Day 1: Monday, May 2, 2022

Time Session
9 - 10:45 a.m. Opening remarks and Keynote: Dr. Marie Battiste
11 a.m. - 12 p.m. Block 1: Interactive sharing sessions
12 - 12:45 p.m. Lunch break
12:45 - 1: 45 p.m. Block 2: Interactive sharing sessions
2 - 3 p.m. Block 3: Interactive sharing sessions
3:15 - 4:15 p.m. Block 4: Interactive sharing sessions
4:30 - 5 p.m. Elder teaching and closing


Interactive sharing sessions: Day 1

An experiential learning activity about Indigenous social realities and health

F.E. Aparicio-Ting, A. Rame


The power of sharing stories to inform teaching and learning

L. Baptiste, J. Bromley, T.L. Clancy


Exploring Indigenous students' perceptions of informal learning spaces

S. Beatty, K.A. Hayden, C. Jeffs, S. Rutherford

Understanding white settler identity within a more truthful narrative of Canada

H. Bensler


Imbuing a spirit of lifelong learning through Indigenous ways of knowing, being and doing

S. Bodnaresko, Y. Poitras Pratt, M. Scott


How housing influences access to higher education for Indigenous learners: A case study at Western University

E.V. Bomberry, C. Richmond

Winds of change: Indigenous wise practices in the education of early entrepreneurs

B. Burrows, B. Mainprize, C. Gamble, L. Edwards


Knowing community through story: It’s where we come together

R. Campbell Chudoba, T. Pelletier

Engaging community in shared storytelling through video creation

P. Danyluk, Y. Poitras Pratt, L. Lorenzetti, E. Lacerda-Vandenborn


Universities and schools working together to combat racism towards Indigenous peoples

P. Danyluk, M. Plante, C. Scout


Yarning circles: A methodological approach to illuminate student voice

M. J. Eady, J. Keen


Decolonization of Canadian higher education: A transformative journey

C. Eden


Wahkotowin, keeoukaywin, lii taab di Michif and auntie governance as a Way of Doing: Interrelated theoretical Indigenous frameworks

L. Forsythe, J. Markides, L. Fowler


Indigenous academic integrity: Paradigms into practice

K. Gladue


Using ethical space to help reconcile the schism in higher education

K. Grant, K. Loy

Cultivating faculty and student well-being through mindfulness practices

J.E. Groen, J. Siedel A site dedicated to decolonization and Indigenization

C. Gust, G. Hamilton, D. Restoule


Honouring Indigenous values in communities of practice

C. Huber, O. Adeleye, R. Wilson-Mah, M. McDonald, J. Walinga


The wheel of course design: Using the medicine wheel to guide holistic course design

P. Kelly


Planting seeds for the future: Indigenous learners and a growth mindset approach

G. Legault


Indigenous Studies student perspectives on advancing reconciliation, sustainability and experiential learning

S. Livingstone, G. Saunders-McConomy, M. Kerr, A. Kincaid, T. Milnes


Allyship, ethical space and wampum belts: The perspective of a settler Canadian

C. Longboat, T. Doney


Strengthening kinship relations through land-based learning practices

J. MacDonald, A. Hanson


Crossing the divide: Reconciling international student migration and Indigenous peoples

S. MacElheron


Decolonizing education through critical reflection: One moccasin step at a time

F. Mahdavi, C. Manyfingers


"A lot of my day is spent looking at in-justice": Reflections on decolonizing teaching and relationship-building across difference

M. McGuire, D. Murdoch


Pulling together: A faculty learning community on Indigenization

D. Murray, N. Parrish


Teachings from our ancestors: Pedological practices from Indigenous ceremonies that can help change our K–12 classrooms

C. Roberts


Disrupting settler colonialism through inclusive and transformative pedagogies

O. Robinson, A. Wilson


Artful inquiry as self-in-relation: Relationship to land photo journal

M. Scott, M. McKeon


Q'ushin'tul (walking forward together) in dismantling colonial academia

S. Scow, M. Calvert


Social justice work: Embracing curiosity as resistance in the classroom

L. Solis, E. Atay


Student leaders: Small steps towards reconciliation

M. Webster, Y. Poitras Pratt, K. Corry, J. Das, S. Montanez, M. Wilson

Day 2: Tuesday, May 3, 2022

Time Session
9 - 10:45 a.m. Keynote: Dr. Jacqueline Ottmann
11 a.m. - 12 p.m. Block 1: Interactive sharing sessions
12 - 12:45 p.m. Lunch break
12:45 - 1:15 p.m. Digital poster sessions
1:30 - 2:30 p.m. Block 2: Interactive sharing sessions
2:45 - 3:45 p.m. Block 3: Interactive sharing sessions
4 - 4:45 p.m. Elder teaching and closing


