Alumni Q&A: James Beck

James Beck, a proud member of the Sḵwx̱wú7mesh (Squamish) Nation, serves as the Associate Dean of Academics at Nicola Valley Institute of Technology (NVIT).

With a deep commitment to Indigenous knowledge and culture, James advocates for learner-centred education that honours tradition while advancing community relevance.

With a profound reverence for Indigenous knowledge, culture and tradition, James is wholeheartedly dedicated to advancing education that prioritizes the learner and resonates deeply with the community.

His active involvement with Capilano University serves as a catalyst for fostering understanding between Indigenous and non-Indigenous peoples, propelling the University forward on its journey toward decolonization.

James embodies the Unified CapU brand essence, which celebrates his commitment to bringing communities together by combining diverse perspectives and finding new approaches.

Your commitment to advancing education at multiple levels, especially for Indigenous learners, is evident in your roles as Associate Dean of Academics at Nicola Valley Institute of Technology (NVIT) and as a faculty member in NVIT’s university transfer program.

How has your own educational journey, particularly at CapU, influenced your role in Indigenous education?

As Sḵwx̱wú7mesh Úxwumixw (Squamish Nation member), I cannot express how important it was to begin my academic journey in my ancestral territory at CapU.

I always say that Capilano University was the space where I learned how to learn. I learned what it takes to write a paper, how much time I need to study for an exam and how to work in a group setting. I had wonderful instructors to guide my journey.

I particularly remember one piece of advice that always stuck with me. I was having challenges advancing conversations about Indigenous rights and education and I went to discuss my dilemma with one of my political science teachers who had done his PhD on Indigenous governance and spoke so eloquently about Indigenous rights.

He told me, “James, it sounds to me that you need to learn how to disarm people with your words.” I still pass this message along to my students to help them understand how powerful language can be.

My time at CapU also presented an opportunity to support the Indigenous student body through the Capilano Students’ Union. I was elected the First Nation Student Union Representative in my final year of studies.

This was a chance to grow out of the learner role and into a role taking more responsibility for the Indigenous community within Capilano University.

It really was at CapU that I found my passion for education through the Bachelor of Business Administration program. I am very thankful for the foundation that CapU provided in my lifelong journey of education.

You bring a unique perspective to the classroom by drawing on the Four Rs of Indigenous post-secondary education – respect, relevance, reciprocity and responsibility.

How do these principles guide your teaching, and can you share a story or experience where applying these principles resulted in a meaningful learning experience for your students?

I view the four Rs not just as an Indigenous teaching methodology but as a way of being and I incorporate these into the decisions I make.

These four Rs guide all my teachings including my course outlines, classroom management as well as the evaluation procedures of my students.

My Indigenous teachings are deeply rooted in respect, honouring traditional knowledge, involving elders and fostering community bonds. I emphasize the wisdom passed down through generations, integrating language, storytelling and cultural ceremonies into my teachings and curriculum.

I value elders as mentors, enriching learning with their experiences and teachings. Community is strengthened by mutual respect among its members.

My relevance ensures that learning connects with real-life experiences and cultural contexts, empowering my students to understand their identities and roles. Indigenous knowledge, values and traditions are integrated into the curriculum to make learning meaningful and applicable. By emphasizing relevance, my teachings aspire to empower learners to understand their identities, histories and roles within their communities and the broader world.

Within the notion of reciprocity, I ensure it is maintained through circle work where there is a balance of relationships, sharing of knowledges with others and within the environment. I believe this extends beyond human relationships to include relationships with the land, animals and spirituality.

I encourage all my students to recognize their interconnectedness with all beings and to uphold responsibilities to maintain harmony and balance. I incorporate responsibility by making sure to maintain a culturally safe environment for my students where their learning and experience in my class will help them succeed on their academic journey.

I take responsibility to ensure Indigenous ways of knowing and being are incorporated into all my classes. I find the use of sharing circles as a pedagogical approach to learning has had the most meaningful impact on my students.

Not only is circle a place where everyone has an opportunity to have their voices heard, no one has their back turned on each other. This space leaves an opportunity to share our cultures and knowledges where relational and transformational learning can take place.

I see each circle as either a sentence, a paragraph or a chapter within that student’s story.

As a Doctor of Education candidate, you continue to connect theory and practice through scholarship and research informed by your 10 years of professional experience in Indigenous education.

Can you share a notable project or research endeavour that you believe has the potential to drive positive change in the field of Indigenous education? How do you see the future of Indigenous education evolving?

Nicola Valley Institute of Technology and the Urban Native Youth Association are currently in the process of developing a new shared campus in Vancouver.

Not only is this located in the heart of the hub for a high number of Indigenous peoples throughout the province, but this space will also be located on the traditional territories of the Musqueam, Squamish and Tsleil-Waututh Nations. A new campus will provide exciting opportunities for educational programs to grow in a space where Indigenous ways of knowing and being can be celebrated.

Since the implementation of the Truth and Reconciliation Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), I have seen a significant response from the public post-secondary schools throughout the province.

There is still a long way to go in the advancement of Indigenous education throughout the academy, but through building on the hard work of previous Indigenous scholars who have paved the way, I see a bright future for the next seven generations of Indigenous learners.

Away from the academic and professional world, how do you spend your time?

In my spare time, you will find me either working on old cars, walking my dog or fishing on the river.