SSHRC has developed these guidelines to ensure that the merit review of Aboriginal research upholds SSHRC’s principles for merit review. These guidelines are intended to supplement the SSHRC Manual for Adjudication Committee Members, but might also be used by applicants, external reviewers and the postsecondary institutions and partnering organizations that support Aboriginal research.
Since the early 2000s, SSHRC has promoted research by and with Aboriginal Peoples, having recognized its potential to increase knowledge and understanding about human thought and behaviour, past and present, and to help create a better future.
The Guidelines for the Merit Review of Aboriginal Research further ensure that Aboriginal research incorporating Aboriginal knowledge systems (including ontologies, epistemologies and methodologies) is recognized as a scholarly contribution and meets SSHRC’s standards of excellence. The guidelines are also designed to encourage that Aboriginal research be conducted with sensitivity, and only after consideration about who conducts the research and why and how it is conducted. The guidelines complement information contained in the second edition of the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS2), and, in particular, Chapter 9: Research Involving the First Nations, Inuit and Métis Peoples of Canada.
These guidelines are relevant for Aboriginal and non-Aboriginal researchers who conduct Aboriginal research.
Merit Review Measures in Place
For applications related to Aboriginal research, SSHRC ensures that:
external assessors, either Aboriginal or non-Aboriginal, have experience and expertise in Aboriginal research; and
when the volume of applications warrants it, adjudication committees are in part or entirely composed of members having community research experience and expertise in Aboriginal research.
SSHRC may solicit external assessments from experts in fields of inquiry relevant to the applications, to aid the adjudication committee in making its decisions.
Key Concepts for the Merit Review of Aboriginal Research
Indigenous or traditional knowledge, according to Chapter 9 of the TCPS2, “is usually described by Aboriginal Peoples as holistic, involving body, mind, feelings and spirit” (p.108). Indigenous knowledge is rarely acquired through written documents, but, rather, a worldview adopted through living, listening and learning in the ancestral languages and within the contexts of living on the land. Engagement with elders and other knowledge holders is acknowledged as valued and vital to knowledge transmission within the context of Aboriginal Peoples living in place. Both Aboriginal knowledge content and processes of knowledge transmission are, thus, embedded in the performance of living, including storytelling, ceremonies, living on the land, the use of natural resources and medicine plants, arts and crafts, singing and dancing, as well as engagement with the more than human world.
Reciprocity is considered an important value in Aboriginal ways of knowing, in that it emphasizes the mutuality of knowledge giving and receiving. In the context of research, and, more specifically, SSHRC’s evaluation criteria, the emphasis on a co-creation model should result in reciprocity in the form of partnerships and collaborative practices, which can include: identification of research objectives and methods; conduct of the research; ethical research protocols; data analysis and presentation; and transmission of knowledge. It also recognizes that access and benefits are, thus, integrally connected.
Community, in the context of Aboriginal research, can refer to places or land-based communities, as well as thematic communities and communities of practice. Furthermore, community-based, community-initiated and community-driven research can involve varying degrees of community engagement; the research outputs will be negotiated taking into account the interests of relevant Aboriginal community members.
Respect, relevance and contributions are important considerations in the merit review of Aboriginal research. Applications should demonstrate that the proposed research identifies and respects relevant community research protocols and current goals, as well as the contributions to and from the community that are likely to emerge or are in place. A respectful research relationship necessitates a deep level of collaboration and ethical engagement. This may include engaging with existing, distinctive research processes and protocols for conducting ethical research reviews in the community; learning within language and/or traditional knowledge systems; collaboratively rebuilding or revitalizing processes that have been displaced or replaced; and/or codeveloping new processes, based on the community’s expressed interests. Finally, this level of collaboration and engagement may also require additional, targeted consultative or review processes.
The following points are intended to assist committee members when reviewing Aboriginal research proposals.
Committee members evaluating research grant applications should use the following list of considerations in relation to the specific evaluation criteria used in assessing grant proposals (i.e., Challenge, Feasibility and Capability).
