Introductions as Invitations: Fostering Trust and Reciprocity

“To be connected is to be whole.”
^{- Decolonizing Methodologies: Research and Indigenous Peoples, Linda Tuhiwai Smith, p.170 -}

Introductions are the foundations of relationships. As educators and researchers, we are given the opportunity to develop new connections and grow our network each time we meet someone. Indigenous ways of understanding relationships extend beyond oneself, inviting opportunity for rich and expansive learning opportunities within these partnerships. To develop diverse pedagogies and inclusive learning spaces, we can continue to reflect on how introductions lay the groundwork for fostering meaningful connections and impactful learning opportunities.

“From an Indigenous point of view, relational means self in relationship with the natural world, the human world, kin, community, place, and land.”
^{- Indigenous Methodologies: Characteristics, Conversations, and Contexts, Margaret Kovach, p.74 -}

Relationships are at the heart of all our interactions as Indigenous Peoples. They guide how we connect to everything around us and provide a basis of how we care for each other. When we are building a relationship, we are looking to find connections with identity, place, spiritual relationships, wellbeing, and the environment. Introducing ourselves with these principles in mind enables us to create those connections which in turn, create shared benefits and experiences or reciprocity. Reciprocity is essential in the process of relationship building. This practice also repositions power dynamics to create new opportunities to connect and learn from others around us.

“The emphasis is on making teaching and learning two-way processes, in which the give-and-take between faculty and students opens up new levels of understanding for everyone. Such reciprocity is achieved when the faculty member makes an effort to understand and build upon the cultural background of the students, and the students are able to gain access to the inner-workings of the culture (and the institution) to which they are being introduced.”
^{- First Nations and Higher Education: The Four R's - Respect, Relevance, Reciprocity, Responsibility;
Ray Barnhardt & Verna J. Kirkness, p.13 -}

The way we introduce ourselves sets the tone for the learning experience we want to facilitate and participate in, as well as reaffirms our values both to ourselves and others. Indigenous Peoples view introductions as the foundations for how we position ourselves in relation to the land, people, teachings, and ourselves. Introductions set the stage for the principles that guide our interactions and relationships. Positioning yourself as someone who values building relationships is a way to humbly meet people where they are and create authentic relationships based on the connections formed in the introduction.

For reciprocity to be present in these relationships, time should also be given to listen to people introduce themselves. Creating space to listen to individuals as they introduce themselves will enable them to feel comfortable and empowered, strengthening the relationship. In the classroom, students also need time to be introduced to each other. Building a community creates the potential for strong, diverse learning networks and connections.

Relationships can fuel your teaching practices and enhance your skills as a researcher. The opportunity to listen and share with people during introductions is the root of mutually beneficial relationships. Fostering relationships supports impactful learning experiences that are tailored to the individual.

1. Take a moment to introduce yourself: Think about who you are in relation to others, the land, the community, nature, place and how those relationships shape who you are.

2. Give space and time for people to introduce themselves to you and to each other at term start-up. In the classroom, you can start with a question of the day, do a poll or survey, Canvas Discussion Board activity, or an introduction assignment. Outside the classroom, be sure to take time to invite individual(s) to introduce themselves.

3. Listen. Relationships require active engagement and participation from all involved. Engage your humility and listen as people share and introduce themselves. Listening aids in building connections.

4. Be visible and present. Relationships grow when our words are reinforced by actions. In teaching settings, taking moments to greet students at the door, responding to their Canvas posts, or inviting students to attend office/availability hours can showcase you are willing to listen. 

Conclusion

Introductions are essential in relationship building. Indigenous Peoples use relationships to create reciprocity and guide their interactions with the world around them. Taking the time to share and listen during introductions sets the foundation for developing relationships that grow into prosperous networks and communities.

Sources

<sup>- Kirkness, V. J., & Barnhardt, R. (1991). First Nations and higher education: The four R’s — respect, relevance, reciprocity, responsibility. Journal of American Indian Education, 30(3), 1–15. http://www.jstor.org/stable/24397980
- Kovach, M. (2021). Indigenous Methodologies: Characteristics, Conversations, and Contexts (Second ed.). University of Toronto Press.
- Smith, L. T. (2021). Decolonizing Methodologies: Research and Indigenous Peoples. Bloomsbury Academic & Professional.</sup>

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This resource is shared by the Gwenna Moss Centre for Teaching and Learning (GMCTL), University of Saskatchewan, under a CC BY-NC-SA license.