Congratulations to Dr. Cash Ahenakew on the renewal of his appointment as Tier 2 Canada Research Chair in Indigenous People’s Well-Being.
The Canada Research Chairs Program enables Canadian universities to achieve the highest levels of research excellence and become world-class research centres. Chairholders improve our depth of knowledge and quality of life, strengthen Canada’s international competitiveness, and help train the next generation of highly skilled people through student supervision, teaching and the coordination of other researchers’ work.
Dr. Cash Ahenakew is Plains Cree and a member of the Ahtahkakoop Cree Nation. He has served as Tier 2 Canada Research Chair in Indigenous People’s Well-Being since June 1, 2020. The renewal of his term will commence on June 1, 2025.
As an Associate Professor in the Department of Educational Studies, he has spent his career searching for ways to understand how local knowledges and practices can inform the resurgence of Indigenous wisdom, knowledge, education, well-being and healing practices.
As Canada Research Chair in Indigenous People’s Well-Being, he is focusing on decolonizing Indigenous mental health, transforming healthcare providers’ practices, and ensuring culturally appropriate eldercare.
He and his research team are examining the influences of colonization and climate change on the mental health and well-being of Indigenous people. They are also exploring the responsibilities of physicians in interrupting colonialism and anti-Indigenous racism in the health-care sector. Dr. Ahenakew’s team is also working with seniors, Elders, practitioners and providers to explore how Indigenous seniors experience assisted living, adult daycare, long-term care, nursing homes, hospice care and home care. By integrating Indigenous healing practices and land-based orientations with contemplative practices and therapies, their research will contribute to healing and well-being for Indigenous people.
This fall, our Faculty is turning ideas into action. As we finalize our 2026-2031 strategic plan, I’m inspired by how our community has come together to shape our priorities, from supporting our people and spaces to amplifying our teaching, research and community impact. This new plan outlines our Faculty’s path forward and aligns with UBC’s broader strategic vision. I look forward to sharing launch details soon!
As we recently observed Truth and Reconciliation Week, I’ve been reflecting on how our Faculty continues to learn from Indigenous ways of knowing and being—an ongoing commitment reflected in many of our recent initiatives.
Earlier this month, we had the honour of welcoming Dr. Leanne Betasamosake Simpson, acclaimed Michi Saagiig Nishnaabeg artist, scholar and thought leader, as our 2025–26 Dean’s Distinguished Lecture speaker. Dr. Simpson illuminated how art and education can reconnect us to culture, community and the land. The event is now available to watch online.
We also launched Walk with Us: The Path Toward Reconciliation, a Faculty-wide fundraising campaign supporting Indigenous students and strengthening Indigenous-led teaching, research and community partnerships. This initiative will create new programming, fund social change fellowships, establish an Indigenous project hub and build an outdoor space for land-based learning and storytelling. We invite you to learn more about how to contribute to this transformative work.
Our ongoing efforts are guided by the renewed Accord on Indigenous Education from the Association of Canadian Deans of Education. I was honoured to co-lead this national initiative alongside colleagues from across the country, listening to Elders, Knowledge Keepers, leaders, educators, parents and students. The Accord encourages faculties to move beyond mere recognition toward meaningful action in support of Indigenous rights, self-determination and systemic change. I extend my gratitude to all whose insights helped shape this collective vision.
Our Faculty’s commitment to action is reflected in the ongoing expansion of NITEP, our Indigenous Teacher Education Program, which welcomed its largest-ever first-year cohort this fall—43 students at UBC Vancouver. NITEP also launched a new field centre in Prince Rupert, developed in partnership with the Lax Kw’alaams First Nation and supported by the Rideau Hall Foundation and the BC Ministry of Education. This centre enables more Indigenous students to complete UBC’s full Bachelor of Education program within their local communities.
Finally, I recently shared reflections in UBC Today’s Leadership One-on-One series, discussing the mentors who have shaped my journey and our shared efforts as a Faculty to integrate Indigenous perspectives and build a more inclusive, equitable future in education. I invite you to read the conversation here.
Research Story: Empowering Educators, Strengthening Communities
Dr. Leyton Schnellert reflects on how educators are reshaping learning through inclusive, community-based practices in the recent article, “When we empower teachers to lead, students and communities thrive.”
