now that you have watched the video, it is time to explore the role of Land further. Go through the following dialogue cards to learn more now.

land or Land?

You may notice throughout this module that sometimes land has a capital "L" and sometimes it is written with a lowercase "l". This is because of Sandra Styres conceptualization of land in her article "Pathways for remembering and recognizing Indigenous thought in education: philosophies of Iethi’nihstenha Ohwentsia’kekha (Land)" (2017). In this piece, Styres defines "land" as the physical land which we inhabit. Alternatively, "Land" with a capital is a theoretical and spiritual concept, therefore land itself is a key actor in the identity making process and a proper noun.

Now that you have reviewed the role of Land, take some time to check your understanding by sorting the following statements into colonial and Indigenous conceptions of Land.

Situating Yourself Through this Paradigm

ashoneil — Wed, 21 Aug 2024 17:39:12 +0000

You have now learned about the importance of land in Indigenous worldviews, how land is conceptualized, and how it affects you. It is now time to think of your personal relationship with the land and how it affects you in your role as a community member and professional.

Reflection Exercise

Think deeply about the following questions. Then create an audio or written recording of your reflections about land and identity:

How does land affect your identity? What connection do you have to the land?
Are there any ways in which you hope to grow in your connection to the land? What do you hope to achieve by doing so?
How do you think the land where you live and where you are from affects your work as a professional?
What are some similarities and differences between your views of land, and an Indigenous lens when considering land?

Once you have taken some time to reflect on these concepts, share your thoughts with another member of your team or a peer you can trust. Take some time to reflect on the differences and similarities between your views of Land and your partners, and how this can be connected to Indigenous conceptions of this same subject.

Review Quiz

Summary

ashoneil — Wed, 21 Aug 2024 17:49:19 +0000

In this module, we have learned about the importance of Land and its impact on identity. We have explored the differences between Eurocentric and Indigenous conceptions of identity and land, and how these inﬂuence us in what is today Canada. We have explored why it is important to understand your relationship with land when working with Indigenous subject matter, and how this can improve your practice in your personal and professional life.

Land is ultimately a teacher, which can help you to grow in your understanding or your studies, work, and most importantly self. When you understand your identity in relation to the Land, you can begin to situate yourself effectively within Indigenous worldviews.

Congratulations, you have now finished Module 1 of the Indigenous Workways Introductory training. You can now proceed to Module 2 "Indigenous History and Culture in Canada"

Introduction

ashoneil — Wed, 21 Aug 2024 17:58:32 +0000

[caption id="attachment_101" align="alignleft" width="2237"] A map of North America outlining settler conceptions of Indigenous territories on the land.
Photo by British Library on Unsplash[/caption]

The History of the Land

What do you think about when you think of the history of Canada. Many of you may think of history as starting in 1867, being conﬁned to the land mass that is now known as Canada, and centralized around certain key ﬁgures, such as John A. MacDonald. However, there is much more to the history of Turtle Island than is indicated in the narrative of Canadian history that is taught in schools, and which lies within the public conscience. Indigenous people have lived, interacted and thrived on this land since time immemorial. Their histories and relationships to the land, are an important part of the Canadian historical and modern narrative, and help us all to understand where we come from, and where we hope to go as a nation.

Learning Goals

By the end of this lesson, you will have achieve the following learning goals:

I will gain an understanding of key elements of Indigenous history from the region which I live
I will learn how Indigenous histories affects modern practices within academic institutions.
I will situate myself within the histories and experiences of Indigenous peoples on the land which is now Canada.

Navigate forward to begin Module 2.

Warm-Up: The Land You Live On

ashoneil — Wed, 21 Aug 2024 18:03:48 +0000

There is great signiﬁcance in the land that you live on. The land you inhabit has a long history, that is meaningful to its use and consequence in the modern day. Take some time to research who the land you live on was traditionally inhabited by. Answer the following questions to help guide your research.

