Empowering Indigenous Students in the Classroom and Beyond
A Collection of Essays by Instructors at the University College of the North
by Ying Kong

---

Empowering Indigenous Students in the Classroom and Beyond brings together scholarly essays from faculty at the University College of the North (UCN), where the majority of students identify as Indigenous. Written from a wide range of disciplines, the chapters highlight how the faculty at UCN integrates Indigenous and Northern values into teaching and learning, with the goal of creating educational experiences that are culturally meaningful, inclusive, and supportive. The contributors share strategies that build on Indigenous learners’ motivation and resilience, while emphasizing the importance of relationship-building, community engagement, and integrating Indigenous ways of knowing alongside Western educational models. Each essay offers practical approaches for developing student success both in academic settings and in life beyond the classroom. By addressing the historical and ongoing impacts of colonization on education, this collection underscores UCN’s commitment to reconciliation. The essays demonstrate how post-secondary institutions can play a vital role in healing and empowerment, offering tools and frameworks for positive change in Indigenous education. Educators, researchers, policymakers, and allies will find thoughtful perspectives here, while Indigenous students and teachers will recognize experiences that speak directly to their realities. More broadly, Empowering Indigenous Students in the Classroom and Beyond invites readers to consider how Indigenous and Western knowledge systems can come together in meaningful ways.

---

“This vital and compelling volume presents a wide array of disciplinary and cultural perspectives on Indigenous education, bringing together traditional knowledge, new communication technologies, land-based learning, student-centered pedagogy, and more. What makes the arguments most convincing is that each chapter is grounded in teaching experience and in deep commitment to Indigenous students and their communities. Every teacher at every level can benefit from the community-engaged wisdom collected here.” --Canadian writer and professor of English at the University of Manitoba “This book confronts the stark reality of the education gap between Indigenous and non-Indigenous students in northern Manitoba—and across Canada. At the same time, it offers clear, innovative, and practical pathways to address this divide by weaving Indigenous knowledge, traditions, culture, and values into the classroom. For educational institutions, policymakers, and government departments seeking meaningful ways to integrate Indigenous knowledge systems into their work and curricula, this book provides concrete, accessible, and ready-to-use examples that invite serious consideration. It’s time to rethink our education system and empower our youth for tomorrow.”—Christian Spence, Lawyer of First Peoples Law LLT “At last, academics are joining with students to document strategies that uplift and empower Indigenous learners, answering the call of the TRC’s 94 Calls to Action.” --Chancellor Edwin Jebb, University College of the North

---

Dr. Ying Kong: Dr. Kong is an associate professor of English literature at the University College of the North. She has published widely, including translations of contemporary Chinese literature and has been recognized through national mentorship programs and academic awards, reflecting a career dedicated to promoting dialogue across cultures and disciplines. Dr. Joseph Atoyebi: Dr. Atoyebi is an associate professor of linguistics at the University College of the North. His publication portfolio includes a book, “A Reference Grammar of Oko,” as well as several academic articles and book chapters in highly reputable scholarly journals and other notable publication outlets such as Mouton de Gruyter. Dr. Jennie Wastesicoot: Dr. Wastesicoot is an Assistant Professor of the Aboriginal and Northern Studies Program with the University College of the North. Her publications and research involve articles and book chapter submissions. Her work demonstrates expertise in Indigenous research, as well as commitment to student learning, institutional service and community engagement. She is a key member of the Faculty of Arts, Business, and Science (FABS) and the University College of the North (UCN), currently serving as Chair of Indigenous programs. The contributing authors in this volume include linguists, educators, and community-engaged scholars whose teaching and research are rooted in UCN’s Northern and Indigenous context. Together, they bring advanced academic credentials, extensive publication records, and lived experience working with Indigenous learners. Their collaborative effort underscores UCN’s mission: to move beyond accommodation toward genuine transformation in education.

---

Contributors

Author

Ying Kong

Editor

Joseph Atoyebi

Editor

Jennie Wastesicoot