Month: March 2016
2 Native Women Elected to National Academy of Education
Dr. Henrietta Mann, Tsetsehestaestse (Cheyenne), and K. Tsianina Lomawaima (Mvskoke/Creek Nation) were recently elected to the National Academy of Education.
Mann is the now retired founding president of Cheyenne and Arapaho Tribal College, and Lomawaima is a professor of justice and social inquiry, and distinguished scholar of indigenous education at the Center for Indian Education at Arizona State University.
They were among 11 elected for membership by Dr. Michael Feuer, Dean of the Graduate School of Education and Human Development at George Washington University and President of the National Academy of Education (NAEd).
NAEd celebrated its 50th anniversary in 2015, and has 199 U.S. members and 11 foreign associates who are elected based on outstanding scholarship related to education.
“I was astonished to be elected to this body of esteemed educators, just as committed to education as any one of them, yet, in my own unique cultural-based way. As my daughter once described me, education has always represented the true north on my compass,” Mann told ICTMN. “I came from a people who valued education, which was nurtured in me, and became my joy as a teacher and later as a university professor. It was an educational journey from the home of a great-grandmother, who was a healer of horses for peoples who pursued bison across the northern and southern plains to a journey throughout the halls of learning in such places as the University of California, Berkeley; Graduate School of Education, Harvard University; University of Montana; Montana State University; and the Cheyenne and Arapaho Tribal College located on the campus of Southwestern Oklahoma State University. What a fulfilling educational experience and contribution. Now, membership in the National Academy of Education—my heart sings.”
Mann was the first person to occupy the Katz Endowed Chair in Native American Studies at Montana State University, Bozeman, where she is Professor Emerita, but continues to serve as Special Assistant to the President.
In 1991, Mann was named by Rolling Stone as one of the 10 leading professors in the nation, and in 2008, she received the Lifetime Achievement Award from the National Indian Education Association.
The College Board, Native American Student Advocacy Institute presented Mann with its first Lifetime Achievement Award in 2013, and has since created the Dr. Henrietta Mann Leadership Award to acknowledge and thank leaders for their advocacy in improving lives within Native communities. In 2014, MONEY Magazine named her a MONEY Hero Award Winner, one of 50 Unsung Heroes/50 States, conferred for her extraordinary work with the Cheyenne and Arapaho Tribal College in improving the financial well-being of others.
Lomawaima joined Arizona State University in January 2014. From 1994-2014 she served on the faculty of American Indian Studies at the University of Arizona, serving as head from 2005-2009. From 1988–1994, she was a member of the Anthropology & American Indian Studies faculty at the University of Washington.
Lomawaima has received numerous teaching honors, including the University of Washington’s Distinguished Teaching Award. She also served as 2012-2013 President of the Native American and Indigenous Studies Association/NAISA, which she helped found in 2007. She was also awarded the Western History Association Lifetime Achievement Award for American Indian History in 2010.
“It’s a tremendous honor… As someone who works in indigenous studies and as a historian it took me by surprise,” Lomawaima told ICTMN. “I’m amazed that it happened, and just deeply honored.”
The full list of those elected to the NAEd is below:
Ron Astor, University of Southern California
Joan L. Herman, National Center for Research
Glynda A. Hull, University of California, Berkeley
Deanna Kuhn, Teachers College, Columbia University
K. Tsianina Lomawaima, Arizona State University
Henrietta Mann, Cheyenne Arapaho Tribal College
Russell Rumberger, University of California, Santa Barbara
Anna Sfard, University of Haifa
Carola Suárez-Orozco, University of California, Los Angeles
William F. Tate IV, Washington University in St. Louis
“It is my pleasure to welcome these leaders who represent the rich diversity of fields that study education,” Feuer said.
Read more at http://indiancountrytodaymedianetwork.com/2016/03/10/2-native-women-elected-national-academy-education-163697
Friday, 18 March 2016 – 9:00am – Room 200
Thursday, 24 March 2016 – 9:30am – Board Room, First Nations Longhouse, 1985 West Mall
Summer Course: 2016 Indigenous Existential Resistance – The Sundance Practice Summer Institute. Due: Apr 9, 2016
Summer Course: 2016 Indigenous Existential Resistance – The Sundance Practice Summer Institute
Indigenous people face a difficult paradox related to the dual challenge of surviving within an individualist, competitive and consumerist society while keeping alive alternative ways of knowing and being. The traditional Sundance ceremony is one practice that affirms a different existential approach to life not defined by modern capitalism. The Department of Educational Studies is offering a course from May 21 to July 11 on the Sundance ceremony. Designed in partnership with elders from the Kainai community, the course combines lectures and seminars at UBC Vancouver and a ten-day visit to the Kainai reserve in Alberta, which includes a four-day observation of a Sundance ceremony.