Reflection Questions

What Indigenous nation(s) traditionally inhabited the land that you now live on?
Was there a treaty or agreement which transferred this land into government possession? If so, what treaty was this and when did it take place?
Why do you think it is important to understand on whose traditional territory you now inhabit?

Understanding the history of the land you live on helps to contextualize your actions in your personal, professional, and academic life.

A Snapshot of the History of Turtle Island

ashoneil — Wed, 21 Aug 2024 18:06:18 +0000

Turtle Island and the Land that is now Canada

Indigenous peoples have inhabited the land that is now Canada since time immemorial. The many Indigenous nations that lived, and continue to live, on this land have unique histories and experiences that cannot be applied to Indigenous people as a whole. Indigenous histories across the land that is now Canada highlight complex systems of governance, religion, social structures and diplomacy that were place, long before the arrival of European colonists (Native Land Digital, 2022). It is important to understand the vastness, diversity, and ﬂuidity of traditional Indigenous territories and languages. Click on the image below and take some time to explore the interactive map of Indigenous languages and nations. Speciﬁcally focus on the land that is now Canada, and the regions that you inhabit. As you explore this map, think about the complexity and diversity of the many overlapping nations, cultures and worldviews represented here. As you can see, it would be far too complex to have you explore the entirety of Indigenous histories in Canada, as this is the lengthy history of many different nations. Instead, we will focus brieﬂy on the history of the Haudenosaunee Confederacy, as this is the nation with claims over the land that much of the Indigenous Workways project works upon.

The Haudenosaunee Confederacy

Take some time to learn about the Haudenosaunee Confederacy and their long history on the land the University of Waterloo and Conestoga College now inhabit. After reviewing this material, it is important to remember that there are many other Indigenous nations, all of which have unique and important histories. I encourage you to conduct your own research on the histories of the nations from the land where you are from, or where you currently live.

The Haudenosaunee Confederacy

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Take some time to learn about the Haudenosaunee Confederacy and their long history on the land the University of Waterloo and Conestoga College now inhabit. <> After reviewing this material, it is important to remember that there are many other Indigenous nations, all of which have unique and important histories. I encourage you to conduct your own research on the histories of the nations from the land where you are from, or where you currently live.

Settler-Indigenous Relations in Canada

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Treaties, Residential Schools, and Truth and Reconciliation

Indigenous history must also be discussed in the context of relationships between European settlers and Indigenous nations. This history can often be dificult, but it is critical to understand the space that we live and work within in the present day. Please take some time to watch the following video produced by the Orange Shirt Day Society on the timeline of the history of Indigenous peoples within Canada (Orange Shirt Day Society, 2021). There is a speciﬁc focus on the residential school's system within this video and therefore viewers should be aware that some of the content can be difficult to watch and to use their discretion when viewing.

Note

It is important to note that the language used in the video is sometimes outdated and includes terms which are not appropriate to use in the modern day, however, they are used in this video for accuracy to historical context.

Additionally, this video is not a comprehensive video of Indigenous history in Canada, but simply a representation of some major interactions between Indigenous peoples and colonizers on this land. Indigenous nations are diverse, and one experience will not express the multitude of views on this relationship. https://youtu.be/yFbLMNgTXeI?si=x64q0i1ZFtMASjvN Canadian Residential School History A brief history of Canada and the Residential School System imposed on the Indigenous people of Canada. Timeline from early European contact through to the establishment of the Truth and Reconciliation Commission in 2010. (27 minutes)

Reflection Exercise

Now that you have watched this video by the Orange Shirt Day Society, it is important to take some time to reﬂect. Take some time to sit down and reﬂect on the impacts of government policy and residential schools on Indigenous peoples across Canada.

What is the impact which this has on us in the present day?
What roles and responsibilities do we have in the process of reconciliation?

[caption id="attachment_129" align="alignleft" width="264"] Photo from Harvest Manitoba Board of Directors[/caption]

Achieving reconciliation is like climbing a mountain - we must proceed a step at a time. It will not always be easy. There will be storms, there will be obstacles, but we cannot allow ourselves to be daunted by the task because our goal is Just and it is also necessary. Remember, reconciliation is yours to achieve. We owe it to each other to build a Canada based on our shared future, a future of healing and trust.

