The voices of journalism educators are largely absent from scholarly debates about media, journalism, and decolonization. To address this gap, this case study of Canadian journalism education reviewed the curricula of 10 university journalism programs as well as literature in journalism education, journalism cultures, and Indigenous journalism(s) to explore the links between power, journalism education, and social relations. The study aims to encourage journalism educators to apply a decolonizing approach that appreciates the pedagogical value of Indigenous practices related to media and communication and embeds Indigenous epistemologies across the curricula. This will help foster co-created learning that enriches both the professional repertoire of journalists and social well-being, by bridging the cultural, political, and social rifts between Indigenous and non-Indigenous Canadians.
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