Dr. Barbara McNeil is a co-investigator for a research study entitled “Experiences of Racialized Students in Education, Nursing, and Social Work University Programs in Saskatchewan.” The investigators are recipients of a Social Sciences and Humanities Research Council (SSHRC) Insight Development Grant of $56,161.
Novotna, Gabriela – University of Regina
Funke, Oba – University of Regina (co-applicant)
Gebhard, Amanda – University of Regina (co-applicant)
Hogarth, Kathy – University of Waterloo (co-applicant)
Luhanga, Florence – University of Regina (co-applicant)
McNeil, Barbara – University of Regina (co-applicant)
Experiences of Racialized Students in Education, Nursing, and Social Work University Programs in Saskatchewan
Conor Barker, a school psychologist from Swift Current who is currently pursuing a PhD in Education (Education Psychology) from the University of Regina, is the recipient of a Social Sciences and Humanities Research Council (SSHRC) Doctoral Fellowships Program Award of $40,000 for his research study entitled “Using communities of practice to develop clinical competency with rural school psychologists.”
Abstract: The practice of a rural school psychologist is challenging, and can be fraught with aspects of isolation, role confusion, and burn out. In many rural communities the only qualified mental health professional may be a school psychologist, and as such, these psychologists require a great number of skills in order to meet the diverse needs of their community, as a referral to a specialist outside the community may not be feasible. To determine the competencies required of rural school psychologists, Conor is conducting a collective case study of rural school psychologists from across Saskatchewan using a Communities of Practice (Wenger, 1998) conceptual framework. Preliminary results have focused on the Knowledge, Skills, Attitudes, and Behaviours (KSABs) required of rural school psychologists, the ways in which rural psychologists gather in communities to maintain their competency, and their ability to use creativity when faced with difficult situations so that they can support students, schools, families, and communities. This study acknowledges the general-practitioner role that rural school psychologists play within the field of psychology, when present discourses tend towards a more specialized practice and discussion of clinical competency. It further describes the ways that rural psychologists can gather within communities of practice in order to sustain competent and ethical practices in psychology.
Conor says, “I would like to acknowledge the support from my committee, supervisors Dr. Laurie Carlson Berg and Dr. Joel Thibeault, and committee members Dr. Kristi Wright (Psychology), Dr. Jenn de Lugt, and Dr. Scott Thompson who assisted with the development of the SSHRC application. I also must acknowledge the work of Tania Gates who made sure the application was perfect before final submission. This was truly a group effort and I am very appreciative to the staff and faculty within the Faculty of Education.”
Dr. Michelle Coupal (Bonnechere Algonquin First Nation) joined the Faculty of Education in July 2018 as a Canada Research Chair of Truth and Reconciliation Education. Since completing her PhD in English at Western in 2013, Dr. Coupal (Algonquin/French) has achieved national recognition by her peers as an emerging scholar of considerable talent in the fields of Indigenous literatures, particularly Indian residential school literature, and Indigenous pedagogies. Dr. Coupal was appointed by the Indigenous Literary Studies Association (ILSA) as President-Elect (2017-2018), and beginning in November 2018, she will serve as President of ILSA (2018-2019).
Coupal regularly accepts invitations to organize and participate in national panel presentations, including the recent panel for the Association of Canadian College and University Teachers of English (ACCUTE) at Congress 2018 in Regina. Coupal’s contribution, “Irreconcilable Spaces: the Canlit Survey Course in the Indigenous Sharing and Learning Centre Round Room,” posed a challenge to CanLit’s hegemony, and suggested that CanLit is irreconcilably settled on Indigenous literary territories. Coupal also presented at a public event (co-sponsored by ILSA, ACCUTE, and CALCLAS) at Congress 2017, where she, alongside an illustrious panel of speakers including Dr. Warren Cariou (Métis), Dr. Kim Anderson (Cree/Métis), Sarah Henzi, and renowned Mushkego storyteller, Louis Bird (Swampy Cree), presented original work on ways to incorporate Indigenous positioning protocols into the classroom as a means to foster a healthy entry point into and dialogical relationship with the stories Indigenous writers tell. Coupal ultimately considered how positioning protocols can be mobilized to encourage activism and advocacy that extends beyond the classroom setting.
