**7. Conclusions**

This research began as an exploration of the relationship between sustainability and Indigenous knowledges in various post-secondary education institutions across Canada, but it revealed much larger issues of cultural identity, Indigenous rights, and the struggles of those working to advance a paradigm shift within PSE institutions. At the outset of this article, I wondered if it is possible to slow or reverse our nature of being unsustainable. I believe that it is inevitable that we will change. I wondered if Indigenous peoples in Canada have greater insight because of their philosophical worldviews about sustainable development. I believe that they do, as evidenced by foundational cultural beliefs. These cultural systems must be protected and nurtured for future generations. Finally, I wondered how the Western concept of sustainability might be decolonized and better understood from an Indigenous perspective. This requires individuals who are working on sustainability issues in PSE institutions to begin a dialogue and collaborate on sharing leadership with

Indigenous people [6] (pp. 133–134). There must also be room for dissenting voices within the academy that reflect divergent views within Indigenous communities. Those facilitating discussions and exploration of decolonization and the construction of new knowledge systems must ensure that no one is marginalized and kept out of participating in shaping the social, economic, and environmental decision-making systems of sustainable development.

**Funding:** This research was funded by the U of S College of Graduate Studies and Postdoctoral Studies; the U of S School of Environment and Sustainability; the U of S Sustainability and Education Policy Network; the Gabriel Dumont Institute; Indspire; the Delta Kappa Gamma Society International; and the Indigenous Graduate Student Council.

**Institutional Review Board Statement:** The study was approved by the University of Saskatchewan Research Ethics Office on certificate BEH 15-268.

**Informed Consent Statement:** Informed consent was obtained from all subjects involved in the study.

**Data Availability Statement:** Not applicable.

**Acknowledgments:** The Social Sciences Research Laboratories (SSRL) at the University of Saskatchewan provided valued advice and survey licensing for this research.

**Conflicts of Interest:** The author declares no conflict of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.
