Stephen Sliwa is the Executive Program Director of Teacher Education and an Adjunct Professor at Queen’s University’s Faculty of Education. He holds an MA from Trent University, MEd and MPA degrees from Queen’s University. Previously, he served as Director of Education and CEO of the Upper Canada District School Board, with extensive experience as a superintendent, principal, and teacher in K-12 education. His research focuses on Indigenous Studies foundations, special education support, intermediate education design, and public sector management. His academic work spans historical analyses of Indigenous-white relations, policy development for inclusive education, and digital learning strategies. He has contributed to provincial education guides and government reports on topics like disability inclusion and Indigenous economic development. Publications include book reviews in Canadian Social Studies and Saskatchewan History , practical guides for teachers, and case studies on Indigenous communities. His work bridges academic research with actionable strategies for educators and policymakers.
Dawn Martin-Hill , Professor Emeritus in Indigenous Studies at McMaster University , is Canada’s first Indigenous cultural anthropologist and the founder of McMaster’s Indigenous Studies Program (1992). She also holds the role of Academic Co-Chair of the Indigenous Education Council and has served as Director of Indigenous Studies since 1998. A Mohawk scholar residing at Six Nations of the Grand River, she integrates Indigenous knowledge systems with Western science to address critical issues of water security, health, and sovereignty. Education & Training: PhD, Cultural Anthropology Research Interests: Dr. Martin-Hill’s work centres on traditional ecological knowledge (TEK) , community-driven water security , and Indigenous methodologies . Her flagship program Ohneganos co-creates bilingual tools—apps, VR, water sensors, Indigenous mapping, films, and podcasts—to empower First Nations in monitoring and managing water resources. She explores intersections of climate change, maternal health, mental health, and Indigenous governance . Research Impact: Spanning hydrology, medical anthropology, and digital health, her recent publications address urgent issues such as water insecurity’s impact on maternal mental health , climate-driven hydrological extremes , and digital mental-health tools for Indigenous youth . Collectively, her work advances decolonizing methodologies and supports United Nations Sustainable Development Goals. Scientific Awards & Honours: Inaugural Fulbright Indigenous Canada–U.S. Scholar Award Inaugural Chair, CIHR-IPH Secretariat on Traditional Medicine in Health Research Outstanding Teaching Award, Aboriginal Consortium 2022 University of Oklahoma International Water Prize Oklahoma Universities Water Technologies Award Princeton Book Award for forthcoming Ohneganos volume Funding & Training: Principal Investigator on four Global Water Futures grants that have supported over 30 graduate students and nine Indigenous Studies undergraduates , plus 45 secondary First Nations students receiving McMaster certificates. She has served as co-investigator on CIHR-IPH ARHNets Center funding 80+ First Nations, Métis, and Inuit graduate students . Leadership & Service: Member of the UNESCO Hydrology Committee for Canada , board member of CIHR Institute of Indigenous Peoples’ Health and CIHR Anti-Racism Committee , former Chair of the CIHR College of Reviewers. She spearheaded the McPherson Chair in Indigenous Studies and secured multiple Indigenous student scholarships and bursaries.
Patricia D. McGuire is an Associate Professor at the School of Social Work , Carleton University , with a PhD in Sociology from the University of Saskatchewan (2013). Her academic work centers on Indigenous knowledge systems, community-based research methodologies, and decolonizing practices within Canadian sociological and social work frameworks. Doctor of Philosophy (Sociology) , University of Saskatchewan (2013) Master of Arts , Lakehead University (2003) Bachelor of Arts (Political Science) and Honours Bachelor of Social Work , Lakehead University (1988) McGuire's research focuses on Indigenous resilience , decolonizing methodologies , and community-driven solutions , particularly examining Anishinaabe societies. She has contributed extensively to sociology and social work literature through book chapters and peer-reviewed articles addressing Indigenous epistemologies, structural barriers in education, and reconciliation processes. Her publications explore topics like urban Indigenous youth safety , land-based education , and Indigenous women's leadership . McGuire has collaborated with the Ontario Native Women’s Association (ONWA) on CIHR-funded projects, including land-based camps and restorative justice practices. Supervision & Education : Supervised PhD and MSW students on CIHR projects (2019–2020), including eight MSW research assistants and one practicum student. Her teaching emphasizes Indigenous community engagement and structural analysis.