To enrol, submit an Expression of Interest by April 9.
Assistant or Associate Professor in Indigenous Literatures, Department of English. Due: Mar 31, 2016
Assistant or Associate Professor in Indigenous Literatures, Department of English, Faculty of Arts
Job ID: 9966
Updated: February 23, 2016
Location: Main Campus
The Faculty of Arts, Department of English, invites applications at the rank of Assistant Professor (tenure-track) or Associate Professor (with tenure) in the area of Indigenous Literatures. The anticipated start date is July 1, 2016.
We are seeking candidates who will establish and maintain an active research program with the ability to secure external research funding; produce high impact research and scholarship in their area of specialization; teach graduate and undergraduate courses, and supervise graduate and undergraduate students; and engage in meaningful service activities within the department, faculty, university and community.
As a faculty member in the Department of English, the successful applicant will have a PhD in English or Indigenous-related literary studies and a demonstrated ability to conduct research and develop partnerships with local communities. Candidates will have interdisciplinary strength in Indigenous Studies and the ability to direct the Faculty of Arts’ International Indigenous Studies program (http://www.ucalgary.ca/indg/).
Applicants at the Assistant Professor level are expected to provide evidence of, or potential for, excellence in both research and teaching through peer-reviewed publications in leading journals and academic presses, and have a track record of successful grant applications, course development and teaching effectiveness, as well as community-engaged scholarship with Indigenous peoples.
Applicants at the Associate Professor rank must demonstrate excellence in research, teaching and community engagement through publications in leading journals and academic presses, proven success in obtaining competitive research funding, evidence of teaching effectiveness and instructional development, as well as successfully concluded projects with Indigenous peoples. The successful candidate will be able to assume a leadership role at the beginning of the appointment.
The Department of English is a research-intensive department with high standards in teaching. It values interdisciplinary and multidisciplinary approaches to research and training, and strongly encourages collaboration. The department has thriving MA and PhD programs, and recognized strengths in historical literary periods, archival and book history, postcolonial literature, creative writing, new media and digital humanities, among other areas. For more information about the Department of English, please visit https://english.ucalgary.ca/. With 56 undergraduate programs and over 7,100 students, the Faculty of Arts is the largest and most diverse faculty at the University of Calgary. For information on the Faculty of Arts, please visit https://arts.ucalgary.ca/about. For information on programs and departments in the Faculty of Arts, please visit https://arts.ucalgary.ca/programs.
In their letter to the committee, applicants should address current and future research directions including community engagement. They should also send a current curriculum vitae, one refereed publication, and evidence of teaching excellence such as a statement of teaching philosophy, recent teaching evaluations, examples of course development; and should arrange to have three confidential letters of reference forwarded directly to:
Dr. Jacqueline Jenkins
Head of English
Faculty of Arts
University of Calgary
2500 University Drive NW
Calgary, Alberta T2N 1N4
or by email to Barb Howe, at firstname.lastname@example.org
All applications must be received by March 31, 2016.
The University of Calgary believes that a respectful workplace, equal opportunity and building a diverse workforce contribute to the richness of the environment for teaching, learning and research, and provide faculty, staff, students and the public with a university that reflects the society it serves. All qualified candidates are encouraged to apply; however Canadians and permanent residents will be given priority. In this connection, at the time of your application, please answer the following question: Are you a Canadian citizen or a permanent resident of Canada? (Yes/No)
To view a listing of all available academic opportunities and to find out more about what the University of Calgary has to offer, please visit our Academic Careers website.
