Indigenous Appropriation Vs. Indigenous Appreciation

Identifying the differences between Indigenous appropriation and Indigenous appreciation in academia is a key skill when working towards Indigenization in education. Clarifying these definitions can reframe uncertainty and fear into respectful dialogue and informed action.

What is “Indigenous appropriation”?

Indigenous appropriation in academia is the use of materials, practices, and expressions that take on Indigenous voice, perspectives, knowledges, and actions without informed consent* or credit to the Indigenous person or people and are shared without consideration of Indigenous communities.

What is “Indigenous appreciation”?

Indigenous appreciation in academia is the sharing of materials, practices, and expressions that were created by Indigenous people or in reciprocal partnerships with Indigenous people that amplify Indigenous voices, perspectives, knowledges, and actions when given permission to do so.

What do “Indigenous appropriation” and “Indigenous appreciation” look like in academia?

Indigenous appropriation takes on many different forms in academia. One of the most common is those who masquerade as an Indigenous person when producing content related to Indigenous people. Another common example is the “misguided ally” who takes to editing or revising Indigenous content at the “ally’s” discretion which can lead to confusion or misinterpretation of Indigenous ways of knowing, being, and doing. It may also take form in the discrediting or downplaying of validity due to the format of the knowledge expression, such as Storytelling, Oral traditions, or art mediums.

In terms of research, Indigenous appropriation may take the form of improper credit for knowledge shared or the researcher profiting off their “discovery” of Indigenous knowledge when in reality, it was knowledge discovered and shared from Indigenous communities. It may also look like sharing Indigenous expressions without informed consent of the Indigenous community.

Indigenous appreciation on the other hand can be integrated into academia in a variety of ways. Taking the time to ensure the Indigenous resources being used are from Indigenous creators is an excellent start.  Indigenous appreciation also includes giving proper recognition to the origins of the resource or expression shared. The term origins refers to the act of naming the specific community or land where knowledge comes from, as there are numerous distinct lands and communities of the diverse Indigenous peoples. If the resource isn't explicitly from an Indigenous person, validating that it was shared with informed consent and in partnership with a community is important.

Another key component of Indigenous appreciation is recognizing that Oral Traditions, Storytelling, and other Traditional Knowledge mediums are valid and credible knowledge sources. Furthermore, building authentic and meaningful relationships with Indigenous community members can foster space for learning opportunities to come directly from Indigenous Peoples. Finally, Indigenous appreciation also includes recognizing when Indigenous expressions are not to be shared or given out and respecting that boundary.

Why does it matter?

Throughout history, works that are considered to be Indigenous appropriation have influenced the negative perceptions of Indigenous Peoples and perpetuated the harmful stereotypes that continue today. Indigenous appropriation distorts the traditional teachings and practices of Indigenous Peoples and downplays the significance of their knowledge and ways of life. Going further, the imposter literature or expressions from those pretending to be Indigenous create mistrust, confusion, and steal opportunities from Indigenous people.

By reframing your practices to incorporate and celebrate Indigenous appreciation, you are committing to decolonization in learning spaces that once centred Indigenous appropriation. You open the space to work towards (re)conciliation and make authentic Indigenization of education a priority.

How can you incorporate “Indigenous appreciation” into your practice?

1. Build and maintain relationships with local Indigenous community members.
2. Ensure content being shared comes directly from Indigenous people.
3. Give credit to Indigenous creators.
4. Follow the protocols of the Indigenous community you are working with.
5. Ensure consent was given for content to be shared.
6. Confirm that Indigenous people are the ones who profit (monetarily or academically) off the content being shared.
7. Be open to sharing learning space with Indigenous Peoples.
8. Recognize worth and value of Indigenous knowledges.
9. Be comfortable admitting missteps and open to changing practices when mistakes occur.

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Additional sources:

Kovach, M. (2021). Indigenous Methodologies: Characteristics, Conversations, and Contexts (Second ed.). University of Toronto Press.

Younging, G., Cariou, W., Reder, D., Fontaine, L. S., Abel, J., & EBSCO, vendor. (2025). Elements of Indigenous Style: A Guide for Writing by and About Indigenous Peoples (W. Cariou, D. Reder, L. S. Fontaine, & J. Abel, Eds.; Second edition).

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