Former Sen. Murray Sinclair (Ottawa, 2015)

Post-Contact History of the Land of this Project

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Treaties and Land Negotiations

When thinking about Indigenous histories on the land that is now Canada, it is important to think of the settler-Indigenous relationships on the land which we live and work upon. The lands of the Indigenous Workways project expand throughout many regions within Canada. However, these lands can be focused primarily within two regions, the Waterloo Region, and Windsor-Essex. Take some time to learn about the history of these lands post European contact, and how this impacts the Indigenous Workways project in the present day.

Waterloo Region

Take some time to explore the history of the land in the Waterloo Region, and the modern day treaties and ongoing negotiations concerning this land.

Windsor Region

Take some time to explore the following tabs outlining the post-contact history of the land which the University of Windsor, and the entire Windsor region are situated.

You have now learned the basics of the histories, treaty processes, and ongoing negotiations on the land that the Indigenous Workways project is situated. Take some time to reﬂect on this information before moving on to the next section of this module.

Modern Success and Resilience

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We have talked at length about Indigenous histories on the land that is now Canada. However, it is equally important to discuss modern Indigenous success and initiatives. Indigenous nations and communities have shown great resilience in the face of adversity over generations. There are many organizations and communities mobilizing for greater representation within Canada and recognition within their ﬁelds. Let’s explore some of these organizations and community efforts now.

Indigenous Organizations in Canada

Take some time to explore some of the key Indigenous organizations that function within Canada in the modern day. These organizations all have different goals, and different groups they represent. However, they all share the common goal of promoting Indigenous rights within Canadian society.

You have now learned about some of the key modern Indigenous organizations in Canada. Take some time to reﬂect on what you have learned before moving forward.

Community Efforts

Now that you have explored the national organizations that help represent the needs of Indigenous peoples, it is time to consider the role of non-proﬁts and community organizations. Many of these community efforts began on a smaller scale but have since expanded to represent national interests and advocacy for Indigenous peoples.

Shannen's Dream

Shannen’s Dream is a movement that is a part of the First Nations Caring Society. This movement works to ensure that First Nations children have access to safe and supportive schools, and to counteract the funding of Indigenous schools on reservations. Shannen’s Dream was started and named after Shannen Koostachin, who along with her classmates began a movement in 2007 to reform access to safe schools for Indigenous children. This was started due to the unsafe conditions in their school in Attawapiskat First Nation, Ontario. Shannen unfortunately passed away in 2010 before her dream of safe schools could be realized, but her impact lives on through this movement that is now continued by the First Nations Child and Family Caring Society (First Nations Child and Family Caring Society, 2022) You can learn more about Shannen’s Dream through the document below, or visiting the First Nations Child & Family Caring Society's website.

Orange Shirt Day Society

The Orange Shirt Day Society was founded in Williams Lake, British Columbia in 2013. The goals of the Orange Shirt Day Society are to commemorate the residential school experience, raise awareness, and foster change for the survivors of residential schools. The Orange Shirt Day Society was founded on the premise of Phyllis Webstad’s story of her experience arriving at St. Joseph Mission Residential School. The Orange Shirt Day Society evolved from events commemorating the experiences at this residential school and has become a national organization which holds the annual Orange Shirt Day on September 30th (Orange Shirt Day Society, 2022) To learn more about Phyllis’ story, read the information at the Orange Shirt Society website

