Rising Up: A Graduate Students Conference on Indigenous Knowledge and Research Friday and Saturday, March 15th and 16th, 2019 Fort Garry Campus, University of Manitoba

Rising Up is an academic gathering giving graduate students the spotlight to present their work while connecting with other researchers. The conference is interdisciplinary, and attracts students and researchers who are working on a wide range of topics in the Indigenous/Native Studies field.

This is a free event, open to all.

The deadline for submissions is February 4, 2019

Abstracts will be reviewed and notification provided on a rolling basis.

Enter your name as you want it to appear in the program.

Enter your name as it is sorted alphabetically.
Some cultures have family name first others have family name last.

Affiliation: program or department, university.

Bio. 5 to 7 sentences. Please use 1st person singular.
This will be printed in the program with your photo.

Upload a photo.

Title (120 characters):
This will be printed in the program;
so, please, provide a title that will tell attendees what to expect.

Abstract. 250 words.
Please, no references or citations.

Key words.
This will help us assign you to a panel.

Will you also serve as a moderator on another panel?
It's not hard: you introduce the presenter,
help him or her keep track of remaining time,
and call for questions during the discussion.


Email.


Phone (just numbers).


Any other info.


Friday, March 9  
9:00AM - 11:00AM Pipe ceremony and opening remarks
   
11:00AM - 12:30PM Indigenization of Research: Qualitative and Quantitative Dimensions
  Orest Kinaasevych
  Namakula Evelyn B. Mayanja
  Adam Nepon
  Shara Johnson
  Nickolas Kosmenko
   
  Relationships in Research
  Camille Callison
  Erin Yaremko
  Silvina Antunes, Kara Passey, Jordan Tabobindung and Erika Vas
   
  Global Perspectives in Indigenous Inquiry
  Liisa-Ravna Finbog
  Kseniya Zakia
  Xiao Zheng
  Uwakwe Nkochi Kalu
   
12:30PM - 1:00PM Break
   
1:00PM - 2:00PM Adam Gaudry, keynote speaker
   
2:00PM - 3:00PM Lunch
   
3:00PM - 4:30PM Indigenous Ecological Knowledges
  Laura Cameron
  Marida Brown
  Kim-ly Thompson and Nicole Robinson
   
  Indigenous Imageries: Beyond Creative Expression
  Naithan Lagace
  Gregory Coyes
  Eren Cervantes-Altamirano
   
  Indigenization, Decolonization and Deconstruction of Education
  Shana R W Graham
  Belinda Blair
  Sandra Wiebe and Ari Phanlouvong
  Iloradanon Efimoff
   
4:30PM - 5:00PM Break
   
5:00PM - 6:30PM Indigenous Governance and Self Determination
  Jessica Martin
  Christine Bird
  Laura Forsythe
  Waylon Lenk
   
  Indigenous Literature Reshaping our Understandings
  Brooklyn Leo
  Bryn Skibo-Birney
  Michelle Lietz
  Paul Murphy
  Mylan Murdo
   
  Harm Reduction, Public Perceptions and Reclamation:
Raising the Indigenous Voice
  Aura Lavallee
  Chen Vu
  Robert Christmas
  Emily Winters
  Stephanie Ens
   
  Indigenous Health and Wellness
  Maynan Robinson
  Desneige Meyer
  Taylor Morriseau
  Valdine Flaming
  Lindsay Wainwright
   
6:30PM - 7:00PM Transfer to Fort Garry Canad Inn
   
7:00PM Dinner
   
after dinner Evening Social



Saturday, March 10  
10:00AM - 11:30AM Exploring a Wider Acumen of Metis Spaces
  Chuck Bourgeois
  Angie Tucker
  Jason Surkan
  Victoria Bouvier
   
  Wellness Concepts:
Strengthening Indigenous Communities
  Denali Youngwolfe
  Tabitha Robin
  Sharon Dainard
  Erynne Gilpin
   
  History and Literature: Narratives of Truth
  Wanda Hounslow
  Melanie Braith
  Mckelvey Kelly
  Marie-Eve Presber
   
11:30AM - 12:00AM Break
   
12:00AM - 1:00PM Chantal Fiola, keynote speaker
   
1:00PM - 2:00PM Lunch
   
2:00PM - 3:30PM Indigenous Education Across Pedagogies
  Obianuju Juliet Bushi
  Monica Morales-Good
  Carla Marie Loewen
  Kaitlyn Obedzinski
   
