Call for applications: Post-doctoral fellowship at Netolnew (University of Victoria)- Due by April 30, 2018

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Call for applications for a Post-Doctoral Fellowship position with the NEȾOLṈEW̱ ‘one mind, one people’ Research Partnership. This Partnership works to understand and enhance Indigenous adults’ contributions to reviving Indigenous languages in Canada.
The attached REVISED posting outlines the position, eligibility criteria, and the application process. You can also visit to view the posting and learn more about the project.
The closing date has been extended to April 30, 2018.

Canada Research Chair (Tier 2) in Political Ecology School of Environmental Studies (University of Victoria): Due- May 1, 2018

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Canada Research Chair (Tier 2) in Political Ecology

School of Environmental Studies, University of Victoria

July 1, 2019 start date

The School of Environmental Studies at the University of Victoria, located on the traditional territories of the Songhees, Esquimalt and WSÁNEĆ peoples, invites applications for a Tier 2 Canada Research Chair in Political Ecology. The interdisciplinary field of Political Ecology critically investigates the social, political, economic and cultural dimensions of environmental challenges to develop solutions that are effective because they are responsive to not only technical and ecological but social and political realities. Political Ecology has consistently (but not exclusively) focused on environmental challenges faced and overcome by Indigenous and local communities, emphasizing the vital intertwining of social and ecological considerations embedded in their resistance and the solutions that arise from it. We seek a political ecologist who is working in interdisciplinary contexts, preferably with Indigenous and/or local communities. The School of Environmental Studies,  is supported by three overlapping streams of scholarship: political ecology, ethnoecology, and ecological restoration. We are a relatively small group and depend on close cooperation, mutual respect and camaraderie for our flourishing.

Candidates will be evaluated on the criteria that follow. The successful candidate will be an emerging world-class researcher in the field of political ecology who demonstrates particular research creativity; has a critical understanding of the complex environmental challenges involving the interaction of social and biophysical systems, and be proposing an original, innovative research program of high quality with the potential to achieve international recognition. The candidate will offer evidence of high-quality teaching and supervision, and of high-impact research that is responsive to and respectful of the needs of Indigenous and/or local communities.

Tier 2 CRC Chairs are one of Canada’s premier early career recognition and recruitment programs, and are intended for exceptional emerging scholars (i.e., candidates must have been an active researcher in their field for fewer than 10 years at the time of nomination). However, applicants who are more than 10 years from having earned their highest degree (and where career breaks exist) may have their eligibility for a Tier 2 Chair assessed through the program’s Tier 2 justification process. For more information on the CRC program generally and on eligibility specifically, please consult the Canada Research Chairs website:

The successful applicant will be nominated by the University of Victoria for a Tier 2 Canada Research Chair and, upon approval of the Chair by the CRC Secretariat, will then be offered a tenure-track appointment at the rank of Assistant or Associate Professor at the University (rank will be determined as per the Faculty of Social Sciences evaluation policy).  The anticipated start date for this position is July 1, 2019.

The University of Victoria is an equity employer and encourages applications from women, persons with disabilities, visible minorities, Indigenous Peoples, people of all sexual orientations and genders, and others who may contribute to the further diversification of the University. All qualified candidates are encouraged to apply; in accordance with Canadian Immigration requirements, Canadians and permanent residents will be given priority. Faculty and Librarians at the University of Victoria are governed by the provisions of the Collective Agreement. Members are represented by the University of Victoria Faculty Association (

Please submit your application by e-mail to:   Applications should include in a single PDF: (1) a cover letter providing an overview of the candidate’s qualifications and how they fulfill the criteria defined above, (2) a detailed curriculum vitae, (3) a detailed description of the candidate’s proposed research program, including an assessment of impact of previous research and proposed research and a statement on how their research will complement and extend existing research capacity in the School, (4) samples of relevant published writing or other relevant materials (5) a teaching dossier, including evidence of teaching effectiveness, and (6) contact information for three referees.

The University of Victoria acknowledges the potential impact that career interruptions can have on a candidate’s record of research achievement and encourages applicants to explain in their application the impact that career interruptions may have had on their record of research achievement.

Application deadline:  May 1, 2018.

