Aboriginal Bible Academy - Contextualizing Theological Education For Indigenous Peoples In Canada
As of the 2021 Census of Population, Indigenous people in Canada are not only the least likely to pursue post-secondary education (approximately 49 per cent of Indigenous students completed a post-secondary program compared to 68 per cent of non-Indigenous people), but they are also the least likely demographic to complete high school (approximately 67 per cent of Indigenous people hold a high school diploma or equivalent, compared to 83 per cent of non-Indigenous people). These discrepancies become even more pronounced when geographical factors, such as urban versus remote living, are considered. Although recent data shows improvement—with Indigenous adults obtaining higher education qualifications more frequently between 2016 and 2021—they still face unique obstacles, particularly those living in remote communities.1
One significant reason for these differing educational outcomes can be found in Canada’s troubled history with the First Peoples of this land. It is a historical reality that Christian missions and theological institutions played a substantial role in the marginalization of Indigenous cultures, languages and spiritual expressions. The Indian Residential School system, with many schools run by Christian organizations, left a legacy of cultural suppression and intergenerational trauma for many Indigenous families.
As a result, any attempt to engage Indigenous communities in theological education must begin with a deep acknowledgement of this history and a commitment to reconciliation and healing. However, I submit that this narrow perspective on history alone does not fully explain why Indigenous people continue to fall behind in formal education metrics.
Addressing educational disparities requires an understanding of a typical Indigenous community’s worldview and how they interpret and learn about the world around them. Indigenous worldviews are inherently relational, emphasizing interconnectedness with the land, community and the spiritual realm. They commonly view themselves as part of the intricate web of creation rather than separate from or above it. From this perspective, all forms of learning, including formal education, are most effective when integrated into this understood pattern of reality.
Providing space to approach theological education from an Indigenous worldview can yield profound insights, particularly in areas such as creation care, community ethics and spiritual practices. Theological education must create room for these perspectives to inform and shape the learning process.
Indigenous learning styles often prioritize experiential, holistic and communal approaches over individualistic and abstract methods. Storytelling, for instance, is a central teaching tool in many Indigenous cultures, used to transmit knowledge, values and spiritual wisdom. Theological education would benefit greatly from incorporating narrative theology, experiential learning opportunities, and community-based projects. Additionally, learning in Indigenous contexts often occurs in cycles rather than linear sequences, suggesting the need for flexible and iterative pedagogical frameworks.
Several years ago, the Aboriginal Bible Academy (ABA) transitioned to a distance learning model for several reasons. One primary benefit was the ability to adapt to Indigenous learning styles, weaving storytelling with real-life experiences and moving beyond theoretical concepts. ABA fosters a favourable and thriving Indigenous learning environment by coupling group learning opportunities with self-directed studies and allowing students the flexibility to learn where, when and at their own pace. The school’s model intentionally integrates Indigenous perspectives, experiences and voices into both curriculum and pedagogy.
Many Indigenous students currently face systemic barriers to accessing theological education, such as geographical isolation, financial constraints, and cultural dissonance with traditional academic settings. To address these challenges, theological institutions must provide scholarships and create accessible online or community-based programs.
However, the key to achieving favourable educational outcomes for Indigenous peoples lies in building trust and fostering authentic relationships. Both are critical in Indigenous contexts. Theological institutions must invest time in meaningful engagement with Indigenous believers, recognizing that learning in these communities often involves long-term relational connections rather than isolated academic seasons. Transformation requires patience and cannot be rushed.
Theological education that reflects the unique cultural sensitivities, learning styles and behaviours of Canadian Indigenous peoples is not merely an academic exercise but a moral and spiritual imperative. By authentically engaging with Indigenous perspectives and practices, theological institutions can enrich their own traditions while contributing to the broader work of reconciliation and justice.
This path forward demands humility, creativity, and a willingness to be transformed by the wisdom and resilience of Indigenous communities. Theological education is a cornerstone of spiritual and religious development, but it must evolve to reflect the diverse cultural landscapes it seeks to serve.