Gord Downie and Chanie Wenjack Fund

The Gord Downie and Chanie Wenjack Fund is the legacy of the collaboration between the late singer/songwriter Gord Downie and his family, and the family of Chanie Wenjack, who was a youth who lost his life while escaping Cecilia Jeffrey Indian Residential School in Kenora, Ontario. This organization gained traction through the release of the movie, song and story The Secret Path which was created by Gord Downie and details the experience of Chanie Wenjack. Since this point, the Gord Downie and Chanie Wenjack Fund works to foster reconciliation through awareness, education, and actions (Gord Downie and Chanie Wenjack Fund, 2022). Watch the following 1-hour video produced by the Gord Downie and Chanie Wenjack Fund on the topic reconciliation for National Truth and Reconciliation Day. https://youtu.be/GZ725ltBtnw?si=NbIiZeNU4namuF2T You have now explored some modern organizations and initiatives in Canada that are actively working towards change for Indigenous peoples. Now that you have reviewed this content, take some time to complete the following reflection.

Reflection

In the video for the Gord Downie and Chanie Wenjack fund, the idea of there needing to be “a reckoning before there can be reconciliation” was raised. How do you think this statement applies to you and the work that you are doing with the Indigenous Workways project? Take some time to reflect on this question, either through a written paragraph, or a short audio recording. You can share your reflection with your peers or someone you trust if you so wish.

You have now reviewed all the content for this module. When you are ready, you can proceed to the knowledge check for this module to verify your learning.

Review

Summary

Understanding the history of Indigenous peoples of Canada is extremely important for all Canadians. Indigenous history is the history of this land, and therefore a history of Canada in the modern day, both good and bad. When you have a better understanding of where we have come from, it is easier to understand dynamics in the present, and how it is best to proceed in the future. This history affects the environment, representation and decisions made around you every day. It is important to be able to situate yourself within the history, in order to help guide your thoughts, intentions, and actions as your proceed with this important work. History is not just a static narrative of the past. It is a dynamic and influential part of the life we live in the present day. Only when you understand where we have come from as a nation, can you actively engage in your role, as an individual and a member of a community, in the reconciliation process.

Reflecting on What You Have Learned

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Further Learning

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You have reviewed a lot of information, however, there is always still more learning and growth to participate in on an ongoing basis. You will ﬁnd below a resource list that can help you gain more insight as you move forward in your studies and professional life. These are not required readings, but you are encouraged to explore the items on the list that interest you most to help increase your understanding.

Books

In Their Own Voices: Building Urban Aboriginal Communities. Jim Silver, 2006.
First Person, First Peoples. Edited by Andrew Garrod and Colleen Larimore, 1997.
I Am Where I Come From: Native American College Students and Graduates Tell their Life Stories, Edited by Andrew Garrod, Robert Kilkenny and Melanie Benson Taylor, 2017.
One Native Life. Richard Wagamese, 2008
Indigenous Methodologies: Characteristics, Conversations, and Contexts. Margaret Kovach, 2009
Research is Ceremony: Indigenous Research Methods. Shawn Wilson, 2009.
Decolonizing Methodologies. Linda Tuhiwai Smith, 2012.
Birdie. Tracey Lindberg, 2015.
The Round House. Louise Erdrich, 2012.
From Oral to Written. Tomson Highway, 2017.
Original Wisdom: Stories of an Ancient Way of Knowing. Robert Wolff, 2001.

Articles

Indigenous perspectives on work-life enrichment and conﬂict in Canada. Julien, M.; Somerville, K.; Brant, J. Equality, Diversity and Inclusion: An International Journal [2040- 7149], 2017. Vol 36, No 2. Pg: 165-181
Conversations about Aboriginal Work Experiences: Reﬂections for Community Members, Organizations and the Academy. Adair, W.; Kwantes, C.; Stoneﬁsh, T.; Badea, R.; Wier, W. The Journal of Aboriginal Economic Development, 2017. Vol 10, No 2. Pg: 53-72
Culture and Self in Career Development: Working with American Indians. Juntunen, C.; Cline, Journal of Career Development, 2010. Vol 37, No 1. Pg: 391-410
Conversational Method in Indigenous Research. Kovach, M. First Peoples Child and Family Review, 2010. Vol 5, No 1. Pg: 40-48.
Values and acculturation: A Native Canadian exploration. Stoneﬁsh, T.; Kwantes, C. International Journal of Intercultural Relations, 2017. Vol 61. Pg: 63-76.
First Nations and Higher Education: The Four R’s - Respect, Relevance, Reciprocity, Responsibility. Kirkness, V. J.; Barnhardt. Knowledge Across Cultures: A Contribution to Dialogue Among Civilizations, 2001.
Thinking about Indigenous legal orders. Napoleon, V. (2013). In Dialogues on Human Rights and Legal Pluralism (pp. 229-245). Springer, Dordrecht.