Committee members evaluating applications for fellowships and scholarships should use the following list of considerations in their review of proposed programs of study or programs of work, as well as in their general assessment of a candidate’s academic capability. While some of these considerations relate more strongly to aspects of SSHRC’s grants programming, they also offer relevant guidance for the review of proposals for doctoral and postdoctoral support.
1. Challenge—The aim and importance of the endeavour:
Given the emphasis placed on lived experience, both written and oral literature are appropriate forms of knowledge for consideration. Examples of oral literature can include interviews or personal encounters, or traditional teaching with elders.
Theoretical framework and methodology may be combined. For example, in storytelling, the stories represent in some instances both theory and method, a way of explaining phenomena or illustrating how behaviour or actions contribute to living in a good way.
Community involvement and the co-creation of knowledge, as appropriate, are considered essential, especially in data interpretation. In this context, the co-creation of knowledge could include interpretative approaches that are jointly developed, reviewed and confirmed by and with community members or their community-delegated organization.
Where appropriate, priority should be given to Aboriginal students and postdoctoral researchers when training opportunities are offered.
2. Feasibility—The plan to achieve excellence:
The research should address the needs of each partner, if applicable, and demonstrate how the research meets these identified needs.
The application should demonstrate how outputs will be made available to, and potentially used by, Aboriginal Peoples and other stakeholders, with community benefits configured into the research outputs. Examples of outreach may include: websites, videos, presentations, artistic or community exhibits, performances, or festivals.
The availability and nature of organizational or administrative infrastructure varies from community to community. This aspect should be considered in the structuring of the research in ways that acknowledge and maximize the contributions of a community partner organization.
Where required by the funding opportunity, the leveraging of cash and/or in-kind support from host institutions and partners can include social capital, an asset that may emphasize social and familial relationships and networks and may affect the cost of research. Furthermore, linguistic capital, the ability to engage in the community with the ancestral language(s) of the community and a national language of Canada, can also be considered as a contribution.
Expectations about the management and governance of the coproduction and outputs of knowledge and related support, during and beyond the award, should be outlined.
3. Capability—The expertise to succeed:
The career and academic stages, as well as the rates of research and publication contributions, of applicants and team members need to be reviewed with respect to the following considerations:
Aboriginal scholars may have had to start their academic path later in life, or have had interruptions.
For some scholars, there are expectations that they significantly contribute to and engage with their home community.
Applicants’ accountability to their postsecondary community is also important, as demonstrated by Aboriginal scholars providing support that could include providing student support, teacher training, committee work, and cultural sensitivity training to non-Aboriginal scholars; and contributing to the incorporation of Aboriginal knowledge systems, language, culture and experiences into their postsecondary institutions, including through the creation of associated programs.
In the Special Circumstances section, reviewers should take into account the degree of difficulty in an applicant’s career as a useful measure of merit, especially where they have succeeded in overcoming career obstacles.
The relevant experience of Aboriginal scholars should take into account the life/knowledge journey of individuals.
Collaborators who are considered to have a strong role and community connection should be regarded favourably in the review of Aboriginal research. In particular, elders and community-based partners need to be recognized and respected in terms of their contribution of knowledge assets.
Source: Social Sciences and Humanities Research Council. Guidelines for Merit Review of Aboriginal Research Retrieved from: http://www.sshrc-crsh.gc.ca/funding-financement/merit_review-evaluation_du_merite/guidelines_research-lignes_directrices_recherche-eng.aspx on August 1, 2016
CAGS invites submissions for concurrent sessions for the 2016 CAGS Annual Conference to be held at the Hyatt Regency in Toronto, November 2-4.
All submissions should reflect this year’s conference theme:
Accessing graduate studies
We welcome proposals that touch on topics that address aboriginal issues; issues of disability; issues relating to financial and/or social challenges facing graduate students. Proponents are urged to develop panels providing a well-rounded discussion and practical advice if possible to the particular issue being addressed. A concurrent session lasts 75 minutes and should allow sufficient time for adequate discussion and exchange with participants. Student perspectives are welcomed.
