Aug. 17, 2017
For Immediate Release
Waterloo – Wilfrid Laurier University has hired its first-ever Indigenous Curriculum Specialist.
Erin Hodson, who began in the role Aug. 1, is an accomplished researcher from the Tecumseh Centre for Aboriginal Research and Education at Brock University and holds a master’s degree in the social and cultural contexts of education. She has experience in curriculum development focused on Indigeneity, and has taught in the area of Indigenous Studies.
“One of the steps Laurier is taking to respond to the Truth and Reconciliation Commission of Canada’s Calls to Action on education is enhancing diversity,” said Jean Becker, Laurier’s senior advisor: Indigenous Initiatives. “This role is critical in the actualization of our goal to build capacity in Indigenous education and to support the indigenization of our campuses.”
As the university’s Indigenous Curriculum Specialist, Hodson will work closely with the Office of Indigenous Initiatives and with Teaching and Learning to provide support to Laurier instructors as they integrate Indigenous ways of knowing and Indigenous curriculum into courses and programs. Hodson will also work closely with Indigenous communities to build mutual understanding and the development of meaningful conversations to strengthen Laurier’s relationship with these groups.
“Academic excellence is achieved through active engagement with complex and diverse ways of knowing,” said Kathryn Carter, Laurier’s associate vice-president: Teaching and Learning. “This position will support faculty as they seek to engage more deeply and meaningfully with Indigenous issues in course content.”
Hodson said the newly created role, collaboratively developed between Indigenous Initiatives and Teaching and Learning, will enhance Laurier’s Indigenous programming and support.
“To the best of my knowledge, there are only a few other positions like this in Canada,” said Hodson. “Laurier’s investment in the mandate of this position reflects its commitment to building greater cross-disciplinary capacity in Indigeneity and to recognizing and developing students as unique, holistic beings.”
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