Other Media

Alberta Labour History Institute, Oral interviews with Indigenous Peoples about their work experiences; http://albertalabourhistory.org/indigenous-labour-history-project/
Angry Inuk, 2016 Documentary: https://www.nfb.ca/ﬁlm/angry_inuk/
Skydancer, 2011 Documentary: http://www.wmm.com/ﬁlmcatalog/pages/c826.shtml Christi Belcourt, artist. http://christibelcourt.com/bio/
George Littlechild, artist. http://georgelittlechild.com/
Shain Jackson, artist. http://www.authenticindigenous.com/artists/shain-jackson
Dorothy Grant, artist, https://dorothygrant.com/

This is only a small selection of the additional resources that can help further your learning. We encourage you to explore other resources that you come across in your work, and to share these with your colleagues.

Reflection and Review

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You have arrived at the end of the introductory course for Indigenous Workways. You have taken the time to learn about Indigenous world views and Indigenous histories on this land. With all of this knowledge you are now equipped with, take some time to conduct the following reﬂection about what you have learned. You can share this reﬂection with a coworker, or keep it to yourself as a reminder of your goals and progress throughout your work over the course of the year. Take some time to reﬂect on what you have learned and how you have grown throughout this process. Do you feel more prepared to conduct your work responsibly, inclusively and with an Indigenous lens in mind? Learning is an ongoing process. There is always more points of view to discuss and narratives to consider. You have reached a starting point with this onboarding, but it is important to continue to listen, learn and grow throughout your studies and to continue this process in your daily life. Taking time for reﬂection is an important part of growth.

Pause and Reflect

How has your perspective of your place within your community and on the land changed throughout this course?
How will you incorporate what you have learned into your professional practice?
How do you hope to continue to grow over the coming year?

Move ahead for a few final thoughts on your journey with Indigenous Workways.

Summary

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You have reached the conclusion of the Introduction to Indigenous Worldviews, well done!

You have taken time to consider alternative points of view, gained an understanding of the goals of the project, and grown in your knowledge of Indigenous histories, methodologies and practices. This information will help you to navigate the space you inhabit and the work that you contribute to. However, more importantly, it will help you to continue to grow and learn within your professional and personal life outside of the project. As you move through this year, take the time to continually check-in and reﬂect on the work you are doing, and why you are doing it. Remember to ask questions and be understanding and open to perspectives that are different than your own. Only when we take the time to evaluate our own beliefs and actions, and are inclusive and responsive to those of other people, can we truly create change within the academic and professional spheres, and begin to walk the path towards reconciliation.

Indigenous Worldviews and Indigenous Workways

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Work is a necessary part of life, contributes to the general social and economic welfare of people, and plays a crucial role in the lives of individuals and communities. In addition to its impact on social and economic welfare, work also provides individuals with a sense of purpose and fulfillment. It allows people to utilize their skills and talents, fostering personal growth and self-esteem. Furthermore, work fosters a sense of belonging and connection within communities, as it often involves collaboration and teamwork. However, many complex historical, legislative, and economic factors mean some groups are less likely than others to experience these positive benefits of work. Studies suggest that these systemic obstacles are related to a significant attrition rate, low representation, and unhappiness among Indigenous workers in Canada. In Canada, Indigenous workers report higher levels of bias and discrimination at work than their non-Indigenous counterparts. For Indigenous employees, these discriminatory behaviors impede their possibilities for career advancement and exacerbate sentiments of alienation. These issues are further complicated by the lack of cultural sensitivity and understanding in businesses; thus it is imperative that employers launch diversity and inclusion programs that cater to the unique requirements of Indigenous workers (Berg, et al., 2019). To address these issues, organizations need to prioritize diversity and inclusion initiatives, provide cultural sensitivity training, and create opportunities for Indigenous employees to voice their concerns and contribute to decision-making processes. Canada’s Truth and Reconciliation Commissions Call to Action #92, Business and Reconciliation, asks the corporate sector in Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a reconciliation framework and to apply its principles, norms, and standards to corporate policy and core operational activities involving Indigenous peoples and their lands and resources. Among other things, this call specifically asks Canadian organizations to:

