Learn more about the academic programs we are delivering in Summer 2025. If you have any questions about part-time studies, please contact us.
The Indigenous Community and Advocacy program (7 courses) provides students with a comprehensive understanding of First Nations, Métis and Inuit (FNMI) culture and history to deepen their understanding of the FNMI experience. This critical understanding will provide context for issues that FNMI peoples face, both historically and presently, as well as provide foundational knowledge about Indigenous people in Canada that has historically been absent from educational institutions.
The proposed program includes courses about history, language, arts, wellness and spirituality. Coursework will explore historical injustices that continue to affect Indigenous people in Canada today, however, the intent of the program is to celebrate FNMI culture and achievements while sharing the truth. The program content looks at FNMI peoples across Canada with a distinct focus on FNMI culture and social advocacy issues that specifically implicate Toronto and Ontario.
Part-time Studies courses are being offered in either of the following four formats: Online, Flexible, In-person, Hybrid. Click Availability below to see current offerings.
In this course, students learn about Canada's residential school system (RSS), a system that operated in Canada for over 160 years, with the intent to sever Indigenous children's connections to family, community, land, culture, and language in an overt attempt to assimilate these diverse peoples into Euro-Canadian culture. The RSS will be situated within the larger context of Canadian settler colonialism. Learners explore the historical and contemporary harms caused by cultural genocide, the policies and prejudices that enabled the RSS, along with modern efforts toward reconciliation, restitution, and restoration.
Warning: Please be advised that this course contains potentially distressing material, including explicit descriptions of physical, psychological, and sexual abuse. Please consider your personal well-being prior to enrolling in this course.
Students familiarize themselves with Indigenous worldviews and learn from, and about, Indigenous people to dispel stereotypes and myths. Students identify and discuss major events in Canada that have led to the issues facing Indigenous people today.
Indigenous Peoples are over-represented both as victims and offenders. Students explore the impact of residential schools, effects of colonialism on traditional values and culture, as well as structural victimization. Students critically examine and assess Canada's principal approaches to addressing victimization and offending by and against Indigenous Peoples. Through discussion and experiential learning from an Indigenous perspective, students gain insight and understanding of Indigenous teachings, Indigenous worldview, culturally relevant healing, crime prevention and restorative justice.
This course requires students to experience and explore Indigenous cosmology(s), knowledge(s) and word view(s) as it relates to the land. The influence of land on Indigenous worldview(s) provides a way of understanding contemporary perspectives of identity and self-determination. In addition, students are encouraged to examine and locate their own identity and world view in relation to these concepts.
This applied project builds a connection between the academic components of the program and applies that knowledge to a real-world context. It is an independently produced deliverable (e.g., manual, website, needs assessment study, diversity training seminar, curriculum development, etc.) that has a function within a community organization and can either target an actual institutional need or serve as an exercise in gaining experience. Students are introduced to the practical applications of Indigenous Knowledge where they will a) work closely with Indigenous Elders to engage in land-based learning to develop compassion for the land and each other, and b) work collaboratively with people across cultures to not only better understand the needs of the Indigenous community, but to make actionable this understanding.
This course examines various concepts and themes relevant to Indigenous peoples in Canada and globally. The course begins by exploring what constitutes Indigeneity/ Indigenous identity, and the effect that colonialism had on Indigenous people and their ways of life. Historical and contemporary issues in Canada and other countries are examined. Topics such as Indigenous knowledge, and their relationship to the natural world, the importance of oral traditions, and world views are also explored. Students also analyze forms of colonial oppression such as the Indian Act, treaties, residential schools, health and educational issues and conflicts. Post colonial issues such as land claims settlement, self-government, social movements such as Idle No More and various environmental and social issues that Indigenous peoples are facing are also reviewed.
In this course, students learn to establish rapport with various stakeholders, use interview strategies, and understand group dynamics. Students examine a variety of approaches to advocacy and analyze the ethical responsibilities of representation. Students practice self-evaluation and team building, as well as techniques for having difficult conversations and advocating for positive change on behalf of individuals and communities. Students investigate cross-cultural considerations with respect to Indigenous and culturally diverse employees. Students learn their role as a leader and advocate.
This course is designed to introduce students to Anishinaabemowin (Ojibwe language). It will provide the learner with a basic framework of Anishinaabemowin orthography. The focus of the course will be on the reading and writing of the language. The learning is reinforced through the use of on-line tutorials as well as practice in order to enhance the learners understanding of the structure and pronunciation of the language.
Recommended IND742
This course centers Anishinaabe Gikendaasowin - Anishinaabe Knowledge - by using Anishinaabe songs and stories to support learners in their journey of understanding fundamental concepts in relation to language revitalization and resurgence. The course begins by inquiring into the history of Anishinaabemowin (the Ojibwe language) and forming a beginner's comprehension of introductory language skills in Anishinaabemowin. Learners explore their role in maintaining the Anishinaabe stories and songs shared throughout the course. Learners also build the capacity to engage with Knowledge Keepers and Elders to support the ongoing resurgence of Anishinaabemowin within their respective fields.
This course explores FASD from a cultural perspective, with a focus on Canadian Indigenous cultures. FASD is viewed as a disorder that, while it affects all cultures, provides an emergent opportunity for the Indigenous Peoples of Canada to create a unique and effective response.