  Situating Ourselves in Research: Contemporary Topics
  Timothy Maton
  Jesse Hemphill
  Sukhy
   
  Indigenous Women and Mothers
  Ari Phanlouvong
  Stephanie Sinclair
  Jacqueline Martin
  Liberty Emkeit
   
3:30PM - 4:00PM break
   
4:00PM - 5:30PM Colonization, De-colonization: Contemporary Discourses
  Noor bhangu
  Cortney Steinwand
  Patricia Siniikwe Pajunen
  Warren Bernauer
  Peter Genger
   
  Storytelling: Reclaiming, Reframing and Regaining Power
  Binesi Morrisseau
  Sarah Maria Acosta Ahmad
  Jennifer Markides
  Micheline Hughes
   
  Law and Justice: Decolonization in racialized contexts
  Christine M Goodwin
  Karine Martel
  Jasmine Feather Dionne
  Paul Hansen
  Esteban Vallejo-Toledo
   
  The Brazilian Context: The struggle for Indigenous Education
  Eduardo Vergolino
  Neimar Machado de souse
  Gilberto Pires
  Gilson Tiago
  Adriana Oliveria de Sales
   
7:00PM More than a Word
analyzes the Washington football team and their use of the derogatory term R*dskins.
To see the trailer, click here

(Re)Presenting Indigenous women: A critical analysis of two reports on Missing and Murdered Indigenous Women and Girls in Canada

Indigenous women and girls in Canada live in a society which poses a risk to their safety because they are women and Aboriginal. The issue of missing and murdered Indigenous women and girls (MMIWG) has been gaining notoriety as a topic of interest in Canadian society in the twenty-first century. Using a discourse analysis, this project examines two reports written from a national perspective on the crisis of missing and murdered Indigenous women and girls in Canada, and asks two primary questions: Do these reports provide readers with an accurate (re)presentation of Aboriginal women and girls in Canada? And does the report in question challenge racial stereotypes or reproduce violence against Indigenous women and girls?

Christy Anderson

Department of Native Studies, University of Manitoba

Christy Anderson is Anishinaabekwe and German Mennonite from Treaty Two Territory. Coming from a history of persecuted peoples in both family lineages, she has an intimate understanding of complex childhood and intergenerational trauma, which informs her academic work. Christy is passionate about social justice for Indigenous peoples and educating others about the lasting effects of the colonization of her ancestors living on Turtle Island. Her research interests include settler colonialism, dismantling systems of oppression, Indigenous feminisms, violence against Indigenous women and girls, MMIWG, and law enforcement practices in the Canadian context. She currently works full time at the University of Manitoba supporting Indigenous graduate students and she plans on continuing her research examining police violence against Indigenous women in a doctoral program.

mmiwg; discourse analysis; document analysis; violence against women; rcmp; police; (re)presentations/stereotypes; feminist analysis; structural violence


Integrating Biomedical Practices into Indigenous Birth Ceremonies in Northern Manitoba and Ghanzi District in Botswana

Birthing can be an empowering experience for a woman, but it does come with some risks including maternal and infant mortality. The biomedical industry has attempted to reduce these risks by encouraging hospital births and introducing medication to the practice. Within some Indigenous cultures, birth is a ceremony to introduce new life into this world. Birth ceremony is the first step to establish strong community roots for the infant, the family, and serves the community to accept the child. The child would have a clear sense of identity and place as a member of the community. While initiatives to “Indigenize” institutions have been made, I apply the United Nations Declaration on the Rights of Indigenous People and the Truth and Reconciliation Calls to Action documents to claim that the use of biomedical practices must be incorporated into the Indigenous childbirth ceremony. A relational view makes it impossible to cherry pick components of culture to conveniently incorporate into systems and institutions to "Indigenize". This situation is further complicated because of the historical mistrust of government institutions to provide adequate care. Instead efforts should be made to honour the ceremony and rituals surrounding pregnancy and birth to incorporate biomedical interventions only when necessary. This would welcome children into the world in a good way, knowing their cultural identity and empowering the community.

