3.1. Re-Evaluating Academic Integrity and Pedagogical Relationality
The structural implementation of the Truth and Reconciliation Commission's Calls to Action requires Canadian universities to confront long-standing epistemic hierarchies. Institutional attempts to incorporate Indigenous content often encounter friction when conventional evaluation metrics come into conflict with Indigenous ways of knowing [3]. When universities adopt market-oriented, transactional educational policies, academic integrity definitions frequently penalise relational and communal learning traditions, misinterpreting shared knowledge generation as academic non-compliance [3]. Overcoming these constraints involves transitioning beyond symbolic inclusion toward foundational epistemological reform. The application of Two-Eyed Seeing offers an integrative mechanism whereby Indigenous and Western methodologies operate in parallel without subjugation [1]. In professional faculties such as nursing and teacher education, this dual lens equips educators to acknowledge historical injustices while equipping students with culturally safe professional competencies [1]. Nevertheless, curricular transformation remains vulnerable to systemic resistance if unexamined settler-colonial narratives persist within faculty ranks [5]. Authentic institutional reform demands a commitment to critical praxis, where faculty members deconstruct ingrained biases, engage in genuine development, and foster ethical relationality in partnership with Indigenous community leaders and knowledge keepers [1], [5].