Please provide a working session title, a description, and name(s) of proposed speaker(s).
Please note that there is no monetary compensation awarded to speakers. CAGS can provide some audio-visual assistance for presentations.
Proposals will be accepted until April 30, 2016.
Forward proposals and contact information to firstname.lastname@example.org using the title: “Concurrent session 2016”.
The Equity Enhancement Fund (EEF) supports community-based initiatives that enhance equity, diversity, inclusion and intercultural understanding at UBC. Proposals should demonstrate benefits to the representation or experiences of historically disadvantaged groups within the UBC community.
All academic or administrative units are invited to apply for funding. Student groups, as well as other faculty and staff groups, are invited to submit proposals through their respective leadership.
Applications are accepted for a broad range of funding up to a maximum of $25,000. Preference is given to proposals that demonstrate some matching financial contributions from partners and are for projects that have the potential to be self-sustaining. Separate funding is available for the Okanagan and Vancouver campus.
The deadline for submitting proposals is April 1, 2016. If you have any questions about the Equity Enhancement Fund, email email@example.com.
Are you a student interested in applying for the fund?
Attend a student proposal writing session on March 2 or 3. See below for more info or register here.
Students interested in applying for the Equity Enhancement Fund are encouraged to attend a proposal writing session on March 2 or 3. Equity and Inclusion Office educators and past fund recipients will be on hand to answer questions about writing proposals and will share examples of projects that have received funding.
This session is open for student applicants only. Please register for one of the following sessions. Light refreshments will be served.
Session 1 Wednesday, March 2
5pm to 6pm
BUCH D201, 1866 Main Mall
Facilitator: Rachael Sullivan Deadline for registration March 1 – Register here
Session 2 Thursday, March 3
12:00pm to 1:00pm
Lillooet Room, I.K. Barber Learning Centre , #301-1961 East Mall
Facilitator: Rachael Sullivan Deadline for registration March 1 – Register here
Read the proposal guidelines carefully to assist you in preparing a successful application. Download guidelines (pdf)
Who can apply for funding?
The following are invited to submit proposals to the Equity Enhancement Fund:
Any UBC academic or administrative unit
Equity committees and equity representatives
Unions or Associations
Alma Mater Society, UBC Students’ Union Okanagan
Graduate Student Society
Student clubs or groups
Applications demonstrating partnerships with other clubs and units will be given preference.
NOTE: Proposals will not be accepted to fund academic research that would be carried out in the normal course of work or study or may be eligible for research funding.
The proposal must be endorsed by a Head of Unit or the senior official of an organization ie. Alma Mater Society, Graduate Student Society and UBC Students’ Union Okanagan, union/association or student club. A Head of Unit is the Director of a service unit; Head of an academic department; Director of a centre, institute or school; Principal of a college; Dean; Associate Vice President; University Librarian; Registrar; Vice President; or President.
Submissions from the Unions or Associations must be endorsed and signed by the senior official of the organization.
Submissions from the AMS, GSS and UBCSUO must be endorsed and signed by the senior official of the organization.
NOTE: The person making the endorsement assumes responsibility for monitoring the project and ensuring a final report is submitted.
Successful recipients are required to submit a report, including financial accounting, to the Associate Vice President, Equity and Inclusion upon completion of the project. The Equity and Inclusion Office will provide a template for this purpose.
Funds must be spent within one year of receiving funding. Any unused funds must be reported and returned.
The fund recipients are responsible for planning and implementation related to your project, and covering any cost overruns.
Proposals up to $25,000 will be considered. Small and large proposals are encouraged. Large proposals may receive partial funding.
Funding dispersed: 75% upon announcement and 25% on completion of final report.
There are separate funds for the Vancouver and Okanagan campuses.
Partnerships between faculties/units/departments/groups are encouraged.
Applications should demonstrate some financial contributions (not just in-kind) from faculties, units and clubs.
Funding will not be granted for projects that are a normal part of the unit’s responsibilities and operating expenses, or, except in exceptional circumstances, to reinstitute a previously funded project in a unit.