Research Story: Welcoming Newcomer Students Benefits Everyone
Dr. Anusha Kassan shares how schools and families can help build inclusive communities where all learners can thrive in the article “How to welcome newcomer students to schools in Canada—and why everyone benefits.”
Rural and Remote Education Program Launches New Cohort
Our Faculty is expanding access to teacher education in rural and remote communities across BC. Applications are now open for the new northern cohort of the Rural and Remote Teacher Education Program (RRED), launching in Vanderhoof in 2026.
New Non-Credit Series: Igniting Relational Leadership
The Office of Professional Learning (OPL) has launched an online series for K–12 principals, vice-principals and school leaders seeking to lead with equity, connection and care. The series covers identity, inclusion, culturally responsive practice and wellness in leadership.
LDDI In-Focus 2026: Year of Intention
The Learning Design and Digital Innovation (LDDI) team’s In-Focus 2026: Year of Intention initiative encourages educators to reflect on the pace of technological adoption in education. As part of this initiative, LDDI has launched a podcast series that explores the future of learning.
Book Launch: Juggling Rhythms: Working-Student Life in the 21st Century
This new book by Dr. Alison Taylor explores how students balance school and employment amid shifting labour markets following COVID-19, and calls for increased attention from educators, policymakers and education scholars.
WKTEP Makerspace Fosters Creativity
A new Makerspace in the West Kootenay Teacher Education Program (WKTEP) is inspiring creativity, collaboration and innovation among teacher candidates. Blending art, robotics and textile tools, the space embodies the First Peoples Principles of Learning and promotes inclusivity, accessibility, sustainability and lifelong learning.
Awards and Accolades
Regional Prime Minister’s Award for Teaching Excellence
UBC Faculty of Education alumni Derek Fournier (BPE’92, BEd’93), May Ng (BA, BEd, DipEd), Michael Hengeveld (BSc’99, MET’18), Andy Brar (BEd’13) and Karen Foster (DipEd’88) have been recognized with this esteemed award, celebrating exceptional educators across Canada for their outstanding dedication, innovation and leadership in education.
Dr. Joanna Cannon Appointed to Eleanor Rix Professorship
Dr. Cannon will lead initiatives aimed at better serving students in rural communities who are d/Deaf and hard of hearing (d/Dhh), have co-occurring disabilities, or come from immigrant families in English-dominant countries.
Dr. Candace Galla Appointed as UNESCO Co-Chair
As Co-Chair on Rights Education among Indigenous and Non-Dominant Language Communities at Purdue University Fort Wayne, Dr. Galla’s research focuses on Indigenous language revitalization and decolonizing and Indigenizing education to create pathways for Indigenous scholars.
Dr. Guofang Li Honoured by the International Literacy Association
As a Canada Research Chair in Transnational/Global Perspectives on Language and Literacy Education, Dr. Li has received the 2025 International Literacy Association Citation of Merit, awarded once every three years to a single global recipient.
Dr. Rosalin Miles Appointed CIHR Chair
This $1M Canadian Institutes of Health Research (CIHR) Implementation Science Chair in Human Development, Child and Youth Health (Indigenous Pool) will enable Dr. Miles to lead the ShQUooz Circle Program, an Indigenous-led initiative connecting youth with aunties, grandmothers and Knowledge Keepers through activities that strengthen cultural identity and community wellness.
Community Events and Engagements
Faculty of Education Hosts BC Art Teachers Association Conference | Oct 24-25, 2025
This year’s conference, themed “Weaving Community Through Art,” celebrates the interconnectedness of the artistic community. Renowned artist and Faculty of Education professor Dana Claxton, a member of the Wood Mountain Lakota First Nations (SK), will deliver the keynote address.
Technology Enhanced Classroom (TEC) Expo 2025 | November 18-20, 2025
This annual showcase celebrates technology-enhanced learning, featuring presentations by instructors, staff, students and alumni. Educators at all levels and the general UBC community are invited to attend.
Latest Faculty of Education News
Visit our news and events page for an in-depth exploration of the latest developments within our Faculty, including new leadership appointments, groundbreaking research initiatives, recent funding successes, and prestigious recognitions.
ORE Writing Retreat: From Proposals to Publications
The Office of Research in Education is pleased to share an opportunity for faculty, postdoctoral fellows, staff, and their students to write in a supportive environment. Bring your writing projects and write alongside others in this almost 3-hour, facilitated and structured writing retreat and co-writing space. Co-writing in this shared space will have attendees working on their writing projects independently, while surrounded by others doing the same.