Ashley Hayward

JMP Peace and Conflict Studies

I am a Métis graduate student enrolled in the Joint Master of Arts program in Peace and Conflict Studies. Deeply committed to social justice and human rights broadly, I am interested in holistic wellness initiatives in Manitoba. I am employed as the research coordinator on a NEIHR funded partnership project titled Kishaadigeh loosely translated to “she who guards the lodge”. I also work as a researcher for the Manitoba Association of Friendship Centres and as the research coordinator for the Manitoba Walls to Bridges (W2B) Initiative.

childbirth; women's health; pregnancy; ceremony; human rights; indigenous rights; cultural competency; health practice.


Settler Colonialism and Indigenous Resistance in Canadian (Content) Comic Books and Graphic Novels

While there has been quite a bit of research on the portrayal and stereotypes of Indigenous peoples in popular culture—literature, comic books, magazines, television, and cinema— less is written on First Nations, Inuit, and Métis in comic books and graphic novels, particularly on how settler and Indigenous writers and artists differ in their approach to Indigenous content. This paper studies how settler and Indigenous writers/artists differ in their approaches towards Indigenous content. It examines an often overlooked subject: how settler colonialism empowers settler writers and artists to continually create Indigenous stereotypes and repeat the tropes of “Indian-ness” It explores how settler writers and artists present Indigenous content in Canadian comics (e.g. Nevlana of the Northern Lights) and comic books with Canadian content (e.g. Alpha Flight) while simultaneously acting as agents of settler colonialism. By contrast, when Indigenous writers and artists control creation comic books and graphic novels become acts of resistance and refusal of settler colonialism. They begin to be decolonised through reclaiming indigeneity, visual sovereignty, restorying, and storytelling (e.g. The 500 Years of Resistance Comic Book, Kagagi: The Raven, and The Life of Helen Betty Osborne).

Claude W. Bock

Cultural Studies, Queen’s University

Claude is PhD candidate in Cultural Studies at Queen’s University. He received his BFA from Concordia University and completed an MA in Art History at Western University. His research interests include the intersections and interactions of truth and reconciliation with Indigenous art within Canada, how comic books and graphic novels can be decolonized, and public art.

settler colonialism, decolonialism, comic books, graphic novels, indigenous literature, visual sovereignty


Decolonizing Latinx Identities: Anti-Indigeneity, Anti-Blackness and Mestizo and White Supremacy in Times of Oppression

In 2018, Latinx identities are at the centre of immigration struggles, gun violence, mass incarceration, state-sanctioned violence and precarious employment, among others. In settings like the US and Canada, Latinx communities appeal to a sense Latinidad that glosses over the ways in which Mestizo and white-Latinx identities are constructed in opposition to Indigeneity and Blackness. These identity constructions stem from the colonial relations of power established in the “homeland,” where Indigenous and Black communities continue to face genocide and erasure. This is further observed in the ways in which Mestizos in Mexico, the US and most recently Canada, continue to appropriate Indigenous cultures while deeming Indigenous peoples non-existent in contemporary times. The violence is further emphasized through the ways in which Black Latinx are denied Latinidad and erased completely from constructions of mainstream Latinx identities. This paper utilizes critical media analysis to shed light to the ways in which Latinx identities operate within the coloniality in ways that perpetuate genocide against Indigenous peoples and the erasure of Black communities, in times when Latinx identities are framed as “bad hombres,” “criminals” and “rapists.”

Eren Cervantes-Altamirano

Carleton University. School of Public Policy and Administration.

My name is Eren Cervantes-Altamirano (her/she) and I am Binnizá woman. I am currently completing a MA at Carleton University. My work focuses on Canada’s international development agenda as a source of gendered and colonial violence for Indigenous communities in Third World countries, as well as in the configuration of Latinx identities in social and political discourse.

indigenous identities, anti-blackness, mestizo, latinx, coloniality


Writing My Grandmother’s Story

Writing My Grandmother’s Story focuses on the importance of Indigenous story telling as a way to create connection between youth and their cultures and histories. The presentation will tell a personal narrative about how voices and stories have been systematically taken away from Indigenous Elders and youth in places that once supported them above everything else. It will then discuss how to build the storytelling capacity of youth and Elders to make sure that there is an avenue for their words to reach an audience. This will include practical examples that educators can bring into their classrooms or school settings.