In this course, students learn the application of the medical, physical, and functional capacity evaluations required in managing disability. Students explore the cultural issues related to injury, disability and work, review recent trends in approaching disability from a holistic lens, undertake a work environmental analysis, and explore how to promote employee health and wellness. Students learn about spiritual practices and approaches to dispute resolution and Indigenous traditions. Students learn ways in which to adapt the dispute resolution process to respect Indigenous practices and build trusting relationships in the workplace.
In this course, students learn the application of the medical, physical, and functional capacity evaluations required in managing disability. Students explore the cultural issues related to injury, disability and work, review recent trends in approaching disability from a holistic lens, undertake a work environmental analysis, and explore how to promote employee health and wellness. Students learn about spiritual practices and approaches to dispute resolution and Indigenous traditions. Students learn ways in which to adapt the dispute resolution process to respect Indigenous practices and build trusting relationships in the workplace.
| Proposed Program Learning Outcomes | Proposed Reconciliation Program Learning Outcomes |
|---|---|
| The graduate has reliably demonstrated the ability to: | |
| 1. Contextualize the historical and contemporary colonial laws and policies, and the evolution of Treaty relationships, to better situate the current First Nations, Métis and Inuit (FNMI) and non-FNMI relationships. | Envision and honour the evolving relationships between Treaty people in Canada by understanding the treaties and how they impact all people on this land. |
| 2. Acknowledge the cultural, political, social and community diversity of FNMI people to be aware of one's own assumptions and biases. | Honour the cultural, political, social and community diversity of FNMI people by understanding there is more than one way of knowing. |
| 3. Explore key foundational concepts of Indigenous knowledge, thought, and world views to engage empathetically with other perspectives. | Empower key foundational concepts of Indigenous knowledge, thought, and world views and engage empathetically with other perspectives. |
| 4. Connect relevant current events, situations, and issues experienced by FNMI people to the student's chosen career. | Self-Reflect on the lived experiences of FNMI and non-FNMI people identifying connections to the student's choice of career. |
| 5. Explore the contributions that FNMI people have made and continue to make to society. | Honour the contributions that FNMI people have made and continue to make by practicing and developing allyship skills. |
| 6. Examine FNMI worldview and perspectives in relationship with the student's own lived experiences by continuing to seek truth for reconciliation. | Value FNMI worldview and perspectives in relationship with the student's own lived experiences by continuing to seek truth for reconciliation. |
NB. This program has two sets of outcomes: The Program Outcomes and then a second set of Reconciliation Outcomes specific to this program.
The Indigenous Community & Advocacy program is applicable as an upskilling credential across occupations. Bridging the gap of knowledge in the Canadian education system and workforce regarding Indigenous studies is a rising priority. This is most evident across multiple calls to action brought forward by the Truth and Reconciliation Commission. The proposed program will offer domain-specific and transferable skills and knowledge related to equity, diversity and inclusion. This will provide graduates with competitive advantages for employment.
Occupations that will see the most direct applications of knowledge are those that interact with FNMI people or who are responsible for policy, regulations and laws that affect FNMI people. This may include areas of the government responsible for policy planning, environmental studies and land use; advocacy groups; corrections; justice studies; law; healthcare and education professionals that work with FNMI populations; social service and community workers that work with FNMI populations; and business professionals who would like additional perspective concerning Truth and Reconciliation.
Ontario Secondary School Diploma (OSSD) with 12C/U English, or equivalent, or a mature applicant.
Earn college credits for what you already know.
Prior Learning Assessment is a method of assessing and recognizing learning that is equal to
college level learning, but has been gained outside a traditional classroom (through work
experience, volunteering, outside study, etc.). If you can prove that the knowledge you have gained
meets the outcomes of a Seneca course, then credit will be awarded.
How does the PLA process work?
Prior Learning is demonstrated through a "challenge" process. The process measures learning
through a variety of methods which may include tests, portfolio assessment, interviews,
demonstrations, essays, and work samples. The method used will be determined in consultation with a
Program Coordinator.
For more information and to determine if you are eligible for PLA, please call the Program
Coordinator.
The process may take from 6 to 8 weeks.
Note: Not all courses can be challenged. For more information go to PLA website or contact your Program Coordinator.
Many students who enter Seneca Polytechnic will have earned academic credits in postsecondary educational institutions which they may be able to apply toward completion of a Seneca Polytechnic program.
Requests for Transfer Credit must be for a specific course and must be accompanied by an official transcript and course outline. A minimum grade of "C" (60 percent) is generally required for a course to be considered for Transfer Credit.
Download a Transfer Credit Request form. An official copy of your transcript and applicable detailed course outlines should be attached and submitted. Please note it may take 4 to 6 weeks for a Transfer Credit decision.
Please visit the Office of the Registrar.
If you meet all program requirements and become eligible for a Certificate, Diploma or Degree you must inform the Registrar by completing a Graduation Application form and paying the fee. Forms are available at the Registration office and online.
Certificates and diplomas are issued twice a year: Fall (October) and Spring (June).
Upon successful completion of the program requirements, please submit a Request for Certificate of Completion Form to the Faculty of Continuing Education and Training. There is no cost for this and your Certificate of Completion will be sent to you electronically.
Maria Graziosi
Program Assistant
Maria.Graziosi@senecapolytechnic.ca
416-764-0964
Melanie Rubens
Program Coordinator
Melanie.Rubens@senecapolytechnic.ca
416-764-0973