{"id":227,"date":"2024-01-12T20:02:09","date_gmt":"2024-01-12T20:02:09","guid":{"rendered":"https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/?page_id=227"},"modified":"2025-03-24T03:13:48","modified_gmt":"2025-03-24T03:13:48","slug":"decolonization","status":"publish","type":"page","link":"https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/decolonization\/","title":{"rendered":"Decolonizing Teaching"},"content":{"rendered":"

[et_pb_section fb_built=”1″ _builder_version=”4.27.4″ use_background_color_gradient=”on” background_color_gradient_stops=”#002958 0%|rgba(255,255,255,0) 100%|rgba(43, 135, 218, 1) 100%” background_image=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/wp-content\/uploads\/sites\/7769\/2025\/03\/52166694977_9826def0ec_o-scaled.jpg” background_blend=”screen” height=”400px” custom_margin=”-50px||||false|false” custom_padding=”50px||75px||false|false” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” background_color=”#FFFFFF” custom_margin=”20px||-40px||false|false” custom_padding=”40px|50px||50px|false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_heading title=”Decolonizing Teaching” _builder_version=”4.27.4″ _module_preset=”default” title_font=”|700|||||||” title_text_color=”#002958″ global_colors_info=”{}”][\/et_pb_heading][et_pb_divider color=”#002958″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_divider][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=”1_3,1_3,1_3″ _builder_version=”4.27.4″ _module_preset=”default” background_color=”#FFFFFF” custom_margin=”||20px||false|false” custom_padding=”25px|50px|40px|50px|false|false” global_colors_info=”{}”][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”4fb56edd-5b07-4dbc-90dc-f59658fac34e” text_text_color=”#002754″ custom_margin=”-4px||||false|false” custom_padding=”||4px||false|false” link_option_url=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/decolonization\/#col” global_colors_info=”{}”]<\/p>\n

Colonization<\/strong><\/p>\n

[\/et_pb_text][et_pb_icon font_icon=”?||divi||400″ icon_color=”#002754″ icon_width=”32px” url=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/decolonization\/#col” align=”left” _builder_version=”4.27.4″ _module_preset=”default” z_index=”-1″ custom_margin=”-62px||||false|false” global_colors_info=”{}”][\/et_pb_icon][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”4fb56edd-5b07-4dbc-90dc-f59658fac34e” text_text_color=”#002754″ custom_margin=”-4px||||false|false” custom_padding=”||4px||false|false” link_option_url=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/decolonization\/#decol” global_colors_info=”{}”]<\/p>\n

Decolonization<\/strong><\/p>\n

[\/et_pb_text][et_pb_icon font_icon=”?||divi||400″ icon_color=”#002754″ icon_width=”32px” url=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/decolonization\/#decol” align=”left” _builder_version=”4.27.4″ _module_preset=”default” z_index=”-1″ custom_margin=”-62px||||false|false” global_colors_info=”{}”][\/et_pb_icon][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”4fb56edd-5b07-4dbc-90dc-f59658fac34e” text_text_color=”#002754″ custom_margin=”-4px||||false|false” custom_padding=”||4px||false|false” link_option_url=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/decolonization\/#ind” global_colors_info=”{}”]<\/p>\n

Indigenization<\/strong><\/p>\n

[\/et_pb_text][et_pb_icon font_icon=”?||divi||400″ icon_color=”#002754″ icon_width=”32px” url=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/decolonization\/#ind” align=”left” _builder_version=”4.27.4″ _module_preset=”default” z_index=”-1″ custom_margin=”-62px||||false|false” global_colors_info=”{}”][\/et_pb_icon][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”col” module_class=”col” _builder_version=”4.27.4″ custom_margin=”-50px||-50px||false|false” custom_padding=”30px||75px||false|false” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.4″ background_color=”RGBA(255,255,255,0)” background_size=”initial” background_position=”top_left” background_repeat=”repeat” custom_margin=”||20px||false|false” custom_padding=”|0px||0px|false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.27.4″ link_font_size=”18px” background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n

