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single Indigenous individual or group to take on all Indigenous initiatives. In order to meaningfully engage in this work, authentic and respectful relationships need to be fostered outside of the organization itself. This may mean looking to develop relationships with Indigenous communities, scholars, friendship centres, not-for-profits, and grassroots organizations. In order to have meaningful Indigenous content, you need to have relationships to Indigenous people who advise and ensure that the work is representative and appropriate. Partnerships are reciprocal relationships in which there is give and take. This means if you are looking to partner with an Indigenous organization in order to gain something for yours, you must also be prepared to offer something meaningful in return. Financial compensation is a good start, but ongoing partnerships are built on shared priorities and reciprocity. You may need to consider what your organization has to offer before approaching Indigenous communities for support and collaboration on your initiatives. It is also important that this model of reciprocity and respect be practiced with Indigenous people within your institution. V. Be Flexible Considering that Indigenous peoples live diverse lives, it is difficult to definitively recommend how to best accommodate Indigenous students and staff. Youth we spoke to felt as though overly structured environments created barriers to their access. They would often not attend a program or work in a job that would not allow for them to attend to their personal and cultural responsibilities. They sought out environments that were able to be flexible to their changing lives and that allowed them the opportunity to continue growing professionally, personally, and spiritually. They recommended having flexible working hours, rather than a nine to five work schedule in the workplace. Having choices about class times, especially for those who are parents, was also important. Benefits such as cultural leave was seen as one way to support the work Indigenous peoples are doing outside of their role as a student or employee, which allows for paid time off to attend ceremony, be with land, or visit with knowledge keepers. This time not only supports mental health and wellbeing, but also increases performance and decreases burnout. Supporting individuals to make up time away, such as offering an extra section of a course or flex hours, helps Indigenous young people feel capable and valued and honours their work done outside of the institution (that can also have direct benefits for the institution itself). Flexibility also extends to the ways in which we do things. Being flexible and adaptive helps those with differing learning styles to be able to showcase their gifts in different ways and engage with the content in the manner that feels right to them. Planning for Indigenous learners and workers necessitates a divergent way of thinking in order to honour each individual for what they bring and catering to their uniqueness in whatever ways we are able so that they can thrive in being who they are. VI. Decolonize Your Processes The most meaningful way in which you can support Indigenous peoples to thrive within your institution and at large is to remove the colonial systems that are hindering the full potential of positive relations. This extends from the very micro level, in a particular program or individual relationships, to the macro level in government law and policy. Decolonizing your particular institution may fall in both aforementioned categories, and likely somewhere in between. It is a process of critically examining the structures and practices which have become common place and recognizing the values that are Future Pathways Summit Report 21

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