Abstract
This journal article emanates from my original Dissertation-in-Practice (DiP) focusing on the integration of Indigenous culture and academics at Riverview High School, within the Prairie Lakes School District (both names are pseudonyms) in Manitoba, Canada. The article addresses the long-standing Problem of Practice (PoP) concerning the underachievement and lack of engagement among Indigenous students as evidenced by four-year graduation data released by the Manitoba government’s Ministry of Education and Early Childhood Learning. Utilizing a collaborative, community-based approach informed by Indigenous perspectives and change management principles, this article proposes a transformative framework. Key theoretical constructs, including “Two-Eyed Seeing” (Etuaptmumk), TribalCrit, and Deming’s PDSA cycles, are employed to analyze the PoP and guide the change process. The article explores my positionality as a Red River Métis educator, the importance of voice and equity, and the alignment with the Truth and Reconciliation Commission of Canada’s Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples. It details the problem posed, proposed solutions, communication strategies, and evaluation frameworks, culminating in a call for urgent and sustained action.