Decolonising international education

In commemoration of the International Day of the World’s Indigenous Peoples, it is vital to reflect on how we support Indigenous communities through our educational practices. Supporting the process of indigenisation –  integrating Indigenous knowledge, perspectives, and practices into educational systems – can enrich learning environments and promote cultural awareness in higher education and international education. To support this process, educational institutions should focus on curriculum development that incorporates Indigenous history, languages, and cultural practices at all educational levels. Involving Indigenous scholars in curriculum design can help ensure authenticity and relevance.

Indigenous peoples are the original inhabitants of specific regions or countries, possessing distinct cultures, languages, traditions, and ways of life deeply connected to their land, history, and community. These groups often maintain a profound spiritual relationship with their environment and natural resources, with their identities intricately tied to their ancestral territories. However, they frequently face systemic barriers, including discrimination, loss of land, and threats to their cultural heritage. Their rights are recognised internationally, emphasising the need to protect their land, culture, and way of life.

Education plays a crucial role in the empowerment and preservation of Indigenous cultures, yet many Indigenous communities encounter significant obstacles that hinder access to quality education. In Argentina, for instance, Indigenous peoples were nearly eradicated during colonisation and military campaigns, especially in the 19th century. This historical oppression has resulted in many Indigenous groups losing their languages and cultural practices. Today, about 2.9% of Argentina’s population identifies as Indigenous, yet only 29.3% of those individuals report being able to speak or understand their ancestral language—a stark reflection of the ongoing loss of cultural heritage. Current challenges include discrimination, poverty, and limited access to healthcare and education. The lack of culturally relevant educational resources further exacerbates these issues, leaving Indigenous communities at a disadvantage.

Adopting culturally relevant pedagogy in higher education around the world is essential. This includes teaching methods that respect Indigenous ways of knowing, such as storytelling, land-based learning, and experiential education. Establishing partnerships between educational institutions and Indigenous communities can create programmes that address specific needs and aspirations. Additionally, increasing funding opportunities for Indigenous students to pursue higher education can help ensure equitable access to resources and support.

In Canada, Indigenous peoples, including First Nations, Inuit, and Métis, have faced a long history of discrimination and violence. The Indian Act of 1876 and the residential school system aimed to assimilate Indigenous children, stripping them of their languages and cultural identities. The last residential school closed in 1996, but the legacy of trauma persists. Recent discoveries of burial sites near former residential schools have unveiled the tragic impact of these institutions on Indigenous communities. In response, educational reforms are being initiated to incorporate Indigenous history and perspectives into curricula, promoting healing and understanding.

Peru presents another poignant example, where Indigenous peoples, particularly Indigenous women, have suffered significant human rights abuses. In the 1990s, the Peruvian government conducted a forced sterilisation campaign targeting Indigenous women, often without their informed consent, creating a painful legacy of trauma and injustice. Despite these challenges, efforts are being made to improve educational access for Indigenous populations in Peru. Initiatives focus on bilingual education and culturally relevant curricula that respect Indigenous knowledge systems.

Indigenous peoples and international education

International education offers a unique platform for fostering understanding and collaboration among diverse cultures. However, it can also perpetuate colonial narratives if not approached thoughtfully. Recognising the importance of Indigenous perspectives in international education is crucial. Such programmes can facilitate cultural exchange, allowing Indigenous students to share their worldviews while learning from others. Promoting Indigenous scholarship and leadership within international forums empowers Indigenous peoples to reclaim their narratives and advocate for their rights.

One significant aspect of international education is the increasing popularity of study abroad programmes. As students travel to countries with rich Indigenous histories –  such as Australia, Brazil, Canada, New Zealand and South Africa – it is vital to incorporate awareness of Indigenous peoples and their histories into pre-departure sessions. This preparation allows students to engage respectfully with local cultures, understand the historical contexts of colonialism, and recognise the ongoing struggles faced by Indigenous communities.

One significant aspect of international education is the increasing popularity of study abroad programmes. As students travel to countries with rich Indigenous histories –  such as Australia, Brazil, Canada, New Zealand and South Africa – it is vital to incorporate awareness of Indigenous peoples and their histories into pre-departure sessions. This preparation allows students to engage respectfully with local cultures, understand the historical contexts of colonialism, and recognise the ongoing struggles faced by Indigenous communities.