Interactive sharing sessions: Day 2

Ways of making and knowing: Connecting Indigenous and Western modern science in an ASHA course

J. Adams, J. Cuthbertson


A process of re-imagining the early learning program at Yukon University

B. Alsbury, P. Burt, L. Parker, R. Wildeman


Exploring the journey in advancing decolonial possibilities within higher education

K. Auger, T. Kemble (Stonechild)


Building strong relationships through shared responsibility (Mino-bimaadiziwin: Living in a good way

E. Clearsky, S. Brown


Natoonikew aansaamb: Searching together for learning and resurgence

V. Cortés, J. Murray, J.-O. Young, T. Brigham, K. Loffler


The role of Indigenous student service centres in public postsecondary institutions

S. Cunningham, L. Gauthier


Faculty métissage: Creating ethical space for Indigenous knowledge development

K. Crawford, J. Hill, C. Thomas, S. Martens, C. Pelletier, A.C.K. Wong

Constellations of fires: Journeying to de/colonizing educative spaces

H. Bensler, M. Scott


The role of Indigenous student service centres in public postsecondary institutions

S. Cunningham, L. Gauthier


Learning in a good way: Weaving the ways of knowing together through open pedagogy

M. Dabrowski


Engineers in the community: Engineering practice and traditional environmental knowledge

L. Gazzola, K.-D. McQueen


K–12 treaty education: Settler teacher candidate reflections and conversations

S. Henry, E. Hoch


Co-journeying Indigeneity, positionality, ethical space in the classroom

J. King


Relational models for designing professional learning at Alberta University of the Arts

S. Lalonde, N. Masuda, R. Martin

Bridging Indigenous ways of knowing and the action-oriented approach in university French classrooms

M. Li


Towards being a “good relative”: A parallel vision of Indigenous allyship

S. Liang, G. Lindstrom, G. Ratt


Mokakit iyikakimaat: A pedagogy of resilience

G. Lindstrom, S. Shade, K. Baptiste


Napikwan in a Niitsiptaii world: Experiences of emersion in Indigenous ways of knowing

A.M. Loates


Indigenous-grounded, collective and consensus-building knowledge exchange

H. Logan


Teaching Indigenous languages for fluency: Blackfoot language revitalization

A.S. Manyfeathers


Blackfoot ways of knowing, being and doing in the workplace

A.S. Manyfeathers


Building relationships with Indigenous youth through personal stories

J. Markides


Iitsi po’kawa Ani to pisi: The birth of the spider web – The Blackfoot and the Dean

S. Price, R. Bearchief


Coming to know through Indigenous stories

E. Spring, A. Hanson, M. Plante, R. Stubbs


The building of community: A social enterprise for postsecondary students with exceptionalities

S. Stinson


Teaching through the archives of the late Cree writer Marvin Francis

J. Wiens, K. Purcell

Digital poster presentations: Day 2

How some oral traditions teach for peace

F. Ahmed


Revisions and recommendations for an Indigenous mentorship model

E. Atay, O. Sawyer, M.A. Bednar, A. Murry

Engaging students in project-based learning to explore Indigenous and Western knowledge

J. Cuthbertson, J. Adams


Navigating possibilities together: Exploring the wonder of relationality

S. Hart, E. Ofori-Atta, F. Patten, A. Williams

Academic libraries’ services and spaces for Indigenous students: A scoping review

K.A. Hayden, S. Beatty, S. Rutherford, C. Jeffs


Research to help instructors and students use exemplars in a good way

E. Kowch, K. Koh, K. Grant, R. Bene, S. Liu, C. McGuinness

Supporting Indigenous graduate students on their parallel paths

M. O'Brien


Maada’oonidiwag: Sharing Anishinaabwe pedagogies into a Western open educational resource

L. Stolarchuk, J. Kechego