At a time when institutions are increasingly vocal about their commitments to equity, diversity, inclusion, and decolonization, many are still grappling with how to translate those principles into meaningful practice. In a recent podcast conversation with Modern Campus, Julia Denholm from Simon Fraser University’s Lifelong Learning division shared insights on how continuing education (CE) units can serve as powerful catalysts for embedding these commitments in daily operations, curricula, and institutional culture.
From Goals to Commitments: A Shift in Mindset
When developing their academic plan, Julia’s team recognized that values such as equity, inclusion, decolonization, and Indigenization shouldn’t be framed as goals to achieve—rather, they should be understood as foundational commitments that guide all goals and actions.
“Everything we do is within the boundary of these commitments,” she explained.
By elevating values above operational goals, the CE unit created a framework that ensures all decisions and programs reflect those principles, rather than treating them as initiatives or add-ons.
What Embedding Looks Like in Practice
A compelling example comes from SFU’s public relations program. In one course on storytelling, an Indigenous subject matter expert collaborated with a curriculum developer of Palestinian heritage to design content that deeply reflected their lived experiences.
This approach demonstrated two key principles:
- “Nothing about us without us.” Indigenous voices must be actively involved in the creation of content, rather than content being adapted by non-Indigenous individuals.
- Expertise comes from lived experience as well as professional knowledge.
“It’s not hard in practice,” Julia emphasized. “You work with the people who are the experts.”
Creating Learning Spaces that Foster Belonging (Without Always Feeling Comfortable)
When discussing how to reflect Truth and Reconciliation in programming, Julia highlighted that fostering belonging does not necessarily mean fostering comfort.
“Learning something new is always challenging—and learning something that questions long-held beliefs can be uncomfortable. Our responsibility is to create supportive spaces that allow for dialogue, permission to step out, and opportunities to revisit and re-engage.”
The goal is not to avoid discomfort but to support learners in processing it constructively.
CE as a Model of Adaptability and Community Connection
Continuing education is uniquely positioned to lead institutional transformation due to its flexibility and deep ties to community and workforce needs. Julia noted SFU’s guiding principle of being “Canada’s engaged university,” and explained that CE plays a pivotal role in expanding access.
Key strategies include:
- Reviewing admission requirements to reduce unnecessary barriers.
- Advocating for funding initiatives (like the StrongerBC future skills grant).
- Designing programs centered on accessibility and inclusion.
“It’s not where learners come in, it’s where they are when they leave that matters.”
Ensuring We Live What We Teach
For educators and program designers, ensuring institutional integrity begins with aligning teaching with lived values. SFU prioritizes working with subject matter experts who embody the topics they teach—professionally and personally.
Staff development is also integral. Recently, Julia’s team participated in a learning walk through Stanley Park to understand the land’s Indigenous history and reflect on their role in reconciliation.
“We need to work through moments of discomfort thoughtfully as part of our own learning journeys.”
Balancing Commitments with Economic Realities
Julia acknowledged the tension that CE units often face: upholding values while remaining financially sustainable—especially as socio-political environments in some regions challenge equity and decolonization efforts.
Occasionally, program content may prompt resistance from learners.
“We do all that we can…until we can’t. We keep pushing the depth of our commitments while recognizing that learners rely on us to help them get into the workforce and advance.”
Final Thoughts
Embedding equity, inclusion, and Indigenization into continuing education isn’t about perfection—it’s about sustained, intentional action and authentic partnerships. It requires courage, collaboration, and flexibility.
This work is ongoing and sometimes uncomfortable—but it is absolutely essential. Julia Denholm
Learn more
Explore the 12 Key Pillars for Success: A Canadian Continuing Education Perspective on Postsecondary Transformation here.