Early Learning Experiences of Post-Secondary Bangladeshi Students with a Study Permit Participating in an Online Indigenous Learning Event

Abstract

This project explores the early learning experiences of Bangladeshi students on a study permit in Alberta, Canada after their participation in an online, asynchronous Indigenous-created learning event comprised of a video that explores issues of colonially imposed ideas around Indigenous identity and other colonial injustices. In this community-based mixed-method study that drew on principles of action research, I explored participants’ early learning experiences vis-a-vis Indigenous peoples in Canada in an informal setting and the challenges encountered in learning more about Indigenous peoples in universities across Alberta, Canada. The action research framework that informed my study guided me to take a solution-focused approach where, based on my findings, I suggest the need for mandatory learning in post-secondary intuitions for international students about Canada’s colonial past, before entering on the work of reconciliation. Due to the complexity of reconciliation, entering reconciliatory work requires careful and considered preparation in tandem with Indigenous peoples. The findings provide a broader view of how early learning experience ignited curiosity and awareness about Indigenous topics among participants, how they made meaning of reconciliation and post-secondary intuitional responsibility to create a mandatory learning session that is accessible, cost-free, and unevaluated by collaborating with Indigenous peoples.