Indigenous achievement and institutional accountability: a review of the University of Manitoba’s procedural environment

Abstract

My research locates Indigenous theory, western critical theory, as well as feminist and gender theory to examine the racialized and gendered patterns found within the policy, physical and virtual learning environments at the University of Manitoba. My work considers the implications of difference within educational institutions that were not designed for Indigenous Peoples, yet that actively recruit them. It also analyzes the institutional indifference that challenges resistance to the structural power imbalances that reproduce violence. Like my refusal to acknowledge that the University of Manitoba is doing enough to keep Indigenous students safe, I refuse to list policy recommendations within my thesis. Rather, I introduce my lived experience of racialized and sexualized violence in hopes to start discussions about reimagining procedural, physical, and virtual learning spaces to ensure Indigenous knowledge production can transpire in safe and meaningful ways.