Ensure Indigenous Peoples “have equitable access to jobs, training, and education opportunities in the corporate sector”
“Provide education for management and staff on the history of Aboriginal peoples,” noting “This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism.”

The 6 Rs of Indigenous Research/Engagement

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THIS IS A HIDDEN CHAPTER - WE WANTED TO PUT SOMETHING ABOUT THE 6Rs, but didn't know how to frame it and where to fit it in

Organizational Tools

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Module 1: Introduction

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Welcome

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Aaniin, She:kon, Kwe', Wachay, Boozhoo, Koolamaalsii, Welcome!

You are about to begin the Indigenous Workways Introductory course. As you proceed throughout this course, take the time to think deeply and critically about the information you are taking in. Situate yourself and your experiences within the information that you are learning. This course will cover the following highlights:

an introduction to thinking critically about Indigenous conceptions of land and identity
a brief history of the Indigenous nations and communities that traditionally inhabit the territories where Indigenous Workways is located
reflection on what you have learned and how to further your knowledge building in the future

We are so glad you are here! We hope you will feel empowered to engage actively and critically with the work that is done here. When you are ready to begin your learning, you can navigate the course through the table of contents on the top right of your screen, or the navigation buttons on the bottom. This course is expected to take approximately 5 hours.

Authors

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Cover

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About

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Buy

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Access Denied

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Book Information

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H5P listing

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Chapter Results

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Pressbooks Results

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Module 2: Histories and Cultures

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Module 3: Reflections and Future Learning

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Organizational Tools

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Organizational Tools

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Acknowledgements

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This project was made possible thanks to the support from all our partners and sponsors. We would like to give special thanks to Indigenous guidance from Jean Becker, Lori Campbell, Jeffery Hewitt. Myeengun Henry, Melissa Ireland, Bryanne Smart, David Newhouse, and Christina Restoule. Student contributors include Chloe Addie, Roya Amini, Perpetual Ankamah, Narjes Azizi, Sebastian Balmer, Darci Belmore, Loyell Bigjohn, Artemis Caine, Danielle Dewar, Saba Ghadiri, Sydney Hannusche, Mary Henderson, Kelsey Hewitt, Jaydum Hunt, Alicia Jacobs, Madison Jamieson, Nolan Lanoue, Jacob Livingstone, Myriah MacIntyre, Sumin Rhee, Annika Seghal, Ethan Simoneau, Mahshid Soleimani, Shaun Tessier, Sarah Unis, Alexis Collins, Allister Grapes, and Charlotte Young. Zoe Heritage-Green (University of Waterloo) contributed instructional design for the six Pressbooks and H5P in the Individual Employee Training Program. Nobuko Fujita, Ashlyne O'Neil, and Yassmine Arnabout (University of Windsor) provided instructional design support for finalizing the Pressbooks for publication and inclusion in the eCampusOntaro Open Library.