About the University of Calgary
The University of Calgary is Canada’s leading next-generation university – a living, growing and youthful institution that embraces change and opportunity with a can-do attitude. Located in the nation’s most enterprising city, the university is making tremendous progress on its Eyes High journey to become one of Canada’s top five research universities, grounded in innovative learning and teaching and fully integrated with the community it both serves and leads. Ranked as the top young university in Canada and North America, the University of Calgary inspires and supports discovery, creativity and innovation across all disciplines. For more information, visit ucalgary.ca.
About Calgary, Alberta
Ranked the 5th most livable city in the world, Calgary is one of the world’s cleanest cities and one of the best cities in Canada to raise a family. Calgary is a city of leaders – in business, community, philanthropy and volunteerism. Calgarians benefit from a growing number of world-class dining and cultural events and enjoy more days of sunshine per year than any other major Canadian city. Calgary is less than an hour’s drive from the majestic Rocky Mountains and boasts the most extensive urban pathway and bikeway network in North America.
Call for Abstracts
Indigenous Studies Area – Midwest Popular Culture Association/American Culture Association Conference, Hilton Rosemont/Chicago O¹Hare from Thursday-Sunday, October 6-9.
Abstract Proposal deadline: April 30, 2016
The Indigenous Studies Area of the Midwest Popular Culture Association seeks panels and paper proposals for the annual Midwest Popular Culture Association/American Culture Association conference, to be at the Hilton Rosemont/Chicago O¹Hare (847-678-4488) from Thursday-Sunday, October 6-9.
Papers may address any aspect of Aboriginal, First Nations, Maori, Sami, and other Indigenous popular cultures. In addition, the area highly encourages comparative papers between Indigenous and, say, Asian, Hispanic, Pacific Islander, or African popular cultures. Topics might address, but are not in any way limited to the following:
Video Games, Blogging, YouTube
Theater, Festivals, Spectacles, and Ceremonies
250 word abstracts may be submitted before or by April 30, 2016. Submissions should be made electronically via our online submission system, http://submissions.mpcaaca.org.
Send questions and inquiries to the Area Chair, Anthony Adah at email@example.com
For more information about the conference, including how to submit to a different area, please visit the conference website at http://www.mpcaaca.org/conference.
CORRECTION: Stabilizing Indigenous Languages Symposium (SILS) in Billings, Montana, June 16-18, 2016
The 23rd Stabilizing Indigenous Languages Symposium (SILS) will be held in Billings, Montana on June 6 & 7, 2016.
The conference web site is at http://sils2016.com/ and on-line registration is available.
Join us this summer for a spectacular trip to Haida Gwaii, in which you will explore the islands from north to south. Exclusively for MOA Members, this truly unique journey takes place from July 17–23, 2016, and will be hosted by our Curator of Education, Dr. Jill Baird.
You’ll encounter living cultural traditions and treasures, unforgettable coastal landscapes, and outstanding artists and knowledge-holders. Haida Gwaii will be shared with you by those who actively work and learn to sustain the rich traditions of the islands.
Would you like to know more? Download the trip itinerary (PDF).
Interesting in booking a space? Call Adventures Abroad at 1.800.665.3998.
Questions? Contact Gwilyn Timmers at firstname.lastname@example.org.
Next @ MOA
Tues, Mar 8 / Tour: Crocodile Man Exhibition Concept Tour
Thu, Mar 10 / Seminar: The Liminal Life of Collector Adrian Jacobsen
Thu, Mar 24 / Seminar: To Touch or Not To Touch
Sun, Apr 3 / Closing: (In)visible: The Spritual World of Taiwan Through Contemporary Art
Sun, Apr 3 / Talk: A Fire Tiger’s Tale on the Ceremony of Rebellion
CRE is hiring a Co-Executive Director (Toronto or Saskatoon)
Canadian Roots Exchange has reached an exciting point in our short history. We are implementing a governance model that fully reflects our mission, vision and values. We believe in a Canada where youth stand in solidarity to promote respect, understanding and reconciliation between Indigenous and non-Indigenous peoples. With this in mind, CRE is looking to hire an Indigenous co-Executive Director who will share leadership of CRE alongside our existing Executive Director and model our belief that reconciliation is a lived experience. This will infuse our values in all aspects of CRE, from cultural exchanges to core operations. We are inviting suitable candidates who identify as First Nations, Inuit or Métis to apply for this exciting position. The position is based in either Saskatoon or Toronto. To learn more about the position and application process please click on link below. Please note the deadline for this position is 10am on April 18, 2016.
