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

Posted on

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

Posted on

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)

Posted on

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

Internship in Archival Practices – Joint Internship with Recovering Voices and the National Anthropological Archives: Due December 25, 2017

Posted on

Recovering Voices and the National Anthropological Archives are looking for an intern to help create culture-specific subject guides. Check out the attached description if you’re interested!
Applications will be accepted until December 25, 2017.

Oxford-Agnese Nelms Haury Scholarship- Lincare College (University of Oxford, UK): Due Program Dependent/ January 2018

Posted on

Oxford-Agnese Nelms Haury Scholarship
Linacre College, Oxford University, Oxford/UK
  • CLOSING DATE: Relevant January deadline
  • NATIONALITY: Normally resident in the USA or Canada and hold official status in the US or Canada as American Indian, Alaska Native, First Nation, Metis or Inuit
  • LEVEL OF STUDY: Masters
  • SUBJECT: Please refer to list below
  • VALUE: 100% of University and college fees + at least £14,553 for living costs
  • DURATION: Period of fee liability
  • APPLICATION DETAILS: Through the University
The Agnese Nelms Haury Scholarship at Linacre College, Oxford University covers tuition fees and living costs for Native American and First Nations students from the US and Canada for a one-year taught Masters degree at Oxford University in association with Linacre College.  The scholarship also covers:
  • one flight from US/Canada to London at the start of the program,
  • one flight from London to US/Canada at the end of program, and
  • visa application expenses for the standard visa process.
For more information about the scholarship program requirements, visit Native American/First Nations at Oxford University at The Agnese Nelms Haury Program in Environment and Social Justice Program.
To be eligible for this scholarship, students should apply and gain admission to one of the designated Masters courses at Oxford University (see below) and hold official status in the US or Canada as American Indian, Alaska Native, First Nation, Metis or Inuit.
The scholarship is only tenable at Linacre College. All eligible applicants will be considered for this scholarship, regardless of which college (if any) you state as your preference on the graduate application form. However, successful applicants will be transferred to Linacre College in order to take up the scholarship.
To be considered for this scholarship, submit your application for graduate study by the relevant January deadline. American and Canadian nationals who are offered a place on one of the eligible courses will be contacted by email around April 2017 and will be asked to submit additional material if they believe they meet the selection criteria regarding official status, as outlined above. The scholarship holder should be prepared to provide evidence of native status.  Selection is expected to take place in May 2018. Please see the Standard scholarship selection terms for more information about the application and selection process.

Post-Doctoral Fellowship in Decolonizing Higher Education Canada & South Africa: Due January 15, 2018

Posted on

This exciting dual-site research project is a comparative study of student led/directed efforts to decolonise/Indigenise higher education in Canada and South Africa. Sparked by the University of Winnipeg’s Indigenous Course Requirement, and South Africa’s widespread #FeesMustFall protests, this project seeks to comparatively investigate ways students in higher education are narrating, resisting and challenging colonial legacies in their unique contexts. This project explores ways that students are reimagining and engaging with their own education to develop emergent spaces that challenge violence and insecurity related to colonial legacies.

12 month PostAd2017

Congratulations to Kiera Kaia’tano:ron Brant-Birioukova!

Posted on

Congratulations to Kiera Kaia’tano:ron Brant-Birioukova on the successful defence of her M.A. thesis, “But How Does This Help Me?’: (Re)Thinking (Re)Conciliation in Teacher Education” at the University of Ottawa. She is now working towards a Ph.D in Education at the University of British Columbia.

Her thesis is available at