Funding is allocated once a year in the last quarter of the fiscal period by the Associate Vice-President, Equity and Inclusion, with advice from the Vice President Strategic Implementation Committee.
Fund amount and guidelines will be reviewed annually by the Associate Vice-President, Equity and Inclusion, and the Vice President Strategic Implementation Committee.
A sub-committee of the Vice President Strategic Implementation Committee with representatives from the Okanagan and Vancouver reviews and evaluates all applications. Their evaluation is based on the following criteria:
The University of British Columbia offers multi-year fellowships to Master’s and doctoral Aboriginal students. Award winners are selected on the basis of academic merit through an annual competition, administered by the Faculty of Graduate and Postdoctoral Studies in consultation with the First Nations House of Learning. Approximately a dozen new fellowships are offered each year.
Amount: $16,175 – $18,200 per annum plus tuition
Deadline: G+PS deadline 12 February, 2016, applicants are to check with their graduate program for its internal deadline
? All Aboriginal students are eligible to apply, but priority is given to Aboriginal graduate students whose traditional territory falls, at least in part, within Canada.
? Applicants may or may not be UBC graduate students at the time of application – the competition is open to both incoming and continuing graduate students.
Nomination Procedures / Materials
? completed Aboriginal Graduate Fellowship Application Form
? copy of applicant’s Canadian Common CV (use the CGS Master’s form, save as a pdf)
? copies of all university-level transcripts to 31 Dec 2015 (print-out of Academic History from SISC is acceptable for UBC transcript).
Surrey – a diverse and progressive school district, is seeking interest from exemplary educators to join its dynamic team as District Principal, Education Services with a primary focus on supporting Aboriginal
Members of the Education Services department work as a close-knit team of highly skilled professionals where integrity, collaboration, and a commitment to on-going professional growth define the work ethic, and a sense of optimism and joy are highly valued.
Working in an environment of shared responsibility for Aboriginal learner success, you will contribute as a member of the district’s leadership team, and you will be directly involved in supporting understanding and an appreciation of the First Peoples Principals of Learning system-wide.
We invite applications from educators with:
knowledge of, and appreciation for Aboriginal culture in our schools;
a strong knowledge and experience-base in working with Aboriginal learners and communities;
a record of advocacy for students with Aboriginal heritage;
a high degree of professional credibility;
exceptional formal and informal leadership experience;
a successful record as a systems change agent including skill in developing a continuum of instructional support;
a demonstrated ability to use data to inform strategic directions;
demonstrated skill in building relationships with colleagues and with the community in support of a
respectful and inclusive environment where culture, learning and success are all important;
superior interpersonal and communications skills;
demonstrated ability to collaboratively problem-solve complex matters; and
a commitment to professionalism and to working in a collaborative environment.
The Surrey School District invites interest from all qualified educators, and strongly encourages educators of Aboriginal ancestry to consider this opportunity. Please see required application form and further details regarding the application process on http://bit.ly/1RqAxei. Applications will be received until 12
When: Thursday, January 21, 2016 | 7 p.m.
Where: Robert H. Lee Alumni Centre, 6163 University Boulevard
Dr. Mary Ellen Turpel-Lafond, BC Representative for Children and Youth
Dr. Michael DeGagné, President and Vice-Chancellor of Nipissing University
“How to Love a Child”, the Janusz Korczak Lecture Series, is devoted to key issues crucial to the well-being and rights of children and young people today.
The goal of the lecture series is to foster conversations among academics, professionals and child advocates from diverse fields concerned with the welfare of the child. A range of disciplines and expertise including law, medicine, child welfare and education are represented in this series, and a variety of perspectives and issues will be addressed. Read more
Monday, November 30: Highway of Tears film screening and panel discussion
The Women’s Centre at UBC is screening Highway of Tears, followed by a panel discussion. Since the late 1960s, at least eighteen young women — many of them from First Nations communities — have disappeared or been found murdered along the 724-kilometre stretch of Highway 16 in northern British Columbia. None of these cases were ever solved. Matt Smiley’s hard-hitting documentary, Highway of Tears, not only movingly relates the personal stories of the victims, but investigates how the legacy of generational poverty, high unemployment and endemic violence in their communities contributed to their tragic fates — and how contemporary First Nations leaders are striving to cure those ills.