Kurtis Boyer (Michif/Métis) is an Assistant Professor and Research Chair in Métis Governance and Policy at the University of Saskatchewan 's Johnson-Shoyama Graduate School . A political scientist specializing in Indigenous governance and political psychology, he holds a PhD from Lund University (2018), an MA from the University of Northern British Columbia, and a BA in International Studies (minor in Indigenous Studies) from the University of Saskatchewan. Focuses on Indigenous politics, self-governance, constitutional reform, and political behavior Advises Métis governments and testified before Canada's Standing Senate Committee on Indigenous Peoples Recipient of prestigious awards including the Alphonsine Lafond – Tom Molloy Memorial Fellowship (2024) and SSHRC Postdoctoral Fellowship (2021) His research examines Métis/Indigenous governance structures, policy analysis, and epistemic injustice in nation-building processes. Current work includes a monograph Autocracy of Empathy: Our Relations Beyond the Polis (under contract, Sydney University Press). Scientific Awards Alphonsine Lafond – Tom Molloy Memorial Fellowship (2024) SSHRC Insight Development Grant (2024) SSHRC Postdoctoral Fellowship (2021) Dr. Boyer's publications span topics like Indigenous models of mind, epistemic injustice, and environmental politics. He actively supervises graduate students in Métis governance research.
Dr. Marcelo Urquia is an Associate Professor at the Max Rady College of Medicine, University of Manitoba, and holds a Canada Research Chair in Applied Population Health. He specializes in epidemiology, focusing on gender, immigration, and health equity with a life-course perspective. His work leverages large population-based databases to study maternal and child health, migration health, and family dynamics. Cross-appointments include the Department of Economics (Faculty of Arts) and the Dalla Lana School of Public Health, University of Toronto. Key affiliations include the Manitoba Centre for Health Policy (MCHP) and ICES (Toronto). Education: PhD in Epidemiology (University of Toronto, 2009), MSc in Epidemiology (University of Toronto, 2006), and degrees in Anthropology and Public Health from institutions in Argentina. Awards include membership in the Royal Society of Canada’s College of New Scholars (2020) and a Canada Research Chair designation (2017). Research interests span maternal/child health, immigrant health, and social determinants of health. He leads studies on child marriage, family structure measurement, and pandemic impacts on birth outcomes. Collaborations include global networks like the Migration Health and Development Research Initiative (MHADRI) and the Reproductive Outcomes and Migration collaboration. Dr. Urquia mentors graduate students (Master’s/PhD) and actively publishes on topics like food insecurity, migrant mortality advantage, and child protective services disparities. His work bridges epidemiology with policy, emphasizing data-driven solutions for health equity.
Dr. Robert L.A. Hancock (he/him/his), an Indigenous (Cree-Metis) scholar at the University of Victoria, serves as an Associate Professor in the Department of Anthropology within the Faculty of Social Sciences. His work bridges anthropology, history, and Indigenous studies, focusing on Indigenous-state relations, Métis identity, and the historiography of anthropology. Born and raised in Lekwungen territory PhD and MA from University of Victoria, BA Honours from McGill Postdoctoral fellowships in First Nations Studies and Anthropology Research Areas: Indigenous-state relations in northern North America Representation of Indigenous peoples in social sciences Indigenous education and pedagogy Indigenous research ethics Colonial history of academia Notable Projects: SSHRC-supported analysis of Indigenous strategic documents in Canadian universities Archival research on Indigenous anthropologists' influence on Native American Studies Contributions to SSHRC Partnership Grant, CIHR Project Grant, and UVic Aspiration Research Cluster grant Lead for BC Network Environment for Indigenous Health Research Academic Leadership: Associate Director Academic at Office of Indigenous Academic and Community Engagement Co-teaches LE,NONET research methods to Indigenous students Key role in UVic's Indigenous Plan and Strategic Plan implementation
Deanna Reder (Cree-Métis) is a Professor in the Departments of Indigenous Studies and English at Simon Fraser University. Her research focuses on recovering Indigenous literary archives and Cree/Métis intellectual traditions. She holds a PhD from UBC and an MA from York University. Reder is a founding member of the Indigenous Literary Studies Association, Indigenous Editors Association, and co-chair of the Indigenous Voices Awards (2018–2023). Her 2022 monograph Autobiography as Indigenous Intellectual Tradition won the Gabrielle Roy Prize. She teaches courses like ENGL 834 and INDG 201W, emphasizing decolonial methodologies. Reder’s work bridges literary analysis with activism, centering Indigenous perspectives in academia. She co-edited major volumes such as Read, Listen, Tell (2017) and Learn, Teach, Challenge (2016). Her research examines colonial censorship in texts like Maria Campbell’s Halfbreed , recovering marginalized narratives. She has held leadership roles in academic associations and contributed to public policy discussions on Indigenous literature and healing. Key Roles: Academic Leadership, Editorial Work, Advocacy Recent Courses: ENGL 834 (20th-Century Lit), INDG 201W (Indigenous Histories) Key Projects: SSHRC-funded The People and the Text project, Indigenous Voices Awards Awards include Royal Society of Canada’s College of New Scholars (2018) and ACQL’s literary prize. Her writing appears in journals like Studies in American Indian Literature and Ariel , focusing on pedagogy, postcolonial critique, and Indigenous storytelling practices.
