Jhander, Rickjit2024-12-102024-12-102024-12-10http://hdl.handle.net/10393/49960https://doi.org/10.20381/ruor-30764This study explores the role of Indigenous employee voice within Canadian higher education institutions, focusing on its facilitation and challenges. Drawing on the literature on employee voice and equity, diversity, and inclusion (EDI), this research identifies gaps in understanding how Indigenous perspectives are integrated into institutional practices. Using a qualitative approach, the study examines how Indigenous employees perceive their organizations’ inclusion efforts and their engagement in voice behavior. Data was collected through semi-structured interviews with participants across four institutions. Results reveal that while higher education institutions have implemented initiatives aligned with the Truth and Reconciliation Commission’s Calls to Action, systemic barriers, cultural misunderstandings, and inconsistent implementation persist. Indigenous employees expressed a need for safe spaces, meaningful engagement, and culturally appropriate mechanisms for voice. The study offers an integrated theoretical model combining EDI and voice literature with insights from Indigenous perspectives in education. This model highlights the importance of institutional accountability, representation, and the inclusion of Indigenous knowledge systems. By addressing these gaps, the study contributes to advancing reconciliation efforts and fostering inclusive practices that amplify Indigenous voices within higher education.enIndigenous VoiceHigher EducationEDIEmployee VoiceIndigenous ReconciliationThesis