Alberta Indigenous Mentorship in Health Innovation (AIM-HI) Network Anti-Racism and Inclusion Series

Over the fall of 2020, the AIM-HI Network held a series of events to learn and reflect on anti-Indigenous racism in academic institutions. We are sharing the outcomes of this series with you - please find our ‘Mobilize’ statements below.

MOBILIZE: Response to Anti-Indigenous Racism in Academia and a Platform for Inclusion Activities

The statements are written to reflect the desired outcomes of anti-racism and inclusion at the individual, interpersonal and structural levels.

As a student seeking admission to graduate studies or a professional degree program:
• The selection process is informed with Indigenous representation.
• My application is adjudicated relative to other candidates who are like me.
• I do not have to defend my Indigenous identity through onerous application tasks.
• All applicants, Indigenous and non-Indigenous, have located their self and positionality in relation to their commitment to anti-racism and equity and are held accountable to their commitment once accepted to the program.

As a student in graduate studies or a professional degree program, or as a post-doctoral or post-clinical fellowship I:
• Am asked what I need to survive and succeed, and my needs are acknowledged and validated. I am guided to and supported with resources to fulfill these needs.
• Have peer support and connections with other students like me.
• Have a safe learning space. Teaching materials demonstrate strengths, not stereotypes. There are no microaggressions and no judgmental behaviours or actions from my teachers and supervisors.
• Participate in defining my own measures of success and milestones, and adjustments are supported proactively by my program.
• Do not have the responsibility to teach others about Indigenous history, issues or Peoples, and I do not represent all Indigenous Peoples.

As a post-doctoral fellow or faculty member:
• I have a safe teaching, supervising and leadership space, with institutional support to teach and supervise in new ways.
• My assessments and adjudication of promotion and tenure applications include recognition of community engagement endeavours and diversity representation requests I am performing on behalf of the academy, the realities of my position in my Indigenous community, and biases of students when they complete teaching evaluations.
• I am approached in a respectful way to teach or serve on committees. There is no retribution for setting boundaries.

As Indigenous students, post-doctoral fellows and faculty in the academy, we:
• Belong, are respected, and are acknowledged and included. Our merits and contributions to the academy are valued.
• Have access to ceremony and cultural supports.
• Have a space for conversation as we navigate both western academic knowledge systems and Indigenous ways of knowing.
• Are mentored throughout our programs of study and career trajectory in a meaningful and cultural way.
• Have opportunities to develop leadership and advocacy skills.      
• Are equally remunerated.
• Have a mechanism to report experiences of racism, and these are addressed in a timely manner without the burden of the process placed on us. Persons displaying acts of racism are held accountable.
• Have non-Indigenous peers who are gaining skills in anti-racism and inclusion practices to reduce the burden on us.
• Have non-Indigenous peers who are on a learning journey to accept and respect other ways of knowing. This is purposeful and building towards transformation of the academy.


We express our gratitude to the attendees of the LEARN and ENVISION sessions, those who provided commentary on our MOBILIZE statements, the AIM-HI Network Community Advisory Committee, and AIM-HI Network members who contributed to the Anti-Racism Response activities.

The AIM-HI Network