Contact for questions:
Dr. Karena Shaw
Director, School of Environmental Studies

Call for Papers: Community, Psychology, and Indigenous Peoples- Due March 30, 2018

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Community, Psychology, and Indigenous Peoples

A special issue of the American Journal of Community Psychology

Guest Editors:

Nathaniel Mohatt and Pauline Guerin

Substantial conceptual knowledge and theoretical background has been laid for our understanding of indigenous psychologies, that is, distinctive facets of mind and mentality among Indigenous populations that persist despite centuries of contact and colonization. For this special issue, we invite papers that explore community engagement with Indigenous people, emancipatory projects in Indigenous communities, or participatory psychology research in Indigenous communities. This includes how the values of community psychology and related fields are embedded and integrated with indigenous ways of knowing, as well as explorations of contested spaces between community science and Indigenous Psychology. This special issue will highlight how both Indigenous and non-indigenous community scientists and educators navigate the discipline-dominated structures to incorporate indigeneity in various forms. We seek papers that contribute new insights to how the practice of community psychology and related fields of action and inquiry contribute to the social justice and emancipation of indigenous peoples. Through this special issue we expect to bring to light innovations in community science stemming from collaborative inquiry with indigenous communities, as well as clarify the ways in which community action and inquiry are relevant to Indigenous peoples.

We are seeking papers related to the following topics:

  • Articles that elucidate how people are navigating the intersections of indigenous psychology with research, practice, and teaching through “project-based” examples.
  • Examples of engagement with indigenous communities and partners to conduct research, teaching, or practice to advance a social justice agenda relevant for Indigenous peoples or incorporates Indigenous knowledges.
  • Articles addressing the conflicts that arise or ethical issues relevant to collaborating with Indigenous communities when conducting research, practice, or teaching.

Submission process: Authors should submit proposals by email to the Guest Editors of the Special Issue no later than March 30, 2018. Guest Editors will review the proposals and invite authors by June 1, 2018 to submit a full manuscript, subject to peer review and consistent with AJCP guidelines for reviewers. All submissions should be in English and proposals should state the type of article proposed as described in the AJCP Instructions for Authors available on the online submission portal ( Types of articles may include: original articles (theory or research), mixed methods research, first person accounts, advancing science, or empirical reviews. The deadline for submission of full manuscripts is November 1, 2018. Initial acceptance and Online First publication is anticipated as early as Spring 2019.

Send proposal submissions or inquiries to the Guest Editors: Nathaniel Mohatt:; and Pauline Guerin:

Tenured/Tenure-Track Position in Foundations of Education and Adult/Post-Secondary Education (University of Manitoba): Closing date April 9, 2018

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The University of Manitoba has posted a tenure-track/tenured position in Adult Education and Foundations of Education. Please find more information about the position by clicking on the link below.


Registration now open! SAGE Writing Retreat @ UBC Longhouse (Vancouver, BC): April 28 & 29

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Registration is now open- space is limited to 20 participants!

Join us on Saturday April 28 & Sunday April 29 for dedicated time and space for Indigenous graduate students to write and develop their scholarly practice.

Highlights of this two-day retreat include:

  • help to articulate writing goals
  • peer sharing opportunities
  • one-on-one time to meet with faculty mentors for editing support
  • one yoga class per day
  • food and light snacks provided


Investigating Our Practices- Professional Development for Educators (Vancouver, BC): May 5, 2018

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On May 5th 2018, UBC will host the 21st Annual IOP Conference where practicing teachers, university educators, graduate students and student teachers from different educational contexts (schools, universities and colleges) come together to share their questions, investigations and understandings about their practice.

The IOP conference stresses dialogue among participants; presentations are intended to provoke and inform discussion. The final session of the conference will include large-group facilitated discussions on the most prominent conference sub-themes as identified by the presenters and participants.

Multi-Cultural Post-Doctoral Fellow @ University of Anchorage Alaska- Start Date: August 2018

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The UAA Alaska Native Studies Program invites applications for a Multi-Cultural Post-Doctoral Fellow to begin August, 2018. This is a 9 month appointment (August to May) with a 3 month contract extension during the summer. This appointment may be renewed for up to an additional two years.

• Teaching: Teach one undergraduate course per semester. • Research, Scholarship, and Creative Work: Nationally recognized publications, possibly supplemented with creative work, will be one of the primary focuses of the post-doctoral residency. • Service: Serve on AKNS or UAA committees, departmental duties as assigned. AKNS faculty will provide mentoring in the areas of teaching, research and opportunities to engage with the UAA and greater Anchorage and Alaska community/ies.
We seek a scholar with an emerging [or] established specialty in Indigenous/Alaska Native studies – which is a very interdisciplinary field. Specific areas of specialization will complement or deepen the research and scholarly in the areas of education/pedagogy, languages, the arts, history, politics, anthropology, and psychology. The successful candidate will teach one undergraduate course per semester and will maintain an active research and creative agenda. Additionally, this individual will integrate and expand the mission of Alaska Native Studies Program at UAA.
Candidates must be eligible to work in the United States at the time of application.
Evidence of a potential for successful teaching, service, and research activity.
Required Experience:
• Ph.D. or terminal degree (already received or having completed all requirements and waiting graduation) in American Indian/Native American, Indigenous Studies or closely related concentration area. The desired area of scholarly expertise within Indigenous or Alaska Native Studies is open.
• Ability to engage and collaborate effectively with Alaska Native and diverse communities in the Anchorage/southcentral Alaska area.
• An interest and aptitude for event programming (conferences/symposia/festivals).
Preferred Qualifications
• One-year experience of teaching at the college/university level or demonstrate via syllabus design the potential for strong teaching.
• Experience with successful event programming (conferences/symposia/festivals) and community building.
• Candidates with a strong background in both research and teaching are especially encouraged to apply.
For more information contact Beth Leonard,