Monday, November 30, 5:45 – 8:30 PM
The Norm Theatre, 6138 University Blvd (the old SUB)
Registration is required for this free event. Light refreshments will be served.
Source: The Talking Stick: News and Information from the First Nations Longhouse, November 16, 2015
Take a walk in my shoes and see the world that I see.
Join us for a photo gallery opening hosted by Tillikum Lens, a program dedicated to empower indigenous youth through image making. Photos that will be displayed were all taken by youth, with the help of experienced instructors who work with local communities and organizations to promote diverse perspectives and cross-cultural understanding.
“People are drawn to different mediums for creative purposes. What we saw within our youth that took part in Tillikum Lens is they not only learned to be creative but began to witness the world around them and document it. For a young person who may not feel they have a place, or purpose in this world this is a massive realization, they became aware and, they belong to that moment. That moment they record has a story and now they are a part of it.” – Osoyoos Indian Band
Join us for an evening of creativity, stories and music celebrating indigenous youth.
Open to all ages. Light refreshments will be served.
Justin Trudeau signals new approach to relationship with Indigenous people
Ceremony included recognition of traditional Algonquin territory and performances from Indigenous children
By Connie Walker, CBC NewsPosted: Nov 04, 2015 4:34 PM ETLast Updated: Nov 04, 2015 5:51 PM ET
The first sign that this government is taking a new approach to its relationship with indigenous people came when Theland Kicknosway, a 12-year-old Cree drummer, led the way into Rideau Hall today for the swearing-in of Justin Trudeau and his cabinet.
There has been indigenous participation in the past, but today’s ceremony was clearly meant to symbolize a new relationship with indigenous people and the government of Canada.
The Cree boy’s song ended and was quickly followed with an acknowledgement the gathering was on traditional Algonquin territory.
The ceremony also featured giggling Inuit throat singers who stole the show and wrapped up with three Métis jiggers.
Two indigenous ministers were sworn into Trudeau’s cabinet: Jody Wilson-Raybould (Kwakwaka’wakw) was named minister of justice; and Hunter Tootoo (Inuit) is the new minister of fisheries and the Canadian Coast Guard.
Minister of Indigenous and Northern Affairs Carolyn Bennett is sworn-in during the ceremony at Rideau Hall. (Chris Wattie/Reuters)
But perhaps the most symbolic change was the renaming of Aboriginal and Northern Affairs to Indigenous and Northern Affairs.
The new minister is longtime aboriginal affairs critic Carolyn Bennett, who held an eagle feather and a braid of sweetgrass as she was sworn in.
Hayden King, professor of Indigenous governance at Ryerson University, says the name change will be welcome in the indigenous community.
Cree drummer Theland Kicknosway, 12, leads the procession into Rideau Hall before Justin Trudeau is sworn in as Canada’s 23rd prime minister. (Chris Wattie/Reuters)
“Obviously Trudeau wants to be sensitive to indigenous people and the name change reflects a change in approach — it’s adopting our language. In that sense it’s hard to critique the change.”
King said the term indigenous has become preferred over aboriginal.
“I think indigenous is a term that actual native people, indigenous peoples, originated themselves. It comes from us as a people, so I think that’s one reason that people prefer it.”
“Aboriginal is kind of a status, legal, domestication of indigenous concerns, whereas indigenous or indigeneity is kind of sovereigntist, more authentic term used by indigenous people themselves.”
A video of Theland’s drumming posted on Facebook quickly gained thousands of views and shares.
And many of the comments contain the word hope.
But King is not convinced the symbolism will result in the “real change” that Trudeau has promised indigenous Canadians.
“Everybody wants to be hopeful. I want to be hopeful, I want to be optimistic, but I am a student of history and my reservoir of cynicism is deep. There do seem to be some positive signs, but at the same time, we know what is going to happen.”