A structured writing retreat can be an important part of the development of a regular writing habit – it can increase productivity, reduce stress, stimulate conversation, foster confidence, and improve the quality of our writing, according to academic writing retreat specialists(Murray, 2014; Murray & Newton, 2009). Those interested in attending can bring a range of writing projects to work on: proposals, publications such as chapters, books, reports, conference abstracts, grant-writing, curricula, practitioner articles, news articles, and all manner of social media.
Schedule
This Writing Retreat will last for 2 hours and 45 minutes. Most of the duration will allow attendees to write and work independently, with scheduled breaks and a final debrief.
Registration
Please register for the session format that suits you best. Please contact educ.ore@ubc.ca should you have any questions.
Date
Wednesday, November 19, 2025
Time
2:15PM to 5:00PM
Format
Hybrid session (join in-person or on Zoom)
*Light refreshments will be provided for in-person attendees
In-Person Location
Neville Scarfe Building, Room 313
Attending Online?
A calendar invite with the zoom link will be sent to registrants
RSVP
Registration for this event has closed. Please contact educ.ore@ubc.ca if you have any questions.
Meet your Host
Dr. Samia Khan, Associate Dean, Research
Dr. Samia Khan is a Professor in the Department of Curriculum & Pedagogy and the Associate Dean, Research within the Faculty of Education. She is a trained academic writing retreat facilitator and has hosted writing retreats for the past 5 years in the UK, Canada and UBC.
Additional Resources
Working on a grant application? Connect with the Faculty of Education’s Research Grant Facilitator in the Office of Research in Education, Regina Baeza Martinez, for one-on-one consultations or feedback on draft proposals.
References
Murray, R. (2014). Writing in social spaces: A social processes approach to academic writing. Routledge.
Murray, R., & Newton, M. (2009). Writing retreat as structured intervention: Margin or mainstream? Higher Education Research & Development, 28(5), 541-553.
Dr. Surita Jhangiani shares how curiosity and compassion can help make Halloween more respectful and inclusive.
Each October, classrooms buzz with the excitement of Halloween treats, costumes and creativity. Amid the fun, these moments also offer a chance to explore culture, identity, and respect. For Dr. Surita Jhangiani, Associate Professor of Teaching and David Lam Chair in Multicultural Education at UBC’s Faculty of Education, holidays like Halloween invite reflection on how we celebrate diversity, nurture empathy and challenge bias.
We spoke with Dr. Jhangiani about how Halloween can open the door to meaningful conversations, helping teachers, families and students distinguish between cultural appreciation and appropriation, and why those discussions matter year-round.
What can Halloween teach us about cultural respect?
Dr. Surita Jhangiani: Halloween is a fun, creative celebration. Students and many adults love the chance to dress up and use their imaginations. But it’s also a time to pause and consider what our costume choices might communicate to others.
Walk into any costume shop, and you’ll see outfits that borrow from different cultures. That’s where reflection becomes important. Are we turning someone’s culture into a costume? Are we using cultural symbols for entertainment without understanding their meaning or respecting their significance?
Teachers and families can take a proactive approach by starting these conversations before Halloween. Creating space to discuss costumes, culture and representation early helps build awareness, empathy and thoughtful choices.
“Most people don’t intend to cause harm; they may simply not have considered the meaning behind what they’re wearing. Growth comes from reflecting on the impact of our choices, even when our intentions were good.”
What’s the difference between cultural appreciation and appropriation?
Cultural appropriation happens when elements of a culture that isn’t your own are used without understanding, permission or respect. At Halloween, traditions or clothing can become props, borrowed for entertainment rather than understood in context. What may seem like a harmless costume can reduce something sacred to a disposable aesthetic. Costumes can easily slip into caricature—mocking, exoticizing or erasing the deeper histories they represent.
What many people don’t realize is that, for some communities, these cultural expressions were once banned or punished. When others wear these symbols casually, it can reopen old wounds and undermine efforts to reclaim and celebrate those traditions.
Cultural appreciation, by contrast, is grounded in respect and genuine curiosity. It involves learning about and from people within that culture, recognizing the meaning behind what’s being shared, and participating through invitation—not imitation.
Is it ever appropriate to wear clothing from another culture?
