Indigenous 
Submitted by Aba Mortley, Professor, Esthetician School of Skilled Trades
SLC’s Esthetician program has been intentionally weaving Indigenous Ways of Knowing and Being (IWKB) into the curriculum, not as an obligation, but as a respectful celebration of the wisdom of Indigenous traditions. This approach shifts the focus from teaching complex and nuanced history that cannot always be fully captured in a classroom, toward integrating values, practices, and perspectives that enrich both learning and teaching.
Storytelling, Self-Reflection, and Lived Experience
Sheila Doyle, faculty and practicing esthetician for over 30 years, noted that many of her most meaningful lessons come from storytelling and lived experience. “Last winter I asked students to complete a self-assessment of their skill development, worth 5% of their grade. To their surprise, most students evaluated themselves more critically than I would have. This exercise led us into a discussion about how imposed hierarchies can sometimes lower, rather than raise, our authentic standards.”
“I explained that this concept came to me during my own study of Indigenous voices. Indigenous teachings remind us that self-reflection, storytelling, and mentorship are valid and powerful ways of learning. Before my exposure to Indigenous frameworks in education, I often minimized the expertise I gained in my salon because it did not come from a traditional classroom. Now, I recognize how patriarchal education systems have historically privileged a narrow definition of “expertise.” Sharing this perspective with students validates their lived experiences and reframes learning as something broader than assessment outcomes,” Sheila said.
This is not only a celebration of storytelling as a teaching method, but also an acknowledgment of the wisdom and skills passed through generations—echoing the value placed on elders and family structure within Indigenous traditions.
Integrating Truth and Reconciliation in the Classroom
This commitment also shows up in direct classroom activities. Discussing National Day for Truth and Reconciliation, in our Advanced Machines class, students were prompted to reflect on the Calls to Action. Students were asked:
- In your own words, why did the Calls to Action come about? 2.
- Which Calls to Action might be most relevant to the service industry and esthetics?
The reflections were thoughtful and powerful. Students recognized that the Calls to Action emerged from the testimony of residential school survivors, highlighting systemic harm and ongoing inequities. They connected these specific Calls to Action to the esthetics industry:
- Call to Action #22: Recognizing Aboriginal healing practices within the healthcare system. Students noted how this relates to estheticians working closely with wellness practices, and the importance of respecting traditional healing.
- Call to Action #92: Applying the United Nations Declaration on the Rights of Indigenous Peoples to corporate practice. Students connected this to ensuring inclusive hiring practices, equitable opportunities, and training that respects Indigenous perspectives.
Other student reflections:
“In esthetics, supporting reconciliation can include staff training on Indigenous history and culture, creating welcoming spaces, and collaborating with Indigenous suppliers. Our workforce should reflect the diversity of our communities.”
"The Calls to Action were created to address the harm caused by residential schools and colonial policies. In the esthetics industry, supporting reconciliation can include staff training on Indigenous history and culture, reviewing business practices to avoid unintentionally excluding Indigenous clients, and creating welcoming spaces. Businesses can also respectfully include Indigenous ingredients in services when culturally appropriate and with consent. Hiring Indigenous staff and collaborating with Indigenous suppliers also supports economic reconciliation.” (Relates to Calls to Action #22, #27, #62–65, #92)
"The Calls to Action were created after hearing from survivors of residential schools and their families about the harm and lasting impacts they faced. This will help build better relationships between Indigenous and non-Indigenous peoples. They are made for the government, schools, health care, businesses, and every Canadian to follow. In the esthetics industry, Call to Action 92 is important since it focuses on treating people with respect, and creating even opportunities. For estheticians, this means being respectful of comfort levels while being welcoming and inclusive."
"The 94 Calls to Action were brought about to bridge the gaps caused by systemic racism and give equal opportunities to Indigenous individuals. It is also there to ensure that we are properly educated about residential schools, the 60’s scoop, and other horrors that Indigenous people face to this day. It is important that our government and churches are held accountable and are unable to sweep this history under the rug. The Calls to Action also call for the protection and preservation of Indigenous cultures and practices. It is important to do our due diligence and educate ourselves so history cannot repeat itself.”
These responses show that when given space, students can meaningfully connect reconciliation to their professional practice.
Creating Space for Inclusive Definitions of Beauty
In our Aging and Nutrition class, students also engaged with Sephora’s Indigenous Beauty Summit video, which highlighted the importance of listening to Indigenous voices in the beauty industry. Their reflections resonated deeply, from challenging Eurocentric beauty standards to reclaiming personal definitions of beauty. Students shared how they identified with not fitting into traditional standards, and how empowering it is to redefine beauty through self-acceptance and cultural respect.
A Model for Other Programs
These examples illustrate that weaving IWKB and being into esthetics education does not require teaching every detail of Indigenous history in the classroom. Instead, it requires intentionality: choosing to value storytelling, reflection, community knowledge, and inclusive practices.
By doing this, students learn that their profession is not only about technical skills but also about fostering spaces that are welcoming, respectful, and grounded in reconciliation. I am profoundly proud of my students for embracing these lessons and carrying them into their future careers.
As educators, we have a responsibility to give students the tools not only to succeed in their field but also to contribute to a more just and inclusive society. For me, integrating IWKB has not only made me a better teacher, but it has also opened my value system and deepened the learning experience for everyone in the classroom.