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What is Colonization?\u00a0<\/b><\/h2>\n

Colonization\u2019s impact is worldwide, and manifests in different ways in different locations and contexts. In what is now known as Canada, simply described, colonization occurred when settlers migrated to North America and acquired Indigenous lands and resources through violence and control (Wilson, 2018, 37; John, 2019, 52).<\/span><\/p>\n

In <\/span>Decolonizing and Indigenizing Education in Canada<\/span><\/i>, author and co-editor Sheila Cote-Meek illustrates the role settler education played in colonization:<\/span><\/p>\n

\u2026colonization advanced from the East to the West coast of Canada through active appropriation of lands justified through the denigration of Indigenous knowledges and Indigenous Peoples. It is well documented that in order for the colonial project to continue to advance, Indigenous Peoples were reduced as inferior and subordinate (2020, p. xiv).<\/span><\/p><\/blockquote>\n

[\/et_pb_text][et_pb_blurb content_max_width=”1100px” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”]Colonization does not exist solely in the past: it is ongoing. The Government of British Columbia states, \u201cFirst Nations, M\u00e9tis and Inuit Peoples have experienced ongoing, systemic and race-based discrimination that has maintained unequal treatment and normalized the false notion that Indigenous Peoples are \u2018less than\u2019 their non-racialized counterparts\u201d (Ministry of Indigenous Relations and Reconciliation, n.d., p. 4). Canadian legislation, the reserve system, and Canada\u2019s residential school system continue to shape present day colonialism. Laws, institutionalized racism \u2013 including the education system, cultural appropriation and theft, intergenerational trauma, and the perpetuation of stereotypes, are contemporary colonial realities that continue to impact Indigenous Peoples and communities (Wilson, 2018, 65-69). Cote-Meek explains:<\/span><\/p>\n

This devaluing of Indigenous knowledges [in Canadian Residential schools] was an intentional act to disrupt our ways of knowing and ways of being and to sever the transmission to the next generation. There is no doubt that educational institutions are still very much colonial institutions with deeply held convictions about what constitutes education, research, and pedagogy (2020, p. xv).<\/span><\/p><\/blockquote>\n

As educators today, we witness and perpetuate acts of colonial control and <\/span>epistemic racism<\/span><\/a> in our knowledge and research systems. These include the library structures of description and categorization; academic peer-review and publication processes; citation styles; the defining, teaching, and requiring of \u201clegitimate\u201d scholarly resources; capitalist publication systems and cost-prohibitive texts; and tenure-track promotion systems. Each of these items significantly impacts how knowledge is defined, shared, and valued.<\/span>
\n[\/et_pb_blurb][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.27.4″ background_color=”#EAEAEA” custom_margin=”-50px||-50px||false|false” custom_padding=”25px||75px||false|false” global_colors_info=”{}”][et_pb_row _builder_version=”4.25.2″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.23.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb content_max_width=”1100px” _builder_version=”4.27.2″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n

Learn more:<\/span><\/h4>\n

The Politics of Citation: Is the Peer-review Process Biased Against Indigenous Academics?<\/span><\/a><\/p>\n

CBC Radio, <\/span>Unreserved<\/span><\/i>. Host Rosanna Deerchild speaks with Dr. Sarah Hunt (Kwakwaka\u2019wakw) and Dr. Kyle Powys Whyte (Potawatomi Nation) about \u201ccitational politics\u201d and discrimination in the peer-review process. These knowledge gatekeeping strategies include who scholars cite, how scholars cite, and what sources are considered authoritative to cite can validate and legitimize knowledge or oppress knowledge. Frequently, Indigenous ways of knowing (oral teachings and histories in particular) are delegitimized in academia by citational politics.<\/span>
\n[\/et_pb_blurb][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”decol” module_class=”decol” _builder_version=”4.27.4″ custom_margin=”-50px||-50px||false|false” custom_padding=”25px||75px||false|false” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.2″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”4fb56edd-5b07-4dbc-90dc-f59658fac34e” link_text_color=”#002754″ custom_margin=”-25px||||false|false” global_colors_info=”{}”]<\/p>\n