This demonstrated public presence and scholarly recognition are closely tied to Coupal’s research productivity. Coupal’s book-in-progress, TeachingTrauma and Indian Residential School Literatures in Canada, was awarded a SSHRC Insight Development Grant (2016-2018), and will be published by Wilfrid Laurier University Press. Coupal’s ground breaking work embodies Indigenous methodological strategies that include a clear focus on both the theory and praxis of bringing difficult material into largely settler classroom settings. By combining Indigenous understandings with Western ones, Michelle makes her work accessible to the wide reading public so as to move forward the project of responding to the educative Calls to Action of the Truth and Reconciliation Commission of Canada (TRC).
Coupal is co-editor (with Deanna Reder [Cree/Métis], Joanne Arnott [Métis], and Emalene A. Manuel [Secwepemc/Ktunaxa]) of a collection of the works of Secwepemc/Ktunaxa writer Vera Manuel, which is in press with the University of Manitoba’s First Voices First Texts series edited by Warren Cariou (Métis). The book is scheduled to be released in February 2019. Manuel’s largely unpublished work, with its focus on the history and legacies of residential schooling, marks a timely contribution to the present-day need for teachable material on the topic. Manuel was a healer committed to decolonizing theatre to purposely reveal her own therapeutic process through her family’s history of attending the schools. Coupal’s achievement in unearthing the archive of this work with Manuel’s sister, Emalene, and her coeditors is testament to her commitment to ethical editorial practices and to bringing Indian residential school literature into the hands of the Canadian reading public and the classroom.
Coupal has published and submitted articles on teaching trauma and Indian residential school literature, truth and reconciliation education, pedagogies of reconciliation, the cultural work of teaching truth and reconciliation through narrative, and Indigenous positioning protocols in the classroom. Coupal delivered the opening keynote address on truth and reconciliation education for Indigenous Research week at Laurentian University in the fall of 2017. She has shown considerable leadership in Indigenizing the academy by co-organizing an international conference in 2016: MAAMWIZING: Indigeneity in the Academy. Coupal’s research contributions not only respond to the TRC’s Calls to Action, they actively work toward decolonizing pedagogies and decolonizing truth and reconciliation itself.
Dr. JoLee Sasakamoose is one of six recipients of the 2018-2019 Patient-Oriented Research Leader Awards, co-funded by Saskatchewan Health Research Foundation (SHRF) ($119,894) and Saskatchewan Centre for Patient-Oriented Research (SCPOR) ($129,827), for a project entitled “Muskowekwan First Nation: Regaining and Using Our Culture to Heal Generations Together.”
Dr. Sasakamoose’s research will support the development of a new Healing and Wellness Centre, at the request of the Muskowekwan Chief and Council, alongside partners Touchwood Agency Tribal Council (TATC) and the Federation of Sovereign Indigenous Nations (FSIN).
“This centre is intended to support First Nation communities in the region in addressing the systemic and long-term effects of historical trauma as a direct result of the residential schooling system in Canada. First Nations’ experiences of many historical and current events have produced lasting detrimental effects on the health of Indigenous peoples, which have, in turn, spawned community healing initiatives. Such healing necessarily engages all aspects of Native Wellness, which is understood as a balance of spirit, motion, mind, and body, in right relation with family, community and the land. Mental health and wellness is, therefore, an intergenerational, communal endeavour for communities. Accordingly, patients, families and community members will be engaged as research co-participants in determining the direction of development for the Healing and Wellness Centre. …The aim is to engage community members in a process of relationship-building and participation so as to accurately understand the wellness assets and needs of the community in order to support the foundation and development of a new Healing and Wellness Centre.” (www.shrf.ca )
What is the connection between horses, educational psychology, and Indigenous youth and culture?