Pre-departure sessions should include discussions on the significance of land and cultural heritage, the impact of colonisation, and the resilience of Indigenous peoples. By fostering this awareness, students can better appreciate the diverse cultural landscapes they will encounter and contribute to more meaningful and respectful interactions during their time abroad. Educational institutions should also encourage students to seek out Indigenous-led initiatives, workshops, and events while studying abroad, creating opportunities for authentic engagement and learning.

Higher education and indigenisation

Indigenising higher education and international education requires moving past symbolic gestures (like land acknowledgments without action) and embedding Indigenous worldviews into the actual mechanics of how we teach, research and operate. Here are some of the most effective, practical tips for senior leadership, educators and international officers to begin this work.

In the classroom: decolonising the curriculum

Indigenising the curriculum does not mean throwing out Western science or literature; it means putting them in conversation with Indigenous ways of knowing.

• Diversify your syllabus: Actively replace or supplement Eurocentric textbooks with readings, case studies and articles written by Indigenous scholars, elders and community leaders.
• Validate oral and experiential traditions: Traditional academia prioritises written essays. Broaden your assessment methods to include oral storytelling, reflective journaling, group consensus-building and land-based projects.
• Acknowledge the limits of Western science: Teach students how Western scientific methods and Indigenous ecological knowledge (Traditional Ecological Knowledge, TEK) can complement each other rather than positioning Western methods as the sole source of objective truth.

In partnerships: shifting to two-way reciprocity

When universities partner with Indigenous communities, the relationship is often historically extractive: researchers take data, or study abroad groups "visit" and leave.

• Co-design programmes: If you are running an international service-learning programme or a local field school, invite Indigenous community leaders to co-design the learning outcomes from day one. Ask: "What does your community actually need from this partnership?"
• Compensate fairly: Treat Indigenous elders, knowledge keepers and guest speakers as highly specialised consultants. Ensure they are compensated at the same professional rates as academic guest lecturers or external experts.
• Establish long-term agreements: Move away from one-off, transactional projects. Focus on multi-year Memorandums of Understanding (MOUs) built on mutual trust, shared intellectual property rights and joint decision-making.

For staff and faculty: building cultural humility

We cannot teach or guide students through indigenisation if we have not done the internal work ourselves.

• Invest in continuous professional development: Provide faculty and administrative staff with structured, ongoing training on systemic racism, colonial history and Indigenous pedagogy.
• Normalise land connection: Encourage staff to learn the history of the land their campus occupies. Do not just read a script at a meeting; take time to reflect on what that connection means to your specific field of study or work.

For senior leadership and management: systemic and structural change

• Create empowered executive roles: Avoid treating indigenisation as an "add-on" responsibility for existing staff. Appoint Indigenous leaders to senior executive positions, such as a Vice-Provost or Associate Vice-President of Indigenous Initiatives, and back these roles with real budget authority, staff and direct reporting lines to the President or Provost.
• Reform promotion, tenure and hiring policies: Traditional academic promotion policies often overlook or undervalue the immense time required for community-engaged research, oral histories and mentoring Indigenous students. Senior leadership must reform tenure guidelines to formally recognise, validate and reward Indigenous ways of knowing and community-based scholarship.
• Allocate permanent, dedicated funding: Soft funding (one-off grants or temporary budgets) signals that indigenisation is a passing trend. Secure permanent operating budgets for Indigenous student centres, language preservation programmes, elder-in-residence initiatives and dedicated student scholarships.
• Embed indigenisation in strategic planning: Make indigenisation a core, non-negotiable pillar of the university’s institutional strategic plan. Establish clear, measurable accountability metrics for deans and department heads, ensuring that progress is regularly audited and publicly reported.
• Protect and create physical Indigenous spaces: Ensure that Indigenous students, staff and elders have dedicated, culturally safe and physically visible spaces on campus, such as ceremonial spaces, community gardens or roundhouses, integrated into the university's master campus plan.

While Indigenous peoples face numerous challenges globally, education represents both a battleground and a beacon of hope. By fostering awareness of these issues, integrating Indigenous perspectives into educational frameworks, and supporting the indigenis     ation of education, we can work toward a more just and equitable future for Indigenous communities worldwide. The journey toward reconciliation and understanding requires collective effort, awareness, and a commitment to supporting Indigenous rights in education.

As we continue to enhance the support for Indigenous education in local and international contexts, we must ask ourselves: How can we create more opportunities for meaningful engagement with Indigenous communities in our educational practices?