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.
Collections
- FGS - Electronic Theses and Practica [25522]
- Manitoba Heritage Theses [6062]