From the website: "The issue of Missing and Murdered Indigenous Women (MMIW) is largely misunderstood in Canada. As educators it is incumbent upon us to better prepare our learners to respond to emergent societal issues. How do faculty and staff in one prairie university work together to ensure that our learners gain a greater understanding of Indigenous peoples broadly; especially those experiences that contribute to the higher rates of violence directed toward Indigenous women?

In 2015, during a series of campus engagement sessions organized through the Office of Indigenization, information was gathered about how and where students are learning about MMIW issues; and how faculty are designing courses to address this topic in their own teaching. This case study summarizes one of the approaches that a group of concerned faculty and staff undertook to expand discussions about MMIW issues across the curriculum areas on our campus. As we trouble notions of curricula, we work toward academic decolonization and Indigenization.

Universities in Canada have been more actively engaging in decolonizing and Indigenizing practices. Our university, like many other Canadian universities and colleges, had entrenched Indigenization into our strategic plan. The work of Indigenization was operationalized through an Office of Indigenization; and led by an Executive Lead: Indigenization. Part of the work plan of the Lead was to inspire curriculum reform throughout the university. As faculty and instructors on our campus, we troubled dominant curriculum norms about what was worth knowing, and thus what was worth teaching and learning.

This chapter broadly addresses the question, “As faculty working to support deeper levels of Indigenization on our campus, how do we take up Indigenous worldviews and experiences in our curricular practices?” More specifically, this chapter is designed to respond to the question, “How can teaching about Missing and Murdered Indigenous women be practiced in ways that enhances learning about Indigenous experience, and engages learners in the practice of critical social justice?”"