Conor Kerr

MFA - Creative Writing, University of British Columbia

I am from the Metis community of Lac Ste. Anne, Alberta and attended the University of Alberta, graduating with a Bachelor of Arts degree in Indigenous history. I’m currently working towards my Master of Fine Arts in Creative Writing through the University of British Columbia. I am also the Manager of Indigenous Student Services at NorQuest College in Edmonton, Alberta. My work has focused on empowering the voices of Indigenous youth and Elders in our communities, creating those narratives, and finding avenues to share their stories.

stories, narratives, youth, engagement, elders, empowering, youth work, urban indigenous identities, land learning,


Indigenous Self-government, Land Management and Taxation Powers

From a perspective based on amending social inequalities and structural disadvantages that affect Indigenous communities, the paper that I will present proposes Indigenous development and self-sufficiency as essential objectives of the right to self-government. Recognizing this right must be accompanied by implementing an adequate institutional framework that contributes to achieving both these objectives. Such an institutional framework sets the rules for an effective exercise of the right to self-government related to two main aspects of local governance that are connected to socio-economic development: land management and taxation powers. In Canada, the First Nations Land Management Act and First Nations Fiscal Management Act were enacted to provide Indigenous communities with opportunities to develop and strengthen their economies. It is necessary to analyze if the current regulations on land- management and taxation provide for an adequate institutional framework for the exercise of the right to self-government to achieve Indigenous development and self-sufficiency. My presentation will explore the limitations of the Indigenous land-management and taxation systems applied in Canada.

Esteban Vallejo-Toledo

University of Toronto-Faculty of Law

I am a LL.M candidate at University of Toronto. Before coming to Canada, I worked for the Ecuadorean Government for five years, during which I mediated conflicts and conducted research on local taxation, fiscal decentralization and public policy. This experience helped me appreciate that the highest privilege of a tax lawyer´s life is to contribute to improve the quality of life in a country where the average citizen cannot afford services. My research interests include Indigenous Law, Local Governance, Tax Law, and Development. I analyze social and legal institutions from a critical interdisciplinary perspective to promote social understanding.

right to self-government, indigenous development, self-sufficiency, local taxation, land-management.


Re-Imagining Canada’s Legal and Procedural Framework for Indigenous Consultation and Consent

Canada’s Duty to Consult legal doctrine (Duty) has been in place since 2004. Although it continues to evolve, recent cases adjudicated by the Supreme Court of Canada and the Federal Court of Appeal suggest that an opportunity exists to review its underlying tenets and its applicability to contemporary circumstances. The Duty provides Indigenous Nations with a measure of protection against government or business activities that may impact their lands, resources or culture, making it an important contributor to the objectives of reconciling Indigenous and national interests and redressing historic wrongs. However, the doctrine is not without problems: it is nuanced, time consuming, often expensive to conduct, and vulnerable to abuse. Moreover, the doctrine may no longer accommodate the scale or complexity of contemporary projects, or reflect Canada’s political and economic circumstances. My presentation will discuss the Duty’s strengths and weaknesses, referencing the concept of free, prior, informed consent (FPIC), Indigenous ‘veto’ rights, and UNDRIP’s role as a legal and political mandate. I will touch brieflly on the approach Norway, a country facing similar challenges, has taken to accommodate the interests and rights of the Sámi, and how those approaches may offer guidance to Canada.

Paul Hansen

University of Western Ontario Faculty Law

I am a 2nd year PhD (Law) candidate at the University of Western Ontario. My research addresses the intersection of Indigenous and Western legal traditions, particularly how they affect Crown-Indigenous reconciliation and self- determination. I am focused on the complex topic of Indigenous consultation and consent, specifically Canada’s Duty to Consult legal doctrine, international law, and UNDRIP. In 2018 I spent 10 weeks at the University of the Arctic (Tromsø, Norway) studying the political and legal relationships between the Norwegian and Sámi peoples, with a view to understanding what Canada might learn from Norway’s experience and approach.

indigenous consultation and consent, international and domestic law, self- determination reconciliation undrip


Indigenous Curriculum in Ontario and Manitoba: The Continuation of Eurocentrism in the Publicly Funded Education System

