Following the Truth and Reconciliation Commission of Canada, various institutions have embarked on diverse educational initiatives in the name of creating equitable and respectful relationships between Indigenous and non-Indigenous Peoples. One such initiative is the University of Winnipeg’s mandate that all undergraduate students fulfill an Indigenous Course Requirement (ICR). Using the framework of disruptive knowledge, this mixed-methods study investigated the impact of select ICR courses on non-Indigenous students’ attitudes. Results revealed increased recognition of discriminations facing Indigenous Peoples, increased support for systemic change, and self-described behavioural changes. At the same time, these results highlight the limitations of such courses within a settler-colonial context.
Keywords: reconciliation, Indigenous Course Requirement, education for reconciliation, disruptive knowledge