This document summarizes Dr. Sarah Elaine Eaton's presentation on academic integrity from a Canadian perspective at the Canadian Symposium on Academic Integrity. Some key points include: - Land acknowledgements are an important part of creating an ethical space in Canada when discussing academic integrity. - Different schools of thought on academic integrity were discussed, including contributions from Indigenous scholars on decolonization and Indigenization. - Academic integrity in Canada is moving towards a more holistic approach that prioritizes people over policies and considers issues of equity, diversity, and reconciliation. - Decolonizing academic integrity involves recognizing multiple ways of knowing and moving beyond Western approaches to focus on community and lifelong learning.

1. ACADEMIC INTEGRITY
THE CANADIAN WAY
Sarah Elaine Eaton, PhD
Canadian Symposium on Academic Integrity (CSAI)
June 2, 2023
University of Manitoba
Winnipeg, MB

2. LAND ACKNOWLEDGEMENT
The University of Manitoba campuses
are located on original lands of
Anishinaabeg, Cree, Oji-Cree, Dakota
and Dene peoples, and on the
homeland of the Métis Nation.We
respect the Treaties that were made on
these territories, we acknowledge the
harms and mistakes of the past, and we
dedicate ourselves to move forward in
partnership with Indigenous
communities in a spirit of reconciliation
and collaboration.

3. LAND ACKNOWLEDGEMENTS AS ETHICAL PRACTICE
Unhelpful Helpful
Included as an obligation. Included as a part of a greater commitment to the Truth
and Reconciliation Commission (TRC) Calls to Action.
Recited verbatim. Spoken thoughtfully as one way (but not the only way)
of honouring Indigenous protocols.
Accepted as simple and
straightforward.
Understanding that there are complexities and nuances
and there is pushback among some individuals and
groups.
A “box ticking” exercise. Understanding that “box ticking” is part of the problem.
Done hastily. Included intentionally as part of creating an ethical space
for an event or meeting.
If we are going to talk about academic integrity the Canadian
way, let’s start with land acknowledgements.
(âpihtawikosisân (Vowel, C), 2016; Ermine, 2006; Native Land, 2021)

4. AN ETHICAL SPACE
“The “ethical space” is formed when two societies, with disparate worldviews, are
poised to engage each other. It is the thought about diverse societies and the space
in between them that contributes to the development of a framework for dialogue
between human communities.The ethical space of engagement proposes a
framework as a way of examining the diversity and positioning of Indigenous peoples
and Western society in the pursuit of a relevant discussion on Indigenous legal issues
and particularly to the fragile intersection of Indigenous law and Canadian legal
systems.” (Ermine, 2006)
Willie Ermine is from the Sturgeon Lake First Nation
in the north-central part of Saskatchewan.

5. APPRECIATION
Thank you to Dr. Brenda M. Stoesz and
the team at the University of Manitoba
for creating an ethical space for us these
past couple of days to talk about
integrity and ethics in educational
contexts.

6. PROVENANCE AND SITUATING
OF THIS WORK
●Academic Integrity in Canada.
●Handbook of Academic Integrity
(2nd ed.)
●Knowledge keepers and
advocates who have shared their
wisdom and expertise.

7. MOVING BEYOND STUDENT CONDUCT:
COMPREHENSIVE ACADEMIC INTEGRITY
From the Introduction to the Handbook of Academic Integrity (2nd ed.) (Forthcoming)
7

8. FUNDAMENTAL VALUES OF ACADEMIC INTEGRITY
International Centre for Academic Integrity (3rd. Ed., 2021)
Integrity
honesty
trust
fairness
respect
responsibility
courage

9. ACADEMIC INTEGRITY:
U.S.-BASED SCHOOLS OF
THOUGHT
Eaton & Fishman
Handbook of Academic Integrity (2nd
ed.), 2023
School of
thought
Examples of notable US-based contributions to academic
integrity scholarship (an incomplete list)
Values and
Morality
Bertram Gallant (2008); McCabe (1992, 2006), McCabe et
al. (2006); Rettinger (2006)
Skill
development
Howard (1995, 1999, 2001); Jamieson (2013); Panning
Davies & Howard (2016); Robillard (2008)

10. CANADA’S CONTRIBUTIONS TO ACADEMIC INTEGRITY
School of
thought
Examples of notable contributions to academic integrity
scholarship (an incomplete list)
Values and
Morality
Bertram Gallant (2008); McCabe (1992, 2006), McCabe et
al. (2006); Rettinger (2006)
Skill
development
Howard (1995, 1999, 2001); Jamieson (2013); Panning
Davies & Howard (2016); Robillard (2008)
Equity,
Decolonization,
Indigenization
Cunningham Hall (2022); Gladue (2020, 2021); Lindstrom
(2022); Longstreet et al. (2021); Maracle (2020); MacLeod
(2021); Poitras Pratt & Gladue (2022); Younging (2018)

11. SEVEN GRANDFATHERS IN ACADEMIC INTEGRITY
“The teachings of the Seven
Grandfathers were given to the
Anishinaabe people, providing a
foundation for personal responsibility.
These traditional cultural values
demonstrate the interconnectedness of
one’s actions with the lived
environment and also offer a way of
understanding and being in our
academic environment”.
(Maracle, 2020)