Sarah Hourie is a Métis Assistant Professor in the Department of City Planning at the University of Manitoba's Faculty of Architecture. A citizen of the Manitoba Métis Federation and registered member of the Heritage Proud Local with kinship ties to High Bluff, she centers her work on decolonizing spatial practices through Indigenous relational methodologies rooted in Red River familial connections. Her academic credentials include: PhD Candidate ABD (Indigenous Studies), University of Manitoba, Present MA (Indigenous Studies), University of Manitoba, 2022 BA Advanced (Indigenous Studies, History), University of Manitoba, 2020 Hourie's research employs intergenerational memory and haunting as theoretical frameworks to remap settler colonial spaces, spatializing nineteenth-century Métis vernaculars for homeland-making. Her work bridges Indigenous Land Tenure Systems, Critical Indigenous Studies, and Western Critical Theory to examine how colonial architectures shape contemporary urban development and Indigenous conceptions of home. Her publications demonstrate interdisciplinary engagement with Métis epistemologies and urban justice, including a 2025 chapter on multivocal approaches to Métis studies and a 2022 co-authored report addressing transportation inequities affecting Indigenous women and Two-Spirit communities in Western Canada. No scientific awards or research grants were documented in source materials. Information regarding current advisees, laboratories, or research teams was not provided.
Nicholas Ng-A-Fook is a Full Professor of Curriculum Studies and Vice-Dean of Graduate Studies at the University of Ottawa's Faculty of Education. He actively addresses the 94 Calls to Action from the Truth and Reconciliation Commission through partnerships with Indigenous communities and school boards. Past-President, Canadian Society for the Study of Education Principal Investigator, Curriculum Theory Project research team His research focuses on: Indigenous and anti-racist curriculum development Oral history and narrative inquiry methodologies Digital citizenship and emergent technologies in education Settler colonialism's educational legacies Recent publications and grants include SSHRC-funded work on: Co-Curricular-Making with Indigenous communities Reconciliation education in elementary classrooms Transnational migration narratives Scientific recognition: Ted T. Aoki Distinguished Service Award (2018) Society of Professors of Education Outstanding Book Award (2021) R.W.B Jackson Award for 2022 article (2023) He leads a research team working with First Nations, Inuit, and Métis communities on curriculum transformation projects. The team's work spans: Indigenous land-based pedagogies Digital history education Systemic inequity reduction strategies
Dr. Carmen Gillies is a Métis and multi-racial (Norwegian and Chinese Canadian) scholar serving as an Assistant Professor in the Department of Educational Foundations at the University of Saskatchewan's College of Education. Her work focuses on critical race theory, anti-racist pedagogy, and Métis-informed education. She holds a PhD (2018) and M.Ed. (2007) from the University of Saskatchewan, alongside undergraduate degrees in Indigenous Studies (2002) and Education (1997). Dr. Gillies' research examines racialization in K-12 education systems, anti-racist mentorship, and the intersection of Métis identity with anti-colonial praxis. She leads projects such as the Anti-Racist Education Mentorship (AEM) Project and has secured grants from SSHRC and the Saskatchewan Teachers' Federation. Her teaching spans foundational education courses to specialized graduate seminars on critical race theory and land-based pedagogy. Her professional service includes roles with Indigenous teacher education programs (ITEP/SUNTEP), the Aboriginal Education Research Centre, and anti-racism initiatives like the Student Teachers' Anti-Racism Society (STARS). She delivers anti-racism professional development in Saskatoon schools and collaborates with educators to reimagine racially just schooling.
