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Journalism students across Canada are learning to share stories that are rooted in reciprocity with Indigenous communities in new ways.

Created by Indigenous faculty and designed in partnership with local communities, students in journalism programs at Carleton University, the University of King’s College and others are taking experiential learning courses that involve spending time with Indigenous people and reporting stories that are important to them.

At Carleton, the Reporting in Indigenous Communities course, created by Anishinaabe journalist and professor Duncan McCue, was offered for the first time in winter 2024. While new to Carleton, McCue is building on his work at the University of British Columbia, where he launched his course in 2011 in collaboration with the Tsleil-Waututh First Nation, the Tsawwassen First Nation, the Squamish First Nation, and others. The goal was to teach students about the unique cultures that are thriving in each First Nation today, and how to respect and prioritize them in their reporting.

In McCue’s course at Carleton, students worked with the Algonquins of Pikwàkanagàn First Nation, the Mohawk Nation of Akwesasne, and the Kitigan Zibi Anishinabeg First Nation, learning about the stories that matter most to these communities. The theme for stories this year was Adaawe: Stories of Indigenous Economy, with students learning about the spirit of Indigenous entrepreneurship and business innovation.

McCue says the course was also an opportunity for students to learn more about the diversity within and between First Nations, Inuit and Métis communities. “Indigenous people are not homogenous…A Dene is not a Cree is not a Mi’kmaw, and they certainly have very different lived experiences if they grew up in the city versus growing up on the reserve versus growing up in a hamlet. It’s really important for students to understand that.”

At King’s, the Reporting in Mi’kma’ki course, co-created and taught by Miʹkmaw professor Trina Roache, introduces journalism students to the depth and diversity within local Miʹkmaq communities. Miʹkma’ki is the ancestral and unceded land of the Mi’kmaq, colonially known as most of Atlantic Canada and parts of Quebec.

Launched in 2021, the course aims to encourage students to go from reporting stories about the trauma experienced by Mi’kmaq communities to sharing stories that reflect their resilience instead. “Stories are a way of building that relationship and focusing on things that the community wants to celebrate and wants to put out there about how they see themselves,” Roache says of this approach. “It doesn’t mean you don’t do other stories. But you have to do all the stories—you can’t just do the negative ones.”

McCue says these courses are especially important for non-Indigenous students, who continue to be a majority within both programs. “I think it’s important that non-Indigenous journalism students learn and have a baseline of cultural competency when it comes to reporting in Indigenous communities [because] if you are a journalist in Canada, you are going to, at some point in your career, be reporting on Indigenous issues,” McCue says. “I think it is important that non-Indigenous students are exposed to this in a safe setting of a classroom where they can get feedback, and not under the pressure of a deadline in a massive newsroom.”

However, McCue and Roache also acknowledged other barriers, such as funding support, that make their reporting courses—and, in a larger sense, journalism programs—inaccessible to young Indigenous people. “The challenge is that Miʹkmaq, and I think other Indigenous young people, don’t see themselves in journalism [and] that’s something we’re working hard to change,” Roache says. “It’s going to take time and we have to play the long game.”

For both McCue and Roache, an important next step is ensuring the journalism programs they are part of actively recruit and train the next generation of Indigenous journalists. At Carleton, McCue says the work looks like hosting a video and audio course for Indigenous storytellers over the summer in partnership with local First Nations colleges and institutes. At King’s, Roache says the journalism program has created three fully funded scholarships for Miʹkmaq students, the first cohort of which will begin their studies this fall. It was created in partnership with Ann Sylliboy of the Mi’kmaw Kina’matnewey, the educational authority for 12 of Nova Scotia’s 13 Mi’kmaq First Nations. The university also pledged a $600,000 investment to support Indigenous students.

According to Roache, the increased funding and scholarships are but one step in King’s University’s approach to holding space at the urging of journalism students, who have been demanding diversity in faculty, staff and curriculum in the journalism program since 2015.

For Catriona Koenig, a member of the Yellowknives Dene First Nation who grew up in Ottawa and a former Carleton student who took McCue’s course, it’s important to make courses on responsibly reporting about Indigenous communities mandatory for journalism students. Taking experiential learning courses created and taught by Indigenous faculty, she says, is an opportunity to learn how to be a “storyteller and not a story-taker.”

“For so long, journalists would go into Indigenous communities and tell their story, and then just leave and burn bridges and not continue relationships and not strengthen partnerships,” she says. “[It’s important] to make sure to continue these partnerships with communities, keep in touch, and maintain the relationship.”