Indigenous Curriculum Development and DAS

Since May 2024 undergraduate students Grace Asselin and Emma Trudeau have been assisting Chair Lisa Landrum with a new initiative: to set groundwork for Indigenous Curriculum Development in the Department of Architectural Science (DAS). 

Supported by a modest grant earned from the Indigenous Education Council (IEC), and guided by TMU’s commitment to curriculum transformation arising from the 2021 Standing Strong Task Force report, this initiative supports listening and conversation, professional development for DAS faculty on Indigenous history, culture, and perspectives, and a preliminary assessment of gaps and opportunities. 

Being focused on the design, construction and management of the built environment, DAS programs inevitably impact Indigenous lands and peoples. Architecture is historically implicated in colonial mechanisms of power and disenfranchisement, yet it can also become a transformative means of reconciliation and relationship-building. 

This initiative seeks to acknowledge past harms and collectively work towards a curriculum infused with diverse perspectives and knowledge, including the history and culture of First Nations, Métis and Inuit peoples.

The following interview checks in with two students helping to open this initiative in a good way.

What you have been doing this summer?

We began by getting better acquainted with the  (PDF file) United Nations Declaration on the Rights of Indigenous Peoples (external link)  and  (PDF file) Truth and Reconciliation Commission of Canada Calls to Action (external link) , as well as TMU history and its statements about reconciliation. We also read about what some other architecture schools in Canada are doing to advance Indigenous curriculum development. 

In May we joined a faculty meeting, which included a presentation by DAS alumnus Jake Chakasim, who is a Cree designer and educator from the Mushkegowuk Territory. He shared experiences from his own teaching and described how first year Indigenous students often have a better understanding of the land and positioning on land than higher level architecture students. This kind of skill and knowledge is not often tapped into but is a foundational part of architecture. 

How is this initiative helping you think about your own program of study?

It has shown us the ways in which indigeneity touches architecture and expands on concepts learned in class. As part of our work this summer, we looked back at all of our first year courses, and considered how assignments could be expanded to consider diverse perspectives. 

For instance, courses could involve more Indigenous speakers and content, and assignments could engage lands-based activities, and/or include precedent studies of projects led by contemporary Indigenous designers. We think that implementing a more interactive and environmental perspective will greatly benefit our understanding of the foundations of architecture. For instance, inviting Indigenous firms to speak at the DAS Lecture Series allows students to become more familiar with their work. To bring more awareness to Indigenous architecture, we have started a list of recent built projects by Indigenous architects in Canada. 

Why is this initiative important to you?

Being able to reflect on the first year has allowed us  to view the undergraduate architectural science program through a different lens. The way in which one understands and interprets architecture can be vastly different across different programs, and locations. However, the importance of how a building interacts with its landscape can not be understated, and neither can its ties to Indigenous land. Since we are so strongly connected with our surroundings, this initiative has started a reflection on how Indigeneity touches all aspects of the curriculum and is rooted in our own rich history and landscape.

It is important to understand how Indigenous people have affected architecture as their contributions are often overlooked, especially in academic settings. By compiling resources to help implement Indigenous thinking and recognize indigenous architects, we hope to help in ensuring that everyone’s voice is heard.

What challenges and opportunities do you see?

With the wide array of students coming to TMU, our undergraduate program fosters a large international community. We can not assume that everyone is starting off with the same context. Some students, including some Canadians, may be unfamiliar with Canadian colonial history. A common foundational course, with a focus on Indigenous and Canadian history as it relates to architecture, may help everyone build a shared understanding. By allowing everyone to have the same foundation on Indigenous history, we can all become better architects with an enriched knowledge of how indigenity impacts architecture of the past and how it will continue to influence in the future.

Furthermore, we know firsthand that first year can be a jarring transition in terms of learning to communicate through an architectural language. Coursework about our place of study and Indigenous design principles could help bridge the gap, by creating a base knowledge of how to approach architecture and design, and allowing students to start off on the same page.

What’s next?

On August 19th we participated in a special Departmental meeting at the Native Canadian Centre of Toronto (NCCT). Three guests shared their knowledge: Amy Desjarlais, the lead of Rebirthed Teachings at TMU, James Bird, a Dene knowledge holder and PhD student, and Charles Charboyer, an NCCT guide. In an opening teaching by Amy Desjarlais she performed a smudge ceremony to cleanse the mind, and spirit, and unify the group. She discussed how humans are dependent on the earth even though we believe we are on top of the food chain. Every other living being knows how to live in harmony with the earth, excluding us. James shared his personal experience and his research on the role of language and ceremony in creating space. Charles described the trusting, talking and feeling that is central to the NCCT. It will be interesting to be part of the effort to keep reflecting on these teachings with the Department.

Anything else to add?

Creating a curriculum that embraces indigenous teaching seems important not only for having more students understand an Indigenous perspective, but also for enriching our overall understanding of architecture.

Grace Asselin and Emma Trudeau are beginning the second year of Architectural Science studies in fall 2024. The Department would like to thank Elder Dallaire and TMU’s Indigenous Relations and Reconciliation office for ongoing support and guidance on this journey. For questions or suggestions on this DAS Indigenous Curriculum Development initiative, please contact lisa.landrum@torontomu.ca