Partner organizations who supported the project include:

Employee Training Modules

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Introduction

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Recommended Citation & Attribution

Adair, W. L. (2025, May 5). Intro Video - Trust with Indigenous Employees: The Indigenous Workways Toolkit [Video]. University of Windsor Yuja. https://uwindsor.yuja.com/v/IWintro. Intro Video - Building Trust with Indigenous Employees: The Indigenous Workways Toolkit by Wendi L. Adair is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Intro Video URL Direct Link https://uwindsor.yuja.com/v/IWintro Intro Video Embed Code:

Download Files

Presentation Slides (.pptx) Transcript file (.docx) Transcript file (.vtt)

Accessibility Statement

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The University of Windsor is committed to ensuring digital accessibility for people with disabilities. We are continually improving the user experience for everyone and applying the relevant accessibility standards. The Web Content Accessibility Guidelines (WCAG) define requirements for designers and developers to improve accessibility for people with disabilities. It defines three levels of conformance: Level A, Level AA, and Level AAA. This module is mostly conformant with WCAG 2.1 level AA, which means that some parts of the content do not fully conform to the accessibility standard (outlined below).The two technologies used to create this module are Pressbooks and H5P. Access to their accessibility information is contained in the links below:

Tips for Using this Resource

All content can be navigated using a keyboard
Links, headings, and tables are formatted to work with screen readers
- Use your screen reader’s list headings feature to navigate through the headings within the content of a page
- Use the Previous and Next links found at the bottom of each page to navigate through the sequence of pages in the site. To access these links most easily, use your screen reader’s landmarks list to navigate to the content info region, then press Shift+Tab to go back up to the Next links
Links to other pages of this Pressbook will always open in the current window
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Colour is not used to convey information unless an alternative means to do so has also been provided (e.g., bold)
H5P activities were built using accessible formats
All text is left-justified

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You may choose to use the buttons located at the bottom of the screen to navigate backwards and forwards between pages. Upon scrolling, an arrow will also appear, which, upon clicking, will return you to the top of the page. [caption id="attachment_215" align="alignleft" width="1024"] Screenshot of Navigation Buttons in Pressbooks[/caption] You may alternatively choose to navigate using the table of contents option, which is located at the top left of your screen, beside the book title. [caption id="attachment_216" align="alignleft" width="300"] A screenshot shows the table of contents dropdown menu, where clicking on the + button will expand a given sections contents, and each heading is clickable.[/caption]

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In addition to the web version, this module is available in a number of file formats including PDF, ePUB (for Readers), and various editable files from the homepage; look for the “Download this Book” drop-down menu to select the file type you want. This module also contains links to a number of external websites. For those using a print copy of this resource, the link text is underlined, and you can find the web addresses for all links in the back matter of the book.

Known Accessibility Issues

While we have attempted to make all elements of this resource conform with international accessibility guidelines, we must acknowledge a few accessibility issues. This table will be updated as new issues arise or are identified.

Location of issue	Need for improvement	Timeline	Workaround
"Top Five Tips" Youtube videos from each module	Videos do not contain described video.	N/A	The video transcripts are able to be read by a screen reader.
YouTube video on “The First Day of School"	Video does not contain described video.	N/A	The general messages are still able to be conveyed through the video audio.

Providing Feedback on the Accessibility of this Resource

We welcome your feedback on the accessibility of this resource. Please let us know if you encounter accessibility barriers or identify ways in which the accessibility may be improved. You can provide feedback by contacting us:

Email: openlearning@uwindsor.ca
Postal Address: Office of Open Learning, University of Windsor, 401 Sunset Ave., Windsor, ON, N9B 3P4

In your communication, please include the following information:

The location of the problem or target area (e.g., web address or page description)
A description of the problem or suggestion for improvement
The type of device, software, browser, and any assistive technology you are using to help us diagnose and solve the issue
- e.g., PC laptop, Windows 10, Google Chrome (Version 65.0.3325.181), NVDA screen reader

This accessibility statement has been adapted from the following resources:

This statement was last updated on April 3, 2025

Introduction to Indigenous Worldviews

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Module 1

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Mentorship Network Manual

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Psychological Safety and Cultural Safety in the Workplace

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Go to Psychological Safety and Cultural Safety in the Workplace by Wendi Adair; Saba Ghadiri; Leanne Gosse; Zoe Heritage-Green; and Catherine Kwantes.