Canadian Journal of Native Studies

Brown Tom’s School Days

Jonathan A. Allan — 2026-05-28

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Manomin: Caring for Ecosystems and Each Other

Keira Loukes — 2026-05-28

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The Transformative Power of Adult Education

Patrick Radebe — 2026-05-28

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Latin America in Debate: Indigeneity, Development, Dependency, Populism

Wilder Robles — 2026-05-28

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Marketing the Wilderness

Bryan S. R. Grimwood — 2026-05-28

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Indigenous Inhumanities: California Indian Studies After the Apocalypse.

Trevor J. Phillips — 2026-05-28

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Mixed-Blood Histories

Elena Telles Ryan — 2026-05-28

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Where Histories Meet: Indigenous and Settler Encounters in the Toronto Area

Kim Lemky — 2026-05-28

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In the Footsteps of the Traveller: The Astronomy of Northern Dene.

Lynda McGilvary — 2026-05-28

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DECOLONIZING SPACE AND PLACE

Andrea M.L. Perrella — 2026-05-28

This study, conducted from a Settler perspective, investigates the notion of sovereignty in relation to Indigenous nations. To contribute to existing literature, this study seeks to explore Settler endorsement, antipathy, comprehension, and rejection of Indigenous sovereignty in Canada. Based on qualitative survey responses, results will show a range of positions, for example: support for Indigenous self-determination, reticence on the basis of economic and national unity concerns, perceptions of Indigenous sovereignty as violating some norm of equality, and beyond. Generally, Settlers are found to be lacking in basic understandings of history and legal concepts underlying Indigenous sovereignty and imagined spaces for both Indigenous nations and Settlers. In this context, the study is part of a broader discourse on Reconciliation which has been said to require improvement in education and awareness among Settlers regarding Indigenous sovereignty.

INTERVIEW WITH SENATOR MURRAY SINCLAIR

Corinna Netherton — 2026-05-28

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“BEING AND DOING” IN THE COLONIAL ACADEMY

Kyle Cook — 2026-05-28

This scoping review investigates the manifestations and impacts of Indigenous-specific racism experienced by self-identified Indigenous faculty within Canadian post-secondary institutions. Guided by the Population, Concept, and Context framework and the five-step methodology of Arksey and O’Malley, the review systematically maps 28 sources comprising journal articles, book chapters, and reports published between 1995 and 2024. Thematic analysis reveals systemic racism as a dominant pattern, expressed through inequitable complaint processes, funding disparities, curricular erasure, institutional hypocrisy, and labour inequities. Eurocentrism and white ignorance further compound these challenges, marginalizing Indigenous knowledge systems and subjecting Indigenous faculty to emotional, spiritual, and professional burdens. The review highlights geographic and identity-based patterns, distinctions between overt and covert racism, and the presence of recommendations aligned with reconciliation and decolonization. By synthesizing existing literature, this review addresses a critical gap in scholarship and supports the objectives of the Race, Gender, Diversity Tâpwewin Project, contributing to a deeper understanding of structural racism in Canadian academia and informing future research and institutional change.

Keywords: anti-Indigenous racism, systemic racism, post-secondary education, Indigenous faculty

“IT HAS BEEN THE BEST THING AND THE WORST THING”

Madeline Elder — 2026-05-28

Introduction: Indigenous Peoples comprise approximately 5% of the Canadian population, but only 1.2% of health professionals. Research has demonstrated that rectifying these disparities has the potential to improve health outcomes for Indigenous people.

Objective: The purpose of this project is to identify and understand the barriers and facilitators Indigenous health and human service (HHS) professionals face in achieving and maintaining positions in their professions.

Approach: A qualitative research design with a narrative approach was adopted to provide a relational understanding of Indigenous professionals’ experiences. Sharing circles facilitated by Indigenous researchers were used to gather the stories of participants.

Findings: Thirteen HHS workers attended a sharing circle. Facilitators of participant success included connection to culture and community, while barriers included geographic, structural, and financial barriers, as well as racism. These discussions led to participants developing recommendations for future change.

Conclusions: This study represents a step towards addressing the Truth and Reconciliation Commission of Canada’s Call to Action to improve recruitment and retention of Indigenous HHS professionals, by identifying facilitators and barriers to their success.

BEING AWESTRUCK THROUGH THE ANI TO PISI ENACTMENT

Patricia Kostouros — 2026-05-28

On September 25, 2024, Mount Royal University hosted its second Ani to pisi Human Spider Web event, building on a 2023 pilot study. Ani to pisi, a Blackfoot creation story shared by Elder Roy Bear Chief and passed down from his late brother, Clement, teaches profound human interconnectedness. It describes a web surrounding us that vibrates to signal when someone needs help or when it is time to gather and celebrate. Elder Roy shares this teaching with post-secondary students to support relational learning and community building. To embody the story, approximately 500 students, staff, faculty, and community members gathered to form a large human spider web. Survey data collected using the Awe Scale (Yaden et al., 2018) revealed three primary themes: collective effervescence, feelings of awe, and strengthened commitment to reconciliation. Participants described a deep sense of unity and renewed dedication to Indigenization and decolonization efforts. These results suggest that Ani to pisi offers more than a symbolic gathering. As a living Indigenous teaching and relational practice, it provides a powerful means of cultivating awe, belonging, and reconciliation within Mount Royal University’s learning community.

XWÉLMEXW HAKW’ELES: “REMEMBERING OURSELVES”

Wenona Hall — 2026-05-28

See uploaded file