In the last two decades, there has been a movement to create and implement Indigenous studies curriculum documents into the publicly funded education system in each province and territory in Canada. This includes the grade nine to twelve Native Studies curriculum developed in Ontario in 1999 and 2000, and the Current Topics in First Nation, Metis and Inuit Studies, created for Manitoba in 2011. Despite the implementation of these curriculum documents, the worldview in which they are based and therefore, the perspective from which they are taught, was questioned and subsequently examined to determine the degree to which it was Indigenous or Eurocentric. In the study, the introductions of the documents, including teaching approaches, curriculum expectations, course descriptions, and cultural competency were analyzed by using a set of ten criteria developed by the province of British Columbia, as outlined in Aboriginal worldviews and perspectives in the classroom: Moving forward (2015). The examination found that the Ontario Native Studies document contained three out of the ten criteria for teaching the course material from an Indigenous perspective while the Manitoba Current Topics in First Nation, Metis and Inuit Studies document contained six out of the ten criteria. These results are problematic, as the purpose of these documents is to teach students about Indigenous peoples and cultures, arguably from an Indigenous perspective, but they are, in large part, perpetuating a Eurocentric worldview and understanding of the world, resulting in the continuation of stereotypes and racism towards Indigenous peoples in Canada.

Emily Henderson

Department of Native Studies, University of Manitoba

I am of settler ancestry, originally from Guelph, Ontario, having attended Trent University and Queen’s University completing my Honours Bachelor of Arts and my Bachelor of Education. I am an Ontario Certified Teacher, accredited to teach grades seven to twelve English and Native Studies, as well as being additionally qualified in special education. I currently reside in Winnipeg where I am a SSHRC funded Master’s student in the Native Studies department at the University of Manitoba. My research interests include Indigenous performance with a focus in theatre and dance and cross-cultural collaboration in order to work towards reconciliation, as well as Indigenous education with a focus on its implementation in the publicly funded education system.

indigenous education teaching/pedagogy


Improving Indigenous Access to Healthcare Services Through Collaboration

In northern Ontario, interprofessional collaboration is needed to improve access to healthcare services for Indigenous persons. The Truth and Reconciliation Commission of Canada identified 94 Calls to Action, four of which guided the design of this community action research project (#18: acknowledge previous health policy is responsible for Indigenous health, #19: identify appropriate health services, #22: recognize the value of traditional health practices; #23: provide competency training for health professionals). The purpose of this study was to examine whether introducing interprofessional competencies to healthcare teams servicing northern First Nation communities enhances: 1) interprofessional collaboration and 2) Indigenous healthcare access. A two-eyed seeing approach, supported an interprofessional collaboration (IPC) training intervention involving 30 participants. A convergent parallel mixed methods design, including a post-post test design survey and second order narratives, supported the generation of community action-oriented goals. Results demonstrated statistically significant differences in each of six interprofessional competency domains following the training. Qualitative findings demonstrate that access to healthcare services does improve following collaboration training. The action deliverables included: an online community resource guide, the development of a community action research blueprint, and a portrait representing the four-year project. In summary, northern First Nation communities can benefit directly and indirectly from interprofessional competency training for the purpose of improving access to healthcare services. By incorporating Indigenous-focused research methods in a community action research framework, Calls to Action can be enacted.

Justine Jecker

PhD Candidate, Educational Leadership and Policy Studies, Lakehead University

I am a practicing occupational therapist and have lived in Thunder Bay for almost ten years. My areas of interest include forensic and community mental health, as well as increasing healthcare access for those living in rural and remote First Nation communities. I received both my undergraduate and master’s degrees at McMaster University, but did not learn about the history of Indigenous peoples until after the age of 25 when I moved north. I am currently working at the Northern Ontario School of Medicine (Lakehead University) in Interprofessional Education, while also pursuing my PhD in the field of Educational Leadership. My two little passions in life are Valentine and Alexandre, who give me daily inspiration to take the path less traveled.


Formation, Objectives, and Initiatives of FKRM’s Indigenous Sport and Wellness Strategy

The Indigenous Sport and Wellness Strategy (ISWS) was formed in the fall of 2018 by the Indigenous Achievement and Community Engagement (IACE) working group. The IACE was created in 2015 to monitor the Indigenous-related initiatives outlined in the University of Manitoba’s (U of M) Faculty of Kinesiology and Recreation Management’s (FKRM) 5 year strategic plan. Specifically, the ISWS is seeking a better understanding of how well Indigenous students and student-athletes are being included within two streams overseen by FKRM: Bison Sports, which is the U of M’s varsity sport program, and Recreation Services, which is the university’s provider of physical activity, wellness, and recreation opportunities. This increased understanding will be acquired through consultations with sport, wellness, and recreation providers/leaders, Indigenous athletes, and Indigenous community members throughout the province of Manitoba. Resulting from these consultations will be a 5 year plan to address gaps identified. In addition, relationships will be built with all of these groups throughout the consultation process, and various initiatives – some of which are already underway – will be undertaken to establish and strengthen relationships between the U of M and Indigenous students and communities throughout the province. To aid the relationship- building process, our presentation is aimed at increasing awareness of the ISWS among researchers involved in Indigenous-related work, which we believe will help facilitate connections that will further aid outreach activities.