Context is everything. When you’re invited to wear traditional attire at a friend’s wedding or cover your head when entering a place of worship, those moments reflect genuine participation and respect, not imitation. There’s an understanding of why it’s being done—an act rooted in appreciation and intentionality.
The distinction may seem subtle, but it’s significant. And here’s the encouraging part: students are often remarkably perceptive when given space to think critically and empathetically. These conversations help them understand the difference between celebrating someone’s culture and performing it.
What should we consider before choosing a Halloween costume?
Start with reflection. Ask yourself: Am I borrowing from another culture? Do I understand the history or significance behind what I’m wearing? Could this reinforce a stereotype or make fun of a group of people? Would I feel comfortable explaining my choice to someone from that community?
If you’re unsure, take that as a cue to pause and learn more. Trust your instincts. If something feels off, it probably is. And if you can’t answer these questions, it’s worth doing a bit of research before deciding.
The goal isn’t to take the fun out of Halloween—it’s to make it more thoughtful and inclusive. By encouraging curiosity and empathy, we model the values we hope our children will carry into every aspect of their lives.
What about costumes based on movie or cartoon characters?
This is a common question from parents. Many popular films simplify or distort cultures, erasing nuance or reinforcing stereotypes. Even when students want to dress as characters they love, it’s valuable to talk about where those stories come from and how they portray different cultures.
Take Pocahontas, for example. The real history is far more complex and painful than the romanticized Disney version. The key is to ask whether a costume borrows from cultural clothing, traditions or symbols that hold significance for a community. Understanding that context helps families make choices that show respect rather than repeat harmful narratives.
Teachers and families can encourage children to choose costumes that celebrate creativity; favourite book characters, animals or imaginative ideas, rather than cultures. Halloween also provides an opportunity to explore how traditions evolve and how holidays can become commercialized.
How should we respond if a costume causes discomfort?
Approach those moments with warmth, empathy and curiosity—not blame. Encourage students to ask gentle questions such as, “I’m curious—what made you choose that costume?” Most people don’t intend to cause harm; they may simply not have considered the meaning behind what they’re wearing. Growth comes from reflecting on the impact of our choices, even when our intentions were good.
If a student feels hurt or uncomfortable, validating that feeling is essential. Adults can model reflection by focusing on impact rather than intent. These conversations can be uncomfortable, but they’re also powerful teachable moments about empathy, history and mutual respect.
How does this connect to your research?
Much of my work explores whose voices and knowledge are valued, and whose are silenced or dismissed. When we talk about cultural appropriation, we’re really asking: Who gets to tell the story? Whose perspectives are missing? How can we move toward a fairer society where multiple ways of knowing are genuinely respected?
The goal isn’t to limit celebration, but to make it more thoughtful, inclusive and joyful for everyone. By encouraging reflection and dialogue, we create space for diverse voices to be heard and valued. That’s how genuine understanding grows—not only during holidays like Halloween, but throughout the year.
This interview has been edited for length and clarity.
The Technology Enhanced Classroom (TEC) Expo is an annual event designed to showcase and celebrate interesting and innovative uses of technology in face-to-face, blended and online classrooms in the Faculty of Education and across UBC. TEC Expo is open to all members of the UBC community, across disciplines and university locations. The 12th TEC Expo will be a three-day long celebration, from November 18 to 20, 2025. TEC Expo will consist of a combination of engaging in-person and virtual conversations.
Dates and Times
Tuesday, November 18 (in-person) | 12:00 pm – 2:00 pm
Wednesday, November 19 (virtual) | 12:00 pm – 1:30 pm
Thursday, November 20 (virtual) | 12:00 pm – 1:30 pm
Hosted by Dr. Dónal O’Donoghue, Associate Dean, Academic and Graduate Studies, this 90-minute information session on Tri-Agency and Affiliated awards will provide resources for master’s students applying for funding through the Canada Graduate Scholarships – Master’s program, as well as UBC Affiliated Fellowships.
Topics will include deadlines and websites, an overview of the adjudication process, what makes an excellent application package, and CV development.
More information regarding Tri-Agency resources can be found here.
*Please note that this information session is intended only for master’s students of the Faculty of Education.
Join us for an engaging panel discussion that explores how digital storytelling can cultivate empathy, deepen understanding and inspire meaningful change across educational and community contexts. Designed for faculty, staff and students, this session highlights intentional approaches to digital innovation that foster connection and transform learning — within and beyond the classroom.
