Publications

Executive Summary

Informed by a scoping review, case study interviews and discussion circles with PLAR practitioners and administrators, this paper explores the possibilities and considerations of Indigenous PLAR in post-secondary institutions in Ontario. Although this discussion paper is relevant to all sectors of post-secondary education, there is an emphasis on PLAR in the university sector because of the significant knowledge and practice gaps present in the sector. For the purposes of this paper, Indigenous PLAR is defined as PLAR that includes Indigenous knowledge systems in design and implementation and/or recognizes Indigenous and community knowledges for use with Indigenous learners. This discussion paper is divided into three sections: PLAR in Indigenous contexts, equivalencies, and assessment.

1.       The first section addresses the question of, “Why PLAR in Indigenous contexts?” It seeks to understand how PLAR can improve access and attainment of post-secondary education for Indigenous peoples. It explores the potential benefits of PLAR for Indigenous students, convergences between the learning assumptions that underpin PLAR and Indigenous knowledge systems’ assumptions about learning, and the convergences between PLAR, western learning theory and Indigenous learning theory.

2.       The second section focuses on equivalencies and explores the question, “What types of prior learning in Indigenous communities are equivalent to accredited learning?” Types of prior learning that have received recognition or show promise of receiving recognition in a post-secondary setting and potential methodologies to map and confirm equivalencies are discussed.

3.       The final section of this discussion paper focuses on the assessment of prior learning, including promising principles and methods to undertake assessment. It seeks to address the question, “What types of processes can assess equivalencies in a culturally responsive and effective manner?”