This paper provides insights from educator-researchers and their interpretations of reflections from research participants in Year 1 of a 5-year research project funded by the Social Sciences and Humanities Research Council (SSHRC) responding to the Calls to Action of the Truth and Reconciliation Commission of Canada (2015). The project engages in…

Following high profile cross-Canadian examinations of Indigenous peoples and their experiences such as those of the Truth and Reconciliation Commission of Canada, many universities and colleges have begun to make commitments that support Indigenous engagement; the institutional effort to engage with the experiences, histories, and perspectives of…

This article proposes that incorporating Indigenous North American fundamental worldviews into social work education could offer valuable insights. Highlighting the perspectives of Native American fundamental worldviews, which emphasize interconnectedness and responsibility toward all living beings, could aid in decolonization efforts through…

This article presents a case study on the impacts of land-based education on Anishinaabe learners, as enacted by the GlenOak Academy SOAR Program within Batchewana First Nation. Grounded in critical Indigenous theory (CIT) and guided by participatory action research (PAR) and storywork methodologies (Archibald, 2008), this research explores how…

Calls to Indigenize the curriculum have been occurring and, indeed, increasing across Canadian universities since the release in 2015 of the calls to action of the Truth and Reconciliation Commission (TRC, 2015). The present article documents the emergence at two universities of a support program for Indigenous curriculum, in the form of digital…

The purpose of this study is to learn from a Tsuut'ina Elders' perspective of land-based learning, teaching, and educational practices and how Tsuut'ina "ninisha" (way of life) should be recognized as an equal and legitimate way to educate Tsuut'ina children and youth within Tsuut'ina Nation schools. Tsuut'ina First Nation borders the…

In this essay, we argue that Remembrance Day ceremonies in schools promote an inadequate conception of Canadian national identity by overlooking how Indigenous experiences reside in national remembrance. We argue that Remembrance Day observances convey the notion that war happened outside of North America, while overlooking the extent to which war…

Poverty impacts the mental, physical, social and emotional health and wellbeing of individuals, particularly Indigenous children and adolescents living in remote reserve communities. Within many diverse ways to conceptualize poverty, Indigenous poverty stems from the detrimental traumas resulting from colonialism, continued systemic racialization,…

Indigenous umbrella scholarship speaks about Indigenous Peoples, knowledges, and cultures as a monolith instead of recognizing the specific Indigenous nations from which these peoples, knowledges, and cultures come. Indigenous umbrella scholarship was long a necessity due to the scarcity of nation-specific scholarship. In recent years, Indigenous…

Story collection--the practice of generating art or research by gathering participant narratives and combining them into a single product--is a popular method used by socially engaged artists and art education researchers. This ethnographic case study germinated with the examination of a story collection artwork executed at a gallery in a…

The purpose of this article is to confront critical issues of race and add a missing critical analysis of the attempts to implement culturally relevant pedagogy (CRP) within education in Nova Scotia and across North America. This critical analysis addresses the inequitable learning environments facing Black learners. The stories of both…

Framed as a letter to the author's daughter, this essay explores what it means to live, parent, and teach as a Settler Canadian on stolen Indigenous Land. Through personal reflections and Indigenous scholarship, the author considers how love, accountability, and relational learning can guide us toward decolonial and reconciliatory futures. This…

Following on the Canadian federal government's belated establishment of the Truth and Reconciliation Commission of Canada in 2008 to address the abuse inflicted on Indigenous peoples through the residential school system and its legacy, the British Columbia (BC) Ministry of Education mandated in 2015 the embedding of local Indigenous knowledge…

The urgent need for cultural safety and inclusivity when working with Indigenous children with disabilities and their families requires an appreciation of relevant cultural understandings, values, and practices. This critical integrative review identifies and synthesizes works investigating Indigenous perspectives on childhood, development, and…

In the decade following the release of the Truth and Reconciliation Commission of Canada's multi-volume final report and "94 Calls to Action," we have seen a nation-wide intensification of earlier educational policy reform around Indigenous perspectives, albeit unevenly across institutional spaces: science education is one of such spaces marked by…