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March 21, 2025

A collaborative initiative from the University of Victoria (UVic), in partnership with the Victoria Native Friendship Centre (VNFC) and the Victoria Foundation, is setting a national precedent in Indigenous-led community-based research and education. The Salish Sea Hub, established in 2018, is transforming how university research is conducted and taught through its Community-Based Participatory Research (CBPR) training and mentorship programs.

Recently, the SSH was the topic of a new book chapter published by UVic Geography professor Dr. Crystal Tremblay in the textbook Teaching Community-Based Participatory Research. The chapter, co-authored by Victoria Native Friendship Centre Director Tanya Clarmont, highlights the importance of reciprocity, relational accountability, and Indigenous methodologies in research and education. 

 The Victoria Native Friendship Centre

Led by ten certified mentors within the Knowledge for Change (K4C) Consortium, the Salish Sea Hub specializes in CBPR training and Indigenous methodology. In 2019, this work culminated in the creation of a 4th-year undergraduate geography course titled “Community-Based Participatory Research: Local Action for the UN SDGs.” Since its official program inclusion in 2021, the course has welcomed over 80 students and supported more than 25 collaborative research projects with 15 community organizations.

At the heart of the program lies a powerful mission: to decolonize knowledge production, empower equity-seeking groups, and promote reconciliation and sustainable development through research shaped by Indigenous worldviews.

“The [course] is guided by principles of respect, reciprocity, and relational accountability,” writes Tremblay. 

A Transformative Model for Community-University Partnerships

The course is co-taught by Indigenous and non-Indigenous mentors, including Elders and staff from the VNFC, and guided by frameworks such as the United Nations Sustainable Development Goals (UN SDGs) and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). These global iniatives provide students with a lens for understanding how local research initiatives can support broader commitments to social justice, equity, and Indigenous self-determination.

 

 The UN SDGs

Students participate in real-world, community-identified projects involving themes like ecological restoration, Indigenous food sovereignty, homelessness, and cultural revitalization. Many of the projects are carried out over multiple terms with successive student cohorts—ensuring continuity, accountability, and deepening relationships.

“Our partnerships go beyond mere transactional collaborations,” writes Trembley and Clarmont. “They are built on mutual trust, respect, and shared goals that align with the values and aspirations of the communities involved.”

Indigenous Knowledge and Experiential Learning at the Core

The course design is rooted in Indigenous knowledge practices, such as storytelling, land-based learning, and co-learning with Elders. This reflects a commitment to relational ways of knowing, which emphasize patience, humility, and shared responsibility.

Workshops and community sessions with Elders introduce students to Indigenous knowledge systems, protocols, and cultural teachings. One example of such learning might be students learning about local plant species from Elders, blending ecological science with lived cultural significance. Students are also taught to understand when knowledge is sacred and not meant for public sharing—an essential part of ethical and accountable research practice.

Decolonizing Research through Values-Based Education

The Salish Sea Hub’s CBPR course goes beyond academic training; it’s a movement toward decolonizing research practices and reclaiming Indigenous leadership in knowledge creation. The course weaves together influential Indigenous research frameworks—including works by Shawn Wilson, Linda Tuhiwai Smith, and Margaret Kovach—highlighting the importance of relationship-building, community relevance, and accountability in research.

Key guiding principles include:

• Respect for Indigenous knowledge systems and the stewards of the land

• Mutual benefit and collaborative design in all research initiatives

• Community ownership, control, access, and possession (OCAP) of knowledge products

• Humility, patience, and integrity in all partnerships

Students are often invited to remain involved with projects after the course ends, contributing to long-term, transformative change.

A Model for Change and Reconciliation in Higher Education

This course and the work of the Salish Sea Hub are a model for integrating Indigenous worldviews and values into higher education and research. By bridging community needs with academic rigour, and honouring the wisdom of Indigenous Elders and mentors, the program demonstrates the tremendous potential of CBPR in fostering equity, healing, and sustainability.

"Ultimately, this course aims to inspire a generation of scholars who are not only informed about the complexities of community engagement but are also passionate advocates for human rights, social justice and equity," says Tremblay. "As we continue to learn and grow, we remain dedicated to fostering learning environments that value patience, humility, and the wisdom offered by Indigenous Peoples."