Two Anishinaabe post-secondary educators are interviewed about their experience teaching Indigenous content in an online environment for an institution located on Anishinaabe territory. Specifically, they discuss key components of their institution’s Indigenous content requirement policy framework regarding content and delivery and discuss insights, uncertainties, and lessons learned to stimulate critical thought rather than provide a prescribed structure or task list for success.
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Vaillancourt et al. (2024) studied this question.
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