Celiese Lypka (she/her) is an Assistant Professor in the Department of English at the University of Winnipeg, Treaty 1 territory. Her work centers on women’s writing, Indigenous literatures, and feminist theory, with a focus on Métis storytelling, affect theory, and decolonial narratives. She co-edits Métis literature collections and explores intersections of gender, race, and modernist anxieties. Research Interests: Métis literary resurgence and survivance Indigenous futurisms in dystopian narratives Gilles Deleuze and schizoanalysis applications Feminist affect theory and emotion mobilization Postcolonial and modernist intersections Publications & Collaborations: Celiese has published on Métis resurgence in Cherie Dimaline’s works, affect in Virginia Woolf’s novels, and schizoanalytic readings of gender. She co-edited The Edinburgh Companion to Virginia Woolf and Contemporary Global Literature (2020) and contributed chapters to Handbook to Literature and Psychoanalysis (2023). Her recent work examines Indigenous resilience in Katherena Vermette’s The Break and emotional ambivalence in Jean Rhys’s writing. Additional Contributions: Celiese serves as a Guest Host for the Storykeepers podcast (Season 2, Episode 3, 2022), discussing Cherie Dimaline’s Empire of Wild .
Dr. Rochelle Côté is an Associate Professor of Sociology at Memorial University of Newfoundland in the Faculty of Humanities and Social Sciences. She also holds affiliations as an Honorary Fellow at the Institute for Social Science Research at the University of Queensland, Australia, and as an Honorary Fellow at the School for Social and Political Sciences at the University of Melbourne, Australia. Additionally, she is a Global Member of the Dilin Duwa Centre for Indigenous Business Leadership at the University of Melbourne. Dr. Côté earned her Ph.D. in Sociology from the University of Toronto in 2011, with a dissertation titled "Making Their Way in the Mainstream: Indigenous Entrepreneurs, Social Capital and Performance in Toronto's Marketplace." She completed her M.A. in Sociology at the University of Saskatchewan in 2004, with a thesis on "The Role of Social Capital in the Implementation of New Human Capital in Russian Companies," and received her Honours Diploma in Sociology and B.A. in Psychology from the same institution in 2001 and 1999 respectively. Dr. Côté's research program broadly examines the experiences of Indigenous people, ethnic minorities, and immigrants as they engage with mainstream society. Her work focuses on Indigenous entrepreneurship and participation in mainstream markets, situated within research on social boundaries and social networks. She explores "walking in two worlds," the movement across the Indigenous/non-Indigenous boundary. Her research interests include social support, networks, social capital, reciprocity, ethnic tolerance, and Indigenous entrepreneurship. She investigates the link between social cohesion and social networks, and the use of social networks and cultural knowledge in Indigenous entrepreneurship. Her recent publications reveal a strong focus on Indigenous social mobility, entrepreneurship, and reconciliation in academic institutions. She examines how Indigenous entrepreneurs navigate cultural identity and economic success, challenging the notion that social mobility negatively impacts Indigenous cultural identity. Her work also explores genetic ancestry testing's effects on racial perceptions, immigrant network diversity in Australia, and sociological perspectives on reconciliation in universities. Elected Fellow (FRSA), Royal Society of Arts, United Kingdom (2023) Visiting Scholar, Business and Economics, University of Melbourne, Australia (2022-2023) Honorary Research Fellow, University of Queensland (ISSR), Australia (2016-2022) Nominated, Dean's Award Graduate Supervision, Memorial University, Canada (2019) Faculty of Humanities and Social Sciences Scholarship (CAN $3,000), Memorial University, Canada (2016) Elected Senior Scholar, Massey College, Canada (2009) Fondation Ricard Doctoral Scholarship (CDN $85,000) (2007-2010) Dr. Côté has supervised numerous graduate students, as evidenced by her nomination for the Dean's Award for Graduate Supervision. Her research has been supported by grants including SSHRC-IDG (2021-2023) for her project "Wealthing out of Identity? Indigenous Peoples, Entrepreneurship and Social Mobility" with Co-Investigator Dr. Michelle Evans. She has also provided consulting expertise to organizations including Nokia, The Social Research and Demonstration Corporation (SRDC), the Policy Research Initiative, Aboriginal Policing Directorate, the Office of the Federal Interlocutor on Métis and Non-Status Indians, and the South East Queensland Indigenous Chamber of Commerce. Dr. Côté is actively involved in collaborative research networks across Canada, Australia, and internationally, particularly through her affiliations with the University of Queensland and the University of Melbourne. Her work with the Canadian Sociological Association's Decolonization sub-committee demonstrates her commitment to advancing Indigenous perspectives within academic institutions.