Indigenous Graduate Student Symposium: Saturday March 3 @ UBC Longhouse- Program Available Now!

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There are only a few days left before the 16th Annual Indigenous Graduate Student Symposium (IGSS). This year focuses on the Indigenous graduate student experience, with a highlight of our keynote speaker; Dr. Leroy Little Bear.

Limited tickets are still available, register here:

Here is this year’s final program. As part of our efforts to be a sustainable and environmentally-friendly initiative, we encourage you to save the program to your mobile devices instead of printing.

IGSS 2018 Final Program

We hope to see you there!

Call for Papers: Investigating Our Practices (Vancouver, BC)- Due March 2, 2018

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21st Annual IOP Conference | May 5, 2018
Leading Our Own Learning
UBC Vancouver | Faculty of Education
Teaching is demanding and complex work, made more difficult if we try to do it in isolation, or without sharing and exploring our understandings together. In order to better understand and improve our teaching practice, many of us engage in classroom-, program-, or institution-based investigations focusing on the what, the how, and the why of our practice.
On Saturday, May 5, 2018, UBC hosts the 21st Annual IOP Conference, where practicing education professionals and students come together to share their questions, investigations, and understandings about their practice.
The conference stresses dialogue among participants. Presentations are intended to provoke and inform discussion. These exchanges typically fall within the following areas of inquiry:
·      the preparation of practitioners
·      the ongoing education of practitioners
·      the focus on classroom practice
·      the context of practice (e.g. social, political, and cultural analysis of practice)
·      researching practice (e.g. teacher inquiry/action) 
The theme this year is Leading our own Learning and the sub-themes are listed below:
·       Assessment and reporting practices
·       Practicing teacher research
·       New curriculum practices
·       Inquiry as a method of teaching
·       Inclusive education practices
·       Including Indigenous education practices
·       Mentoring practices
·       Social and emotional learning
·       Mental Health
The online Call for Proposals is now open, and closes on Friday, March 2, 2018. Proposals are invited in three formats:
·      Submit a proposal for an individual or group session. We want challenging, relevant, interactive presentations that showcase how you have been investigating some dimension of the teaching practice. Session time should be divided equally between provoking discussion by providing access to your understandings, and providing opportunity for others to discuss your conclusions.
·      Host a roundtable discussion. You have a critical question you would like to discuss with other practitioners and you are willing to initiate and moderate a conversation, perhaps based on your own experience or research.
·      Prepare a poster session. The poster format is ideal for the visual presentation of research results, a program of research, or research activities of a group.
Need Assistance?
Please let us know | 604.822.2013

Call for book chapters- On Indian Ground: A Return to Indigenous Knowledge-Generating Hope, Leadership and Sovereignty through Education (Due February 28, 2018)

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On Indian Ground is part part of a book series. This series is devoted to the recent developments, research, and practice of American Indian/Alaska Native/Native Hawaiian education. It sees to illustrate recent methods, procedures, and applications designed for educators who work with American Indian/Alaska Native/Native Hawaiian students and seeks to highlight tribal specific interventions by sharing best practices. We especially welcome chapters that combine successful practice with research.

Objective:  An easy reading volume that focuses on a specific geographic region and the tribes residing within that region to be used by practitioners and researchers who work with Indian people.

Chapter topics may include: History, Policy/Politics/Law, Tribal Departments of Education, Early Childhood, K-12 Best Practices, Language Revitalization, Post-Secondary, Exceptional Education, Curriculum Assessment, Counseling, Technology, Funding/Finance, Parents & Community Efforts, Research & Evaluation, and other topics.
Authors are invited to submit a 1-2 page chapter proposal for one of the topics listed above. We are looking for chapters not-to-extend 5,000 words in length.

Please note we will use APA stylesheet with double spacing.  It is helpful if you would name your electronic files as follows:


Example:  Warner.Chapter15.CaliforniaUrbanIndianEducation
For more information about the book series, please visit:
Extended Deadline is February 28, 2018