Reconnecting with cultural and traditional ways of knowing and being is increasingly seen as a significant part of the healing and learning process for First Nations peoples, whose culture has been historically and systemically oppressed by the colonization process. Language revitalization has been a key focus of cultural preservation and reclamation, but Equine Assisted Learning (EAL) is a relatively new and less understood approach to learning and healing, at least among the scientific community. For Indigenous peoples, however, horses have long been viewed as carriers of knowledge and healers. The preservation of the critically endangered Lac La Croix Indigenous Ponies, then, is part of the process of cultural reclamation and preservation, and thereby healing and learning, as relations between Indigenous horses and peoples are (re)established.
Dr. Angela McGinnis, an Assistant Professor of educational psychology in the Faculty of Education and an Indigenous Health Researcher, and her graduate student, Kelsey Moore, are conducting SIDRU-funded research to better understand how and why Indigenous youth benefit from working with Indigenous horses, specifically the seven Lac La Croix Indigenous Ponies being cared for by Angela and her partner Cullan McGinnis at The Red Pony Stands® Ojibwe Horse Sanctuary. Founded by Angela and Cullan, the Sanctuary “is an Indigenous owned and operated not-for-profit.” The Sanctuary receives some financial support by private and corporate sponsors and donors; however, these supports do not cover all of the costs: Angela says, “The majority of the work and expenses fall on my partner (Cullan) and I to keep the ponies happy and healthy, both physically and spiritually. Our mission is to protect, promote, and preserve the critically endangered Lac La Croix Indigenous Pony breed.”
Angela, Cullan, and the Lac La Croix Indigenous Ponies all originate from Treaty 3 territory in Northwestern Ontario. Horses have been part of Angela’s life from her earliest memories at her home in Fort Frances. “I have a picture of me on a horse before I could even walk,” says Angela. Her parents were caretakers of Lac La Croix Indigenous Ponies and Nez Perce horses. Angela credits her father as a mentor who has taught her a great deal from his knowledge of working with horses.
Reconnecting with her Métis/Ojibwe cultural identities has been a focus of Angela’s education and healing. Cultural connectedness was a central concept in her research at Western University, where she received a PhD in clinical psychology in 2015. As part of her doctoral research, Angela developed a measure to assist in determining the extent to which cultural connectedness is associated with health and well-being, specifically among First Nations youth. Angela’s findings indicate that cultural connectedness is a positive predictor of mental health. This is critical knowledge because, as Angela says, “the mental health and well-being of youth is one of the most urgent concerns affecting many First Nations communities across Canada.” Angela views her work in educational psychology as “a perfect fit” for the research in which she is engaged. She says healing and learning are inseparable: “You can’t have healing without learning, or learning without healing.”
Since completing her doctoral research, Angela has been seeking to understand how cultural connectedness can be developed through, what she calls, “real-world experiences,” which include strengthened relationships with the land and all its “more-than-human” creatures, particularly the Lac La Croix Indigenous Pony. Broadening health research to include the more-than-human world is important to Angela because, she says, “We need to situate well-being within a larger network of social relations, with both the human and more-than-human worlds. We need to focus beyond the individual and extend our understandings about health and well-being to living in relation to all else, not just for the present but for future generations as well.”
With her expertise in psychology and her passion for the preservation of the Lac La Croix Indigenous Pony breed, Angela is perfectly situated to bridge, in her words, “often seemingly conflicting world views… I understand Western mental health perspectives, but this work requires an understanding of Indigenous perspectives of holistic wellness to fully understand the role of the ponies in the resilience process.” Angela likens the loss of contact with Indigenous horses experienced by Indigenous communities to the loss of family members: “Part of their family has been ripped away,” she says. Reconnecting Indigenous youth and adults with Indigenous horses brings about “indescribable moments,” says Angela. These moments spark the ‘I remember when…’ stories told by Elders about the ponies and traditional ways of life and are, Angela believes, charged with healing potential. “These are moments that could potentially change someone’s life. To see that happening in front of you, it’s a privilege.” Angela felt especially privileged to hear of the repatriation of the Lac La Croix Indigenous Pony to Nigigoonsiminikaaning First Nation, from which her partner, Cullan, originates. She says, “I was completely moved by the return of three black geldings to this community.” During a recent visit to see the community’s ponies, Cullan had opportunity to meet the geldings for the first time. Angela says, “The reunion of these family members was so powerful—an emotional reuniting. The bond between the geldings and Cullan was instant. It’s a culturally specific relationship that dates back to pre-Colonial contact. This type of relationship can’t be replicated with any other breed of horse.”