Dr. Cheryl Troupe is a Professor in the Department of History at the University of Saskatchewan’s College of Arts and Science. She serves as Director of the Department of History's Co-Lab (Centre for Community-Engaged and Collaborative Historical Research) and works in the Historical GIS Laboratory. A Métis citizen from Saskatchewan, her work merges Indigenous methodologies with Historical GIS to explore land, gender, kinship, and displacement in 20th-century Métis communities. Research Focus : Métis history, Indigenous research methodologies, Historical GIS, community-engaged research, environmental and food history, gender studies. Teaching : Courses include HIST 195 (Indigenous Perspectives), HIST 316 (Métis History), HIST 366 (Indigenous Women's Biography), and PhD-level Comparative Indigenous History. Key Projects : Clearing the Road Allowances : Examines Métis resilience against state intervention using oral histories and HGIS. Revealing Métis History in Saskatoon : Maps Métis urban presence with City of Saskatoon and Gabriel Dumont Local #11. Métis Women’s Sovereignty : Collaborates with River Women Collective on women’s governance and land use since 1885. Scientific Awards : 2025 Canadian Historical Association’s Indigenous History Prize for co-edited book Métis Matriarchs: Agents of Transition . Community Engagement : Over 20 years of work in curriculum development, health policy, and advocacy. Assumes leadership in commemorative art installations like Walking With Our Sisters . Funded by SSHRC, University of Saskatchewan, and Research Junction.
Kristina Fagan Bidwell is a Full Professor in the Department of English at the University of Saskatchewan, holding a Tier 2 Canada Research Chair in Indigenous Storytelling since 2001. She served as the inaugural Associate Dean of Aboriginal Affairs in the College of Arts and Science from 2011 to 2018 and currently serves as President of the Indigenous Literary Studies Association. Her research program investigates how stories interact across cultural boundaries—between Indigenous communities and between Indigenous and settler communities—with particular focus on how narratives create meaning, circulate, and influence actions in high-stakes conflicts over land, identity, and knowledge. Bidwell conceptualizes storytelling broadly to include oral narratives, literary texts, and everyday personal/public narratives, operating on the principle that stories both 'mean' and 'do' things by shaping cognition, emotion, and behavior. Current SSHRC-funded projects examine Indigenous-led literary collaborations and inter-Indigenous conflicts regarding territory and identity. Her publication portfolio demonstrates consistent engagement with Indigenous literary theory, Métis identity, Cree storytelling traditions, and Labrador Inuit literary heritage. Recurring analytical frameworks include narrative sovereignty, intercultural communication, and the political dimensions of storytelling. Methodologically, her work emphasizes community-based, collaborative approaches that center Indigenous perspectives and knowledge systems. Her primary recognition is the Tier 2 Canada Research Chair in Indigenous Storytelling. Bidwell has supervised twelve graduate students across PhD and MA programs, with research spanning ethical settler engagements with Indigenous literature, Anishinaabe sense of place, Indigenous erotica, and Aboriginal realism. Her SSHRC-funded research on Indigenous literary collaborations represents significant grant achievement. She leads research teams focused on narrative analysis and intercultural communication, maintaining active partnerships with Indigenous communities and organizations through community-based participatory research frameworks.
Vicki S. Hallett is an Associate Professor in Gender Studies at Memorial University of Newfoundland, within the Faculty of Humanities and Social Sciences. Her research focuses on intersections of identity, place, and gender in Newfoundland and Labrador, particularly centering Indigenous and marginalized voices. She explores life writing, autoethnography, and postcolonial theory through projects like her study of the floater fishery’s overlooked women workers. Teaching specialties include courses on masculinities, feminist theory, and life narratives. She has been recognized with the 2018 Dean of Humanities and Social Sciences Award for Teaching Excellence. Current research investigates settler-colonial spaces through Labrador’s fishing history and cultural production. Publications span peer-reviewed journals (e.g., Acadiensis , a/b: Auto/Biography Studies ), edited volumes, and a monograph shortlisted for the Newfoundland and Labrador Book Awards. Her work bridges literary analysis with decolonial methodologies, emphasizing interdisciplinary approaches to gender and place.
