3. Indigenous Perspectives

3g. Lesson Plan: Decolonizing Public Policy Development and Implementation (for Instructors)

Module Length (classes): 1
Module Description: In completing this module, the learner will understand the value and reality of decolonial work in public policy and public administration. Through this module, they will study existing documents and learn historical legislation that has impacted Indigenous peoples in Canada. By the end, the learner is able to apply that knowledge in working with marginalized populations in a respectful and collaborative manner in the public policy development and implementation processes.
Learner Preparation: Optional: It would be beneficial to watch the videos prior and then as a class to truly let the messages be absorbed and for students to be able to engage in dialogue after watching the videos.
Module Length (hours): 3 hours
General Module Contents:
  • Colonization and decolonization
  • History of policies negatively impacting Indigenous peoples
  • Rights of Indigenous Peoples
  • Positionality
Learner Follow-Through:
  1. Pre-reading/watching
  2. Completion of activities in class
  3. Group discussion following class
  4. Assignment completion and submission if needed
Learning Outcomes:
  • Understand positionality
  • Engages in reflexive praxis
  • Analyze the impact of colonialism on Indigenous communities
  • Analyze systemic racism in relation to Indigenous peoples
  • Articulate decolonization theory and methods associated with this practice
  • Identify and analyze significant public policies and the role that historical policies and legislation plays in impacting Indigenous peoples in Canada
  • Explore the role that cultural practices play in supporting physical, emotional, intellectual, and spiritual wellness and well-being

Indigenous learning outcomes:

  • Relate principles of Indigenous knowledge to career field
  • Analyze the impact of colonialism on Indigenous communities
  • Explain the relationship between land and identity within Indigenous societies
  • Compare Indigenous and Canadian perceptions of inclusion and diversity
  • Analyze racism in relation to Indigenous peoples
  • Generate strategies for reconciling Indigenous and Canadian relations
  • Formulate approaches for engaging Indigenous community partners

Negahneewin Council. (2011).


To discuss the use of the ILO at your institution or to learn more about them, please contact:

Dr. Lisa Schmidt,

Program Development Manager

Centre for Policy and Research in Indigenous Learning

(807) 475-6465


Key Questions
  1. What is decolonization?
  2. What does taking a decolonizing approach to public policy development and implementation mean?
Illustrative Examples/Cases INSERT FROM READINGS
  • Flower power exercise.
  • Write a personal philosophy statement on public policy development and implementation; consider how this statement changes or remains the same throughout the course
Learner Resources

Note: 2-3 readings per learning objective (other forms of media can be used to supplement) was requested; however, in accordance with an Indigenous education approach learning is accomplished through experiential learning, practicing humility, storywork, and interdependent thinking as well as reading

Evidence of Learning The learner utilizes a decolonizing approach in effort of true collaboration with Indigenous communities and other marginalized peoples
Associated Assessment Method(s) Storywork assessment

  • Classroom dialogue / conversation
  • Listening to a guest speaker

Practicing humility assessment

  • Flower power exercise
  • Personal philosophy statement on policy development and implementation

Experiential learning assessment

  • Develop a plan for working with Indigenous communities; consider ethics, a trauma informed approach, what documents you can learn from to inform your approach, what principles you will draw on to guide your work, how collaboration is achieved

Interdependent thinking

Research essay on one component of the Indian Act and how it continues to negatively impact Indigenous peoples in health care. How is access to equitable health care become even more of a challenge during the pandemic?

Original Source File for Lesson Plan: AEC-PrimerLessonPlan-1


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Public Policy Responses to the Pandemic, and Building Back Better Copyright © 2022 by Ryerson Leadership Lab is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.

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