Title Director, Aboriginal Education
Posting Number 101116
Posting Date 03-08-2016
Closing Date 03-28-2016
Reporting to the Assistant Vice President, Access and Regions, the
Director of Aboriginal Education is responsible for the strategic direction of
Aboriginal Education at the College.
Within the context of the College Plan and in conjunction with the Senior
Educational Team (SET), the Director is responsible for the development
and preservation of strategic educational planning relationships with the
First Nations throughout the College region. The Director will implement a
robust process of continuous assessment in program demand in the
pursuit of mutually beneficial opportunities to increase education
accessibility and student enrollment throughout NIC Region. The Director
shall collaborate with Deans, Department Chairs, and the Registrar and
actively participate in the planning of programs, services, policy, and
procedures, which facilitates access, retention, and student success,
within the College community.
The Director is the first point of contact for the Ministry of Advanced
Education, First Nations Councils and School Districts within the College
region on all matters related to Aboriginal education. The Director is
accountable for ensuring the collation of accurate information regarding
the educational needs of the Aboriginal population, sources of funding
available to assist the College in meeting those needs, and collaboration
with SET and those responsible for Aboriginal education, in the
development of funding proposals specifically designed to meet those
A primary purpose of the position is to build capacity within North Island
College, and to work effectively with First Nations students and faculty
regionally to support and develop the indigenization of the curriculum.
Areas of responsibility include: development of Aboriginal Education Policy
Framework in alignment with CICan Indigenous Protocol commitments;
enhance indigenous-centered services, learning environments, student
and community spaces; and to support the educational goal of First
Nations people in the College region in all matters related to the College
Please note: The College received special program approval by the BC
Human Rights Tribunal to give preference to the hiring of a person of
Aboriginal ancestry for this position.
Position Competencies – Creates a Positive Climate and Culture
– Effective Communication Skills
– Effectively Develops Goals & Objectives
– Focuses Effectively on Key Results and Priorities
– Demonstrates a Focus on Continuous Improvement
– Interpersonal Effectiveness
– Team Leadership
– Developing Others
– Championing and Adapting to Change
Duties and Responsibilities
The areas of responsibility include:
1. Educational Leadership;
2. External Communication and Relationship Development;
4. Financial Management
5. Employee Relations
Required Education & Experience
– The College received special program approval by the BC Human Rights
Tribunal to give preference to the hiring of a person of Aboriginal ancestry
for this position.
– Completion or in progress a Master’s Degree in an appropriate discipline
and demonstrated experience, 3 years’ experience preferred, in a
leadership role in a post-secondary Aboriginal Education setting; which
must include demonstrated management and leadership experience in
Aboriginal Education. Candidates with an undergraduate degree and
considerable experience in Aboriginal Education at a post-secondary
institution, may also be considered.
– A demonstrated record of success in Aboriginal Education and
community development work, resource procurement, grant and proposal
writing and project management.
– Demonstrated experience resolving student concerns, informally and
Required Knowledge, Skills, & Abilities
– Extensive knowledge of Aboriginal populations within the traditional
territories of thirty-five First Nations inclusive of the Nuu-chah-nulth,
Kwakwaka’wakw and Coast Salish traditions.
– A working knowledge of governance models and related management
– Strong interpersonal skills, including communication (written and oral),
negotiation and advocacy skills; particularly in communicating and
consulting with community groups, school districts, industry, local
government agencies, and the College community.
– Demonstrated commitment to collaborative and consultative leadership
and the ability to work effectively within a management team and fastpaced
– Advanced computer skills as required by the position.
– The ability to plan annual budgets and follow established financial
policies and practices to ensure fiscally responsible management of
– The knowledge and ability to implement quality improvement initiatives
and measure outcomes.
– Experience with organizational change practices.
– Experience in the effective management of human resources, within a
unionized workforce and administering collective agreements.
Pay Grade In accordance with the Exempt Administrators’ Salary Scale
Location Campbell River (CR)
Department Assistant Vice-President, Access & Regions
Link to Job Description Director, Aboriginal Education:
Special Instructions to Applicants
Please scan copies of your transcripts into one document for attachment.
If your transcripts are not available at the time of application, please attach
a letter or certificate of confirmation from the educational institution.