Bree Langlais and Nickolas Kosmenko

Indigenous Sport and Wellness Strategy, Faculty of Kinesiology and Recreation Management, University of Manitoba

Bree: Sport, recreation, and physical activity were important aspects of my life growing up in rural Manitoba. I was highly involved in figure skating and competed at the high performance level for over 7 years. Attending high school at Selkirk Comprehensive allowed me to make connections with my Indigenous culture, as well as attend several ceremonies. My passion for sport, recreation, and wellness, and my desire to help Indigenous people succeed, aligned when I was hired as a Community Engagement Coordinator for the Indigenous Sport and Wellness Strategy. Nickolas: I moved to Winnipeg from my small hometown in northern Manitoba nearly a decade ago to pursue sport at the university level while working toward a post-secondary degree. Today, while working with the ISWS, I am also completing a PhD project seeking to understand the factors influencing university sport participation among rural and remote Indigenous athletes in Manitoba


Healing by making – duodji as a way of life.

The Sámi, a people Indigenous to to northern Fenno-Scandinavia and the Kola Peninsula in the Russian federation, have a long history and a rich cultural heritage. During the colonization of their customary regions (Sápmi) and the consequent assimilation politics of four different nation states, much of the Sámi population experienced loss of language, cultural heritage, both material and immaterial, and ethnic identities. In the last decades those having first-hand experienced colonization and assimilation, as well as their decendants have begun a painstaking process regaining what was lost and healing their colonial trauma. In this article we examine some of the ways such healing can be achieved, and we suggest that learning duodji, customary Sámi handicraft, not only facilitate the return of traditional knowledge (árbediehtu) and language, but also strenghtens connections to heritage, to ancestors, to kin (fuolkit), to community and to individual identities.

Liisa-Rávná Finbog

Department of Culture Studies and Oriental Languages

Liisa-Rávná Finbog is a Sámi scholar currently working on her PhD in museology focusing her research on the relationship between indigenous identity, craftmanship and material culture in museums. She is also a practicioner of duodji, Sámi customary craftmanship, and can in her spare time be found giving workshops in various duodji-practices.

heritage objects, materiality, traditional knowledge, community, healing, craftmanship, identity


Pipeline Approvals: Epistemic Success of Consultations with Indigenous Peoples of Canada

Indigenous Peoples hold a different system of knowledge that cannot exist outside of its historical cultural and social context. That means Indigenous concerns are very special and their accommodation requires from officials not just listening and recording but being prepared to amend policy proposals in the light of information received. I will demonstrate a new epistemological approach to consultations with Indigenous Peoples – one that involves seeking their dissent rather than consent. To be able to consider the full scope of alternatives, the government must seek dissent from stakeholders rather than push forward its decisions as it happens with consent-seeking. As a communicative form of dissent resolution, deliberation is opposed to bargaining. While bargaining is aimed at exchanging information and making promises, deliberation relies on an exchange of arguments between actors who are prepared to change their minds for the sake of a better argument. Consultation procedures can secure meaningful accommodation of Indigenous concerns if these procedures incorporate deliberation rather than bargaining. To prove it, I will introduce a participatory dialogue, which is informed by the principles of recognition and prioritization of Indigenous concerns. In contrast to a situation of standard consultative bargaining governed by the logic of consequentialism, the participatory dialogue relies on deliberations and creates the conditions for a policy dispute governed by the logics of arguing and diversity. These two logics are instrumental for government officials to switch from pushing their own beliefs to embracing a better argument.

Oxana Pimenova

Master of Public Policy, Johnson Shoyama Graduate School of Public Policy, University of Saskatchewan

I am an MPP Candidate with Johnson-Shoyama Graduate School of Public Policy (University of Saskatchewan). For more than 15 years, my academic research and professional work have been