Reunions such as these lead to the beginning of relationships with the more-than-human world, and are what Angela calls a “doorway to the culture,” which can help youth make other cultural connections, such as ceremony. For instance, Angela and Cullan’s relationship with the Lac La Croix Indigenous Ponies at the Sanctuary has meant that they have sought guidance from local traditional Elders and engaged in horse-specific traditional ceremonies held in communities, such as the Horse Dance. Angela would like to share the doorway experience with her Educational Psychology students: “I want to help students step through that doorway. That’s how we understand how to help others, by experiencing it ourselves. And in return we help the ponies. That’s the whole mutual helping process, helping the horses in their fight against extinction. We need the Lac La Croix Indigenous Ponies as much as they need us,” says Angela. She plans to start bringing her students out to the Sanctuary for classes in Spring. A 20-foot tipi will be raised as Angela prepares to bring her students in contact with the ponies and the land.
Master’s student Kelsey Moore, who received a B.Ed. in Indigenous Education from First Nations University of Canada, is now undertaking her M.Ed. in Curriculum and Instruction at the University of Regina under the supervision of Dr. McGinnis and the mentorship of Life Speaker Noel Starblanket. Kelsey is Métis and grew up in Yorkton. Her lifelong passion for horses began with several summers spent working with youth at horse camps and riding stables and continued with her experience of getting to know the Curly Horse breed at her inlaws’ farm. Her thesis research question perfectly intersects with Angela’s interest in understanding and offering evidence-based research to explain how and why Indigenous youth benefit in both educational outcomes and mental health, through establishing relationships with horses and how Equine Assisted Learning programs can be successfully culturally adapted.
Kelsey and Angela are amazed to have found each other. Angela says, “What are the chances of me finding a student who wants to work with Indigenous horses?” The two researchers are working toward the same ends as those involved in language revitalization: “We are all tackling a shared goal: Cultural preservation,” Angela says. The actual preservation of the critically endangered Lac La Croix Indigenous Pony extends as a metaphor for cultural and identity preservation: “Their mere presence is a counternarrative to the colonial narrative of the extinction of Indigenous horses to the Americas,” says Angela. Indeed, the Lac La Croix Indigenous Pony’s survival itself inspires hope. But beyond that, Angela feels that interaction with Indigenous horses gives “Indigenous youth opportunities to connect with horses who have resilience and strength, like their own, that they can identify with, a culturally specific story,” she says.
What exactly is Equine Assisted Learning (EAL)?
Snowshoe and Starblanket (2016) state that EAL “is a relatively new approach to knowledge acquisition that draws primarily on the tenets of experiential learning, that is, learning through hands-on experience with the horse (Dell, Chalmers, Dell, Sauve, & MacKinnon, 2008).”
To deepen her understanding of EAL, Kelsey received EAL certification in August at Cartier Farms, near Prince Albert. Cartier Farms teaches that establishing an experiential hands-on working relationship with horses, with their sensitivity, non-verbal communications, resilience, and forgiving ways, can be an effective approach to learning, to self-knowledge, and to self-evaluation.
Angela, who has been guided by the traditional Elders, Knowledge Keepers, and communities with whom she has worked, sees the potential for healing and learning in culturally adapted EAL. Angela views horses as “more-than-human co-constructors of knowledge.” Horses have much to teach us about the land and living on the land, she says. Elders and Knowledge Keepers have taught Angela that, with their four feet always on the ground, horses have a greater connection with Mother Earth, and through this connection, the Creator. Thus, traditionally, horses have been considered a source of maintaining and recovering holistic wellness.
