Learning about the historical and current context of Indigenous peoples’ lives and building campus communities that value cultural safety remains at the heart of the Canadian educational agenda and have been enacted as priorities in the Manitoba Collaborative Indigenous Education Blueprint. A participatory approach informed by forum theater and Indigenous sharing circles involving collaboration between Indigenous and non-Indigenous health care professionals (n = 8) was employed to explore the above priorities. Through the workshop activities, vignettes were created and performed to an audience of students and educators (n = 7). The findings emerging from the workshop illuminated that Indigenous people in nursing and higher education face challenges with negotiating their identity, lateral violence and struggle to find safe spaces and people due to tokenism and a paucity of physical spaces dedicated to Indigenous students. This study contributed to provoking a greater understanding of Indigenous experiences in higher education and advancing reconciliation.

了解土著人民生活的历史和当前背景并建立重视文化安全的校园社区仍然是加拿大教育议程的核心，并且已被曼尼托巴省《土著居民合作教育蓝图》作为优先事项。通过论坛剧院和土著共享圈提供的参与性方法，涉及土著和非土著医疗保健专业人员（n = 8）之间的合作，被用来探索上述优先事项。通过实习活动，创建了的学生和教育工作者的观众（执行护身符ñ= 7）。研讨会上得出的结论表明，护理和高等教育中的土著人面临着挑战，因为他们的身份认同，横向暴力以及由于象征主义和专门为土著学生而缺乏的物理空间，人们难以找到安全的空间和人。这项研究有助于激发人们对高等教育中土著经验的了解，并促进和解。