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What is decolonization?<\/strong><\/h2>\n

 <\/p>\n

There is much debate about the definition and scope of decolonization (Crilly and Everett, 2022, Chapter 1). For the purposes of this toolkit, we have used the Camosun Library\u2019s definition:<\/span><\/p>\n

\n

Decolonization is an ongoing process that involves acknowledging, questioning, and undoing colonial practices. \u2026decolonization needs to be intersectional in nature as it impacts individuals and communities differently in complex and layered ways \u2013 this includes ethnicity, sex, gender, class, ability, religion, and many other aspects (Camosun Library, 2024)<\/span><\/p>\n<\/blockquote>\n

The complex task of decolonization can seem expansive and insurmountable. Decolonizing demands educators critically recognize the impacts and inequities resulting from colonization (Styres, 2019, 32). These inequities manifest as white privilege, socio-economic disparities, lack of access to resources including education, ableism, ageism, structural racism, and other forms of discrimination. In addition, educators must acknowledge the colonial aspects of their own practices that have become normalized and might seem invisible or natural to them.<\/span><\/p>\n

In the <\/span>Pulling Together: Foundations Guide<\/span><\/i>, Kory Wilson provides the guidance that \u201cdecolonization requires an understanding of Indigenous history and acceptance and acknowledgement of the truth and consequences of that history. The process of decolonization must include non-Indigenous people and Indigenous Peoples working toward a future that includes all\u201d (Wilson, 2018, p. 73).<\/span><\/p>\n

[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.27.4″ background_color=”#0073bc” background_enable_image=”off” custom_margin=”-50px||-50px||false|false” custom_padding=”50px||100px||false|false” global_colors_info=”{}”][et_pb_row column_structure=”3_5,2_5″ _builder_version=”4.27.4″ _module_preset=”default” background_color=”#FFFFFF” custom_margin=”||||false|false” custom_padding=”25px|40px|25px|40px|false|false” animation_style=”fade” global_colors_info=”{}”][et_pb_column type=”3_5″ _builder_version=”4.23.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/wp-content\/uploads\/sites\/7769\/2025\/03\/49095400708_ae00b99c45_o-scaled.jpg” alt=”Jared Qwustenuxun Williams, Camas Pit Cook, Lansdowne campus, Camosun College” title_text=”Jared Qwustenuxun Williams, Camas Pit Cook, Lansdowne campus, Camosun College” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][et_pb_column type=”2_5″ _builder_version=”4.23.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_blurb title=”Jared Qwustenuxun Williams” _builder_version=”4.27.4″ _module_preset=”default” custom_margin=”||||false|false” custom_padding=”||||false|false” global_colors_info=”{}”]Jared Qwustenuxun Williams, Camas Pit Cook, Lansdowne campus, Camosun College
\n[\/et_pb_blurb][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ module_id=”ind” module_class=”ind” _builder_version=”4.27.4″ custom_margin=”-50px||-50px||false|false” custom_padding=”25px||75px||false|false” global_colors_info=”{}”][et_pb_row _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.25.2″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.27.4″ _module_preset=”4fb56edd-5b07-4dbc-90dc-f59658fac34e” link_text_color=”#002754″ custom_margin=”-25px||||false|false” global_colors_info=”{}”]<\/p>\n

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What is Indigenization?<\/b><\/h2>\n

 <\/p>\n

Camosun College defines Indigenization as \u201cthe process by which Indigenous ways of knowing, being, doing and relating are incorporated into educational, organizational, cultural and social structures of the institution\u201d (Camosun College, n.d.). In the context of post-secondary, Indigenization and decolonization operate together to challenge Euro-centric, capitalist, racist, ableist, hetero-normative, and patriarchal systems through embedding and scaffolding Indigenous Knowledge into curriculum and pedagogy. Within the context of Canada\u2019s education system and its colonial legacy, implementing Indigenization is of the utmost importance, and works hand-in-hand with decolonization and anti-racism.\u00a0<\/span><\/p>\n

