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The statements are written to reflect the desired outcomes of anti-racism and inclusion at the individual, interpersonal and structural levels.

As a student seeking admission to graduate studies or a professional degree program:
• The selection process is informed with Indigenous representation.
• My application is adjudicated relative to other candidates who are like me.
• I do not have to defend my Indigenous identity through onerous application tasks.
• All applicants, Indigenous and non-Indigenous, have located their self and positionality in relation to their commitment to anti-racism and equity and are held accountable to their commitment once accepted to the program.

As a student in graduate studies or a professional degree program, or as a post-doctoral or post-clinical fellowship I:
• Am asked what I need to survive and succeed, and my needs are acknowledged and validated. I am guided to and supported with resources to fulfill these needs.
• Have peer support and connections with other students like me.
• Have a safe learning space. Teaching materials demonstrate strengths, not stereotypes. There are no microaggressions and no judgmental behaviours or actions from my teachers and supervisors.
• Participate in defining my own measures of success and milestones, and adjustments are supported proactively by my program.
• Do not have the responsibility to teach others about Indigenous history, issues or Peoples, and I do not represent all Indigenous Peoples.

As a post-doctoral fellow or faculty member:
• I have a safe teaching, supervising and leadership space, with institutional support to teach and supervise in new ways.
• My assessments and adjudication of promotion and tenure applications include recognition of community engagement endeavours and diversity representation requests I am performing on behalf of the academy, the realities of my position in my Indigenous community, and biases of students when they complete teaching evaluations.
• I am approached in a respectful way to teach or serve on committees. There is no retribution for setting boundaries.

As Indigenous students, post-doctoral fellows and faculty in the academy, we:
• Belong, are respected, and are acknowledged and included. Our merits and contributions to the academy are valued.
• Have access to ceremony and cultural supports.
• Have a space for conversation as we navigate both western academic knowledge systems and Indigenous ways of knowing.
• Are mentored throughout our programs of study and career trajectory in a meaningful and cultural way.
• Have opportunities to develop leadership and advocacy skills. Ìý Ìý Ìý
• Are equally remunerated.
• Have a mechanism to report experiences of racism, and these are addressed in a timely manner without the burden of the process placed on us. Persons displaying acts of racism are held accountable.
• Have non-Indigenous peers who are gaining skills in anti-racism and inclusion practices to reduce the burden on us.
• Have non-Indigenous peers who are on a learning journey to accept and respect other ways of knowing. This is purposeful and building towards transformation of the academy.

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