Date of Submission


Document Type



Doctor of Education




Decolonization, Indigenization, Social Justice, Land-based Learning, Anticolonial theory, Systems Thinking


In a K–9 rural school in Alberta, the lack of opportunities for land-based learning and understanding of Indigenous truths, histories, and ways of knowing creates a significant gap in knowledge that is an ethical obligation to address. For the school to engage in social justice and transformation to address this problem of practice, it is crucial to address this gap and work towards decolonization and indigenization. The goal of this Organizational Improvement Plan is to ensure that staff gain a deep awareness and understanding of the historical oppression and marginalization of Indigenous peoples in Canada due to colonization, both historically and through colonial systems that persist today. This transformational process will require building the critical consciousness of the staff and creating a compassionate learning environment that enables them to engage in this important work. Although the school has a racially homogenous population, it is imperative to take a firm anticolonial stance to address the legacy of colonialism that has been perpetuated in Canada for centuries. The change implementation plan adopts systems thinking to facilitate social change by recognizing the interconnectedness of different parts of the school system. It allows for a comprehensive understanding of the social issue being addressed in the problem of practice. A knowledge mobilization plan is developed to effectively disseminate the insights gained from the implementation to stakeholders and the wider community. By leveraging anticolonial theory and taking a proactive approach to education, staff can build the necessary awareness, attitudes, and actions to support decolonization and indigenization in the school and beyond.

Keywords: decolonization, indigenization, social justice, anticolonial theory, critical consciousness, systems thinking