In British Columbia, <\/span>The Declaration on the Rights of Indigenous Peoples Act (Declaration Act)<\/span><\/a> was passed by the Legislative Assembly in 2019. Developed with Indigenous leaders and legal experts, the Declaration Act adopts the <\/span>United Nations Declaration on the Rights of Indigenous Peoples<\/span><\/a> and serves as BC\u2019s framework for reconciliation. Accompanying the Act is the 2022-2027 <\/span>Declaration on the Rights of Indigenous Peoples Act Action Plan<\/span><\/a>. The Action Plan highlights the fundamental role anti-racism plays in addressing \u201cIndigenous-specific racism\u2026 within our systems, practices, and policies.\u201d (Ministry of Indigenous Relations and Reconciliation, n.d., p. 4). Implementing the plan \u201cwill require understanding and targeting the root causes of systemic discrimination, our colonial and racist foundations, and committing to take action to create conditions of greater inclusion, equality and justice\u201d (Ministry of Indigenous Relations and Reconciliation, n.d., p. 4). Every educator can contribute to achieve these goals.<\/span>
\n[\/et_pb_text][et_pb_blurb content_max_width=”1100px” _builder_version=”4.27.4″ _module_preset=”default” hover_enabled=”0″ global_colors_info=”{}” sticky_enabled=”0″]<\/p>\n

Some non-Indigenous educators may be concerned about whether it is appropriate for them to \u201cdo\u201d Indigenization or decolonization. They wonder if they have the expertise or authority to contribute to conversations about decolonization and Indigenization. In response to these uncertainties, it is important for non-Indigenous educators to consider:<\/span><\/p>\n

    \n
  1. When only Indigenous people contribute to this work, an undue burden is placed on the workloads of Indigenous educators. This includes significant emotional labour (Cote-Meek and Moeke-Pickering, 2023, 7-8; Hobenshield, 2020, 103).
    <\/span><\/li>\n
  2. The more educators who contribute to decolonization through conversation, collective action, and tangible change, the more equitable educational institutions and systems can become (Cote-Meek, 2020, xv).<\/span><\/li>\n
  3. All Canadian educators have an ongoing professional responsibility to make change in support of the <\/span>Truth and Reconciliation Commission of Canada\u2019s Calls to Action<\/span><\/a> (Wilson, 2018, 73). This responsibility includes the acknowledgement of the painful truths of Canadian history, including injustice and genocide, colonial power and privilege (Cote-Meet, 2020, xiiii- xviii; Styres, 2019, 30-31).<\/span><\/li>\n<\/ol>\n
    \n

    \u201cThe process of decolonization is a process of healing and moving away from a place of anger, loss, and grief toward a place where Indigenous Peoples can thrive\u201d (Wilson, 2018, p. 74).<\/span><\/p>\n<\/blockquote>\n

    [\/et_pb_blurb][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ _builder_version=”4.27.4″ custom_margin=”-50px||||false|false” custom_padding=”25px||50px||false|false” global_colors_info=”{}”][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.23.4″ _module_preset=”default” custom_margin=”|auto|-3px|auto||” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.23.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_heading title=”Checklist” url=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/decolonization\/checklist\/” _builder_version=”4.27.4″ _module_preset=”default” title_text_align=”center” title_text_color=”#002754″ global_colors_info=”{}”][\/et_pb_heading][et_pb_icon font_icon=”h||divi||400″ icon_color=”#002754″ url=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/decolonization\/checklist\/” _builder_version=”4.27.4″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_icon][\/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.23.4″ _module_preset=”default” global_colors_info=”{}”][et_pb_heading title=”Resources” url=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/decolonization\/resources\/” _builder_version=”4.27.4″ _module_preset=”default” title_text_align=”center” title_text_color=”#002754″ global_colors_info=”{}”][\/et_pb_heading][et_pb_icon font_icon=”||divi||400″ icon_color=”#002754″ url=”https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/decolonization\/resources\/” _builder_version=”4.27.4″ _module_preset=”default” custom_padding=”8px|||||” global_colors_info=”{}”][\/et_pb_icon][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"

