Stories from Inside the Circle: Embodied Indigeneity and Resurgent Practice in Post-secondary Institutions

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dc.contributor.advisorField, James Colin
dc.contributor.authorCunningham, Shawna Marie
dc.contributor.committeememberHanson, Aubrey Jean
dc.contributor.committeememberPidgeon, Michelle Elizabeth
dc.date2023-06
dc.date.accessioned2022-11-04T22:32:10Z
dc.date.available2022-11-04T22:32:10Z
dc.date.issued2022-11-01
dc.description.abstractThe call for reconciliation through education (Truth and Reconciliation Commission of Canada, 2015a) has compelled public post-secondary institutions in Canada to engage in meaningful and sustainable acts of reconciliation through systemic transformation. While the Final Report of the Truth and Reconciliation Commission of Canada (2015a) has brought to the forefront the urgency for reconciliation, individual and collective acts of decolonization and indigenization have been unfolding in the small corners and shadows of public post-secondary institutions in Canada since the early 1970s (Pidgeon et al., 2014; Pidgeon, 2014). For decades, Indigenous student service centres have had a visible presence in public post-secondary institutions across Canada, symbolizing a cultural touchstone for Indigenous students and serving as long-standing beacons of welcome for Indigenous community members. Indigenous leaders and associated staff of the centres have been actively engaged in the decolonization and indigenization of public post-secondary institutions in Canada as a distinct community of practice, laying much of the initial groundwork for transformative reconciliation in higher education. Through the storied experience of nine Indigenous leaders of the centre, this study offers insight into their role, experiences, and perspectives on decolonization and indigenization unfolding in public post-secondary institutions across Canada, now responsive to the call for reconciliation through education (Truth and Reconciliation Commission of Canada, 2015a). This research study is concerned with how Indigeneity as embodied presence (Meyer, 2008) gives rise to a cultural resurgent practice (Burrows & Tully, 2018; Simpson, 2017) in a neocolonial educational system poised for transformative reconciliation (Burrows & Tully, 2018). The study employs an Indigenous storytelling methodology (Kovach, 2009) reliant on the seven principles of storywork (Archibald, 2008) as an ethical framework for gathering stories, and Indigenous métissage (Donald, 2012) as a thematic analytical framework for making meaning. The study is further informed by theoretical concepts of trans-systemic space, pedagogy, and practice (Battiste, 2013; Battiste & Henderson, 2021, Henderson, 2009; Styres, 2017), the ethical space of engagement (Ermine, 2007) and ethical relationality (Donald, 2016).en_US
dc.identifier.citationCunningham, S. M. (2022). Stories from Inside the Circle: Embodied Indigeneity and Resurgent Practice in Post-secondary Institutions (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/40393
dc.identifier.urihttp://hdl.handle.net/1880/115414
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectIndigenous Post-secondary Education in Canadaen_US
dc.subjectIndigenous Student Servicesen_US
dc.subjectIndigenous Storytelling Methodologyen_US
dc.subjectIndigenous Epistemologyen_US
dc.subjectIndigenous Métissageen_US
dc.subjectIndigenization and Decolonization in Higher Educationen_US
dc.subjectReconciliation through Educationen_US
dc.subjectCultural Resurgent Practiceen_US
dc.subjectIndigeneity as Embodied Presenceen_US
dc.subjectIndigeneityen_US
dc.subjectTrans-systemic space, pedagogy, and practiceen_US
dc.subjectIndigenous Storyworken_US
dc.subjectIndigenist Praxisen_US
dc.subjectIndigenous Community of Practiceen_US
dc.subjectIndigenous Knowledge Systemsen_US
dc.subjectEthical Relationalityen_US
dc.subjectColonizationen_US
dc.subjectImpact of Residential Schoolsen_US
dc.subjectTransformative Reconciliationen_US
dc.subjectMétis Identity
dc.subjectMétis onto-epistemology
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Higheren_US
dc.subject.classificationEducation--History ofen_US
dc.subject.classificationNative American Studiesen_US
dc.titleStories from Inside the Circle: Embodied Indigeneity and Resurgent Practice in Post-secondary Institutionsen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrueen_US
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