12. 7 GRANDFATHERS TEACHINGS
• Courage
• Love
• Wisdom
• Respect
• Truth
• Humility
• Honesty Image source: https://www.southernnetwork.org/site/seven-teachings

13. INDIGENOUS
ACADEMIC
INTEGRITY
Gladue, K. (2021). Indigenous academic
integrity. University of Calgary
https://taylorinstitute.ucalgary.ca/resou
rces/indigenous-academic-integrity

14. RECONCILIATION AND ACADEMIC INTEGRITY
Academic integrity is part of the
“ongoing colonization” of education.
(Lindstrom, 2022, p. 133)

15. DECOLONIZING ACADEMIC INTEGRITY
“Indigenization can only be done
by Indigenous people”
but
“decolonization is the work of all
people” (Gladue, 2020).

16. How do we decolonize academic
integrity?
Let’s start by thinking about different schools
of thought about academic integrity and
where they come from… and who has
influenced our thinking in Canada.

17. Educators and advocates in
Canada
are leading the way globally
in terms of decolonizing and
Indigenizing academic integrity.

18. DECOLONIZING ACADEMIC INTEGRITY
Presenting these points in a table helps me to make sense of complex and nuanced information. This is not
intended to be overly reductionist and I recognized there is much more depth to all of this.
Western / Anglo-European Approach Decolonizing Approach
Us/them approach (dating back to the Puritans). We are a community of people.
Rules-first approach. People-first approach.
Assimilation, uniformity, equality. Pluralistic, diverse, equitable.
Responses to misconduct are fundamentally punitive.
Inflicts more harm.
Responses to misconduct are educational and
restorative. Seeks to repair harm.
Insistence on solutions, metrics, and “silver bullets”.
(Commodification / massification of education).
Focus on individual growth within one or more
communities. Lifelong commitment to ethical ways of
knowing, being, and doing.
(Cunningham Hall, 2022; Gladue, 2020, 2021; Lindstrom, 2022; Poitras Pratt & Gladue, 2022)

19. “Decolonization can’t just be
another form of assimilation.”
Mark Solomon, Seneca College
May 30, 2023, spoken at a keynote panel
at the Canadian Society for the Study of Higher Education
(CSSHE) annual conference.

20. TAKEAWAYS FROM THE FIRESIDE CHAT
WITH ANDREW PHUNG
• Be kind.
• It is OK to fail.
• Lift up others.
• Stand up for what is right.
• Leave the world in a better
place than you found it.

21. MAKING ROOM FOR EPISTEMIC PLURALISM
There are multiple and equally valid ways of knowing.
Insisting on written assessments as being the pinnacle of
quality perpetuates Western colonial approaches to
teaching, learning, and knowing.
Make room for ways of knowing that may not be
comfortable.
Phill likesVillaroel et al.’s framework:
• Realism
• Cognitive Challenge
• Evaluative judgement

22. CAN WE FAKE ACADEMIC INTEGRITY?
Gladue, 2020

23. CALLS TO ACTION
1. Commit to decolonizing academic integrity.
2. Prioritize people over policies and over procedures.
3. Remember ”nothing about us, without us.”
4. Emphasize that integrity includes, and extends beyond, student
conduct.
5. Commit to leaving the education system better than we found it.

24. CONCLUDING REMARKS
Canadian approaches to academic integrity are complementary
to, rather than competing with, existing frameworks and values.
Truth and Reconciliation are essential to educational ethics.
The emergence of new technologies does not relieve us of our
ability (or responsibility) to think, act, or make decisions that are
ethical, relational, and reconciliatory.
Our greatest strength lies in our ability to care about our
students and their success in and beyond our classrooms.

25. 26

26. REFERENCES
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Bertram Gallant, T. (2008). Academic integrity in the twenty-first century: A teaching and learning imperative. Wiley.
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Cunningham Hall, D. C. (2022). Indigenous Perspectives on Academic Integrity in Post-Secondary Institutions in British Columbia University of Glasgow].
https://www.researchgate.net/publication/367163413_Indigenous_Perspectives_on_Academic_Integrity_in_Post-Secondary_Institutions_in_British_Columbia
Eaton, S. E. (2022). New priorities for academic integrity: equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity.
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Ermine, W. (2007). The ethical space of engagement. Indigenous Law Journal, 6(1), 193 - 203. https://indigenouslanguagelearning.ca/wp-content/uploads/2017/11/Ermine-2007.pdf
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Gladue, K. (2020, November 13). Indigenous Paradigms in Practice: Relationships, Story and Academic Integrity [webinar] Academic Integrity: Urgent and Emerging Topics Webinar Series,
Taylor Institute for Teaching and Learning, University of Calgary. https://youtu.be/I0ZJl3dLmKg
Gladue, K. (2021). Indigenous Academic Integrity (website). https://taylorinstitute.ucalgary.ca/resources/indigenous-academic-integrity
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27. REFERENCES
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