Upon the arrival of Angela’s first Pony at the Sanctuary, a beautiful stallion, affectionately named Sagineshkawa (Pleasure with my Arrival), she says, “I realized that I should not rush things. I needed to slow down and have humility, especially around a powerful being like a horse…This was the horse that I had to pay attention to and listen to spiritually.” Angela is grateful to all her ponies for their patience in teaching her. Kelsey’s experiences with horses have similarly given her the understanding that she must “slow down and be present in the moment,” she says. “Helping humans slow down is a way that the horses care for us,” says Angela. She views the horse-human relationship as one of mutual caring: “We are caretakers of them and the land, but the ponies also take care of us.”
Yet, there is an urgency that requires speed in this research due to the need for Indigenous youth to be able to access culturally adapted healing and learning programs. As a mother of a toddler, Kelsey had intended to move a bit slower with her research, but she says everything is moving much quicker than she planned or expected. Kelsey’s research, using what Angela describes as “a pure Indigenous research method,” seeks to understand the spiritual and cultural connections between Indigenous youth and Indigenous horses. Incorporating ceremony as research, Kelsey is documenting her interactions and deep listening experiences with the ponies, along with the conversations she has with Elders and Knowledge Keepers to make sense of what she observes.
The two researchers are already envisioning and talking about future plans. Angela says, “We hope to apply for an operating grant to help Kelsey set up her own Indigenous-centered Equine-Assisted Learning and healing program in the community, following the completion of her academic work.”
The Sanctuary has recently gained international attention. It will be featured in a short documentary film currently being produced by National Geographic as part of the Natural Connections Project. The film will document how EAL contributes to the well-being of First Nations youth. Through the film, Angela hopes to showcase “how Indigenous communities are using horses to connect with culture, strengthen positive relationships, and learn through activities with horses and nature.”
Dr. Sara Schroeder is the recipient of a President’s Seed Fund grant of $4,842 for her research project, “Staging Difference: Examining Representational Practices in Musical Theatre Productions in Regina Schools and on Professional Stages”
Dr. Christine Massing is a successful applicant for McDowell Foundation funding for her study that explores the pre- and post-migration educational experiences of refugee children. The study received $10,000. Co-investigators are Daniel Kikulwe from the Faculty of Social Work and Katerina Nakutnyy—University of Regina Alumna and English as an Additional Language teacher at O’Neill High School, Regina Catholic Schools.
The McDowell Foundation, in funding the project, recognizes the importance of Dr. Massing’s work and the expressed desire to support this research and the contribution it will make to teaching and learning in the province.
On Tuesday, April 10, graduate students from Dr. Marc Spooner’s ED 800 course, an introduction to educational research, hosted a Poster Fair, sharing their poster research proposals around (new and interesting) food and conversations. Spooner, who invited faculty to attend, says, “This is a perfect opportunity for our graduate students to see what ED 800 and research is all about and for faculty to see and discuss what our students are thinking about researching.” Through experiences such as this, Spooner says, students gain “some conference-like experience in a warm, familiar, and supportive environment.”
in education is a peer-reviewed, open access journal that is based in the
Faculty of Education, University of Regina, in Saskatchewan, Canada. The
journal has been in existence since 1993, but published its first issue as
an online journal in December of 2009. The editorial board invites scholarly
articles and reviews of works that explore ideas in teacher education, as
well as broader and more inclusive discussions in education.
We invite you to review the Table of Contents here and then visit our web
site to review articles and items of interest.
Thanks for the continuing interest in our work,
Val Mulholland, Acting Editor-in-Chief
Patrick Lewis, Editor-in-Chief
Shuana Niessen, Managing Editor, in education
Mollenhauer’s Representation: The Role of Preservice Teachers in the Practices of Upbringing (pp. 3-24)
Andrew Foran, Daniel B. Robinson
Story as a Means of Engaging Public Educators and Indigenous Students (pp. 25-42)
Patterns in Contemporary Canadian Picture Books: Radical Change in Action (pp. 43-70)
Beverley Brenna, Shuwen Sun, Yina Liu
Early Career Teachers’ Evolving Content-Area Literacy Practices (pp. 71-86)
Anne Murray-Orr, Jennifer Mitton-Kukner
A Review of The Way of the Teacher: A Path for Personal Growth and Professional Fulfillment by Sandra Finney and Jane Thurgood Sagal (pp. 87-88)