Panelists will share insights from their research and practice in areas such as ecological storytelling, immersive audio experiences, multimodal literacies, and community-based digital narratives. Together, they will address critical considerations including ethical storytelling, digital equity, and authentic human connection, guided by the ABCs of Intention: Awareness, Betterment and Care.
This Viewpoints event is part of LDDI’s 2026 In-Focus: Year of Intention, presented in collaboration with Dr. Kristiina Kumpulainen and LLED.
Kristiina Kumpulainen is a Professor at the Department of Language and Literacy Education, Faculty of Education, the University of British Columbia. Her ongoing research examines children’s ecological imagination, multimodal literacies and more-than-human storytelling. She currently leads the SSHRC Insight project Enhancing Ecological Imagination through Augmented Storying, which engages children and communities in co-creating augmented stories with forests, animals and everyday ecologies. Her work closely aligns with the ABCs of Intention, Awareness, Betterment and Care, demonstrating how digital innovation can move beyond market-driven logics to foster imagination, equity and multispecies flourishing in education and society.
Maureen Kendrick is a professor in the Department of Language and Literacy Education at the University of British Columbia. Her research examines literacy and multimodality as integrated communicative practices, and addresses a range of social and cultural issues in diverse contexts. She has a particular interest in visual communication and communicative repertoires, and has conducted research in various geographic locations in East Africa and Canada focused on women and girls, child-headed households and students with refugee experiences. Her current research focuses on understanding the potential of digital multimodal composing (including digital storytelling) for disciplinary literacies for newcomer, multilingual learners.
Dr. Kathleen Deering (she/her) is an Associate Professor in the Division of Social Medicine, Department of Medicine in the Faculty of Medicine at University of British Columbia (UBC). She is also the Faculty Lead of the Vancouver Coastal Health Research Institute Health Equity Research Hub and an Associate Member, Division of Occupational and Environmental Health, School of Population and Public Health, UBC. Her research program focuses on community-based research with people who have experienced social and structural violence, stigma and criminalization, including women living with HIV, sex workers and people who use criminalized substances; understanding key aspects of trauma-informed practice, with a focus on aligned peer-based approaches, that can address and disrupt the impacts of trauma, violence and stigma as health services barriers; investigating how structural, policy and community interventions can address health and health services access inequities; and methodological issues in health equity research, including related to quantitative, qualitative, mixed methods and arts-based methods.
Dr. Siobhán Wittig McPhee is an Associate Professor of Teaching in UBC's Department of Geography, specializing in innovative approaches to teaching and learning through digital tools, experiential learning, and place-based storytelling. Her work explores how immersive technologies—particularly spatial sound and augmented reality—can foster empathy and deepen understanding of social justice issues. Her recent projects include "Spatial Empathy in Action," an immersive audio experience foregrounding the voices of UBC's custodial staff, and the Vancouver Soundscapes Project, which transforms five decades of acoustic documentation into pedagogical tools. Dr. Wittig McPhee has received numerous awards including the AMS OER Champion Award (2025) and has secured over $300,000 in teaching and learning grants. Her research examines how digital storytelling can bridge academic knowledge with lived experiences, creating transformative learning opportunities that cultivate spatial empathy and advance the inclusion of historically marginalized communities.
In this dialogue, we will take a closer look at the current realities for queer and trans students in Canadian physical education classes. While these spaces are meant to support learning, growth, and wellbeing, they often present unique challenges that affect not only how students show up and feel in class, but also their mental health, overall sense of belonging, and long-term relationship to sport and recreation. Together, we want to explore not only the barriers that exist, but also the possibilities—what PE can make possible when it becomes a space of belonging and affirmation.
Wren Bond is the Education and Corporate DEI Manager at Get REAL, a Canadian non-profit focused on combatting 2SLGBTQ+ discrimination, racism, and bullying in schools, summer camps, and workplaces.
Dr. LJ Slovin is an Assistant Professor in School of Child and Youth Care at University of Victoria. Slovin is the author of the book “Fierce, Fabulous and Fluid: How Trans High School Students Work at Gender Nonconformity,” based on a year-long ethnographic study conducted in a Canadian high school.
