Barriers and Collaborations in Decolonization and Indigenization of Library and Information Studies (LIS) Programs in Canada

Decolonization and Indigenization of Library and Information Studies (LIS) curriculum is a crucial undertaking in the Canadian context, especially in light of the work of the Truth and Reconciliation Commission (TRC), the adoption of UNDRIP, and national discussions around reconciliation. While there have been varied initiatives at Canadian LIS schools, structural barriers including accreditation requirements and institutional siloing among others inhibit the development of pan-Canadian collaborations. After a review of the literature, this paper explores the multiple barriers to decolonization and Indigenization of LIS curriculum in a Canadian context and then examines the work National Indigenous Knowledge and Language Alliance (NIKLA), and Indigenous led partnerships, in advancing work in this area. The paper concludes by discussing future work planned by NIKLA and its Indigenous Curriculum working group, while also noting future challenges.