Reconciliation between Indigenous peoples and the Canadian plurality has stalled. While the Truth and Reconciliation Commission’s (TRC) Calls to Action could be a focusing event, creating a window of opportunity for transformative social innovations; we see coalescing of interest, social capital and investment in decolonization and indigenization in the proliferation of professorships, programs, installations and statements. However, Blackfoot (Siksika) Elder Roy Bear Chief raised significant concerns that Indigenous knowledge, experiences and people are not yet seen as relevant and useful in higher education; such marginalization must be addressed at a systems level for authentic reconciliation at any colonial university. The purpose of this paper was to explore this dual goal of exploring barriers to and opportunities for Indigenous knowledges and knowledge holders to be valued as relevant and useful in the Canadian academy, using a complexity- and systems-informed lens.,Local Indigenous Elders provided guidance to reflect study purpose and target audience of academics, with an approach that respectfully weaved Westernized research methods and co-learning through indigenous knowledge mobilization strategies. This analysis extends results from a qualitative grounded theory study to explain social processes of professors and administrative leadership in a Canadian mid-sized university regarding barriers and facilitators of implementing TRC Calls to Action. This further interpretation of applied systems and panarchy heuristics broadens understanding to how such micro-social processes are positioned and influence larger scale institutional change.,This paper discusses how the social process of dominionization intentionally minimizes meaningful system disruption by othering indigenous knowledge and knowledge holders; this form of system-reinforcing boundary work contributes to rigidity and inhibits potentially transformative innovations from scaling beyond individual niches and moments in time. Elders’ consultation throughout the research process, including co-learning the meaning of findings, led to the gifting of traditional teachings and emerging systems and multi-scale framework on the relevance of indigenous knowledges and peoples in higher education.,This study was performed in one faculty of one Canadian institution; an important and potentially widely-present social process was identified. Further research is needed for greater generalizability. Conditions that led to this study are increasingly common across Canada, where at least one third of higher education organizations have explicit indigenization strategies and internationally where the rights and self-determination of indigenous peoples are growing.,Insights from this study can inform conversations about social innovation in institutional settings, and the current systems’ resistance to change, particularly when exploring place-based solutions to national/international questions. These initiatives have yet to transform institutions, and while transformation is rarely rapid (Moore et al., 2018), for these potential innovations to grow, they need to be sustainable beyond a brief window of opportunity. Scaling up or deep within the academy seems to remain stubbornly elusive despite attention to the TRC.,This study contributes to a growing literature that explores the possibilities and opportunities between Indigenous epistemologies and social innovation study and practice (McGowan, 2019; Peredo, McLean and Tremblay, 2019; Conrad, 2015), as well as scholarship around Indigenization and decolonization in Canada and internationally.

中文翻译：

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非殖民化，社会创新和高等教育的刚性

土著人民与加拿大多元民族之间的和解陷入僵局。真相与和解委员会（TRC）的《号召行动》可能是一个重点事件，为变革性的社会创新创造了机会之窗；在教授职位，课程，设施和陈述的泛滥中，我们看到在非殖民化和本土化方面的利益，社会资本和投资的融合。但是，布莱克富特（Siksika）罗伊·贝尔（Roy Bear）酋长长提出了一个重大问题，即土著知识，经验和人员尚未被视为在高等教育中具有相关性和有用性。这种边缘化必须在任何殖民大学的真实和解的系统层面上加以解决。本文的目的是探索这种双重目标，即使用复杂性和系统知识的视角，探索在加拿大学院中土著知识和知识持有者被视为相关和有用的障碍和机会。本地土著长者提供了指导，以反映研究目的和目标读者群体，并采用一种方法来妥善编织西式研究方法和通过本地知识动员策略进行共同学习。该分析扩展了定性扎根理论研究的结果，以解释加拿大中型大学中教授和行政领导的社会过程，这些过程涉及实施TRC行动呼吁的障碍和促进者。对应用系统和总体制度启发法的进一步解释，拓宽了人们对这种微观社会过程如何定位并影响更大范围的制度变革的理解。本文讨论了主权化的社会过程如何通过与其他本地知识和知识持有者有意地最大程度地减少了有意义的系统破坏；这种形式的系统强化边界工作有助于提高僵化性，并抑制潜在的变革性创新扩展到各个领域和时机之外。在整个研究过程中，老年人进行了协商，包括共同学习研究结果的含义，这导致了传统教学和新兴系统以及有关土著知识和人民在高等教育中的相关性的多尺度框架的产生。这项研究是在加拿大一所大学的一个系中进行的；确定了一个重要且可能广泛存在的社会过程。为了进一步推广，需要进一步的研究。导致这项研究的条件在加拿大越来越普遍，那里至少有三分之一的高等教育组织制定了明确的土著化战略，而在国际上，土著人民的权利和自决权也在增长。机构环境中的创新，以及当前系统对变革的抵制，尤其是在探索基于位置的国家/国际问题解决方案时。这些举措尚未改变机构，尽管变革很少迅速进行（Moore等，2018），但随着这些潜在创新的发展，他们需要在短暂的机会之窗之外保持可持续发展。尽管关注TRC，但在学院内扩大规模或深入似乎仍然固执地难以捉摸。这项研究为不断发展的文学做出了贡献，这些文学探索了土著认识论与社会创新研究与实践之间的可能性和机遇（McGowan，2019; Peredo，McLean和Tremblay，2019年； Conrad，2015年），以及加拿大和国际上有关土著化和非殖民化的奖学金。Peredo，McLean和Tremblay，2019年; Conrad，2015年），以及加拿大和国际上有关土著化和非殖民化的奖学金。Peredo，McLean和Tremblay，2019年; Conrad，2015年），以及加拿大和国际上有关土著化和非殖民化的奖学金。