Photo: 2024 NITEP gathering | Pictured from left to right: Peggy Janicki, BEd’01, MEd’14, Jan Hare, PHD’01 & one of last year’s recipients, Chas Desjarlais, BEd’99, MEd’14
We invite you to walk with us in celebration and reflection—honouring Indigenous leadership, shared learning, and 50 years of NITEP’s transformative impact.
Together, we’ll recognize this year’s Reconciliation and Decolonization Award recipient, Alannah Young MA’06, PhD’15, and celebrate the enduring connections that strengthen our alumni community.
Read More About the Reconciliation and Decolonization Alumni Award Recipient
Alannah Young, MA’06, PhD’15
Her work spans decades of leadership in decolonizing and reindigenizing education, health, and community across Turtle Island. At UBC, she serves as a Research Associate with the Centre for Indigenous Education, Research, and Wellness at xʷc̓ic̓əsəm and has guided students through the First Nations House of Learning, the Medicine Collective, and the Faculty of Land and Food Systems. Through her scholarship, mentorship, and ceremonial leadership, Dr. Young has inspired generations of students, colleagues, and community members to engage in reconciliation and decolonization.
At UBC, Dr. Young serves as a Research Associate with the Centre for Indigenous Education, Research, and Wellness at xʷc̓ic̓əsəm, where she generates and applies Indigenous knowledge through land-based learning and community collaboration. She has guided students and colleagues through her work with the First Nations House of Learning, the Medicine Collective, the Culturally Relevant Urban Wellness program, and the Faculty of Land and Food Systems. Beyond UBC, she has been a mentor, teacher, and knowledge keeper for youth, Elders, and communities, sharing traditional medicine practices, leading ceremonies, and fostering spaces of belonging and healing.
Dr. Young’s prolific academic contributions include more than 17 scholarly publications and ongoing work that continues to shape decolonial and reindigenizing approaches in education. She has inspired generations of Indigenous and non-Indigenous students and colleagues to engage deeply in reconciliation, equity, and transformative education, leaving a profound and lasting impact on UBC and communities far beyond.
Knowledge Mobilization Spotlight: Introduction to Book Publishing
The Office of Research in Educationis pleased to announce our next professional development session, taking place on Wednesday, November 19, at 1:00 PM. This session, Introduction to Book Publishing, offers an opportunity for faculty, postdoctoral fellows, and graduate students to learn about the publishing process and engage directly with an editor from UBC Press.
Nadine Pedersen, editor at UBC Press, will provide an introductory overview of book publishing, after which participants will have the chance to ask questions and engage in conversation to gain insights from an editor’s perspective.
This event will be completed by a Writing Retreat, inviting participants to put their new insights into action. Details on the writing retreat will be announced soon.
Schedule
The session will begin with a short introductory presentation, followed by a discussion and Q&A with the editor over coffee and canapés.
Registration
Please register for the session format that suits you best. Please contact educ.ore@ubc.ca should you have any questions.
Note: If you’re unable to register through this webform, please email educ.ore@ubc.ca with your first name, last name, whether you’d like to attend in-person/online, and if you’d like to attend the complementary writing retreat event (2:15pm to 5:00pm). We look forward to welcoming you.
There was a problem with your submission. Please review the fields below.
Meet your Host
Dr. Samia Khan, Associate Dean, Research
Dr. Samia Khan is a Professor in the Department of Curriculum & Pedagogy and the Associate Dean, Research within the Faculty of Education. Her research and leadership focus on advancing knowledge mobilization and research impact across disciplines. In her role, she supports faculty and graduate students in translating their research into publications, partnerships, and other forms of scholarly dissemination. Dr. Khan has organized numerous professional development events and initiatives that bridge research, writing, and publishing – including the Knowledge Mobilization Spotlight and the ORE Writing Retreat series.
Additional Resources
Working on a grant application? Connect with the Faculty of Education’s Research Grant Facilitator in the Office of Research in Education, Regina Baeza Martinez, for one-on-one consultations or feedback on draft proposals.
Her work spans decades of leadership in decolonizing and reindigenizing education, health, and community across Turtle Island. At UBC, she serves as a Research Associate with the Centre for Indigenous Education, Research, and Wellness at xʷc̓ic̓əsəm and has guided students through the First Nations House of Learning, the Medicine Collective, and the Faculty of Land and Food Systems. Through her scholarship, mentorship, and ceremonial leadership, Dr. Young has inspired generations of students, colleagues, and community members to engage in reconciliation and decolonization.