    Colonization Decolonization Indigenization   What is Colonization?\u00a0 Colonization\u2019s impact is worldwide, and manifests in different ways in different locations and contexts. In what is now known as Canada, simply described, colonization occurred when settlers migrated to North America and acquired Indigenous lands and resources through violence and control (Wilson, 2018, 37; John, 2019, 52). In […]<\/p>\n","protected":false},"author":1199,"featured_media":0,"parent":0,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"

    What is a Trauma-Informed Approach? <\/b><\/h3>\r\nThe Substance Abuse and Mental Health Services Administration (SAMHSA) defines trauma as, \u201cresults from an event, series of events, or set of circumstances experienced by an individual as physically or emotionally harmful or life-threatening with lasting adverse effects on the individual\u2019s functioning and mental, physical, social, emotional, or spiritual well-being.\u201d\u00a0 Traumatic events of the past or present, or any experiences that cause harm or effect on an individual\u2019s physical or emotional being can cause negative effects in individuals. According to SAMHSA, these can have everlasting effects on an individual\u2019s mental, physical, and emotional health or social and spiritual well-being (SAMHSA, 2022).\r\n\r\nSAMHSA recommends adapting a trauma-informed approach by adapting six key principles:\r\n
      \r\n \t
    1. Safety: Safety in a university setting involves creating secure environments throughout campus, including classrooms and libraries. It encompasses clearly designated entry and exit points, quiet spaces for neurodivergent individuals, and a welcoming atmosphere for all. Providing training and skill development opportunities for staff and employees is a key aspect of this principle.<\/li>\r\n<\/ol>\r\n
        \r\n \t
      1. Trustworthiness and Transparency: The second principle centers on fostering trust, respecting patron, and student privacy, and promoting transparency and accountability in past practices while moving away from harmful deficit thinking.<\/li>\r\n<\/ol>\r\n
          \r\n \t
        1. Peer Support: The Peer Support principle provides employees with a platform to reflect on and enhance self-awareness regarding their personal experiences and how these connect with others, thereby fostering empathy and compassion when assisting individuals who have experienced trauma.<\/li>\r\n<\/ol>\r\n
            \r\n \t
          1. Collaboration and Mutuality: The fourth principle, Collaboration and Mutuality, emphasizes staff and employee engagement in teamwork, feedback, and institutional decision-making. It underscores the value of partnerships to reduce power imbalances between employees and students or patrons. This involves collaborating with student groups and community organizations to create a more cooperative environment.<\/li>\r\n<\/ol>\r\n
              \r\n \t
            1. Empowerment, Voice and Choice:\r\nThis principle focuses on amplifying the voices of underrepresented and marginalized students in library services and university-wide instruction. Collaborating with student groups and community organizations is essential to foster a collaborative environment in line with this principle.<\/li>\r\n<\/ol>\r\n
                \r\n \t
              1. Cultural, Historical, and Gender Issues: Aligned with UDL principles, this principle prioritizes gender-inclusive facilities like washrooms, adopts an intersectional approach in program and service delivery, and makes equity, diversity, and inclusion the foundational principle in all university initiatives.<\/li>\r\n<\/ol>","_et_gb_content_width":"","footnotes":""},"class_list":["post-227","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/wp-json\/wp\/v2\/pages\/227","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/wp-json\/wp\/v2\/users\/1199"}],"replies":[{"embeddable":true,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/wp-json\/wp\/v2\/comments?post=227"}],"version-history":[{"count":46,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/wp-json\/wp\/v2\/pages\/227\/revisions"}],"predecessor-version":[{"id":1533,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/wp-json\/wp\/v2\/pages\/227\/revisions\/1533"}],"wp:attachment":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/inclusiveteaching\/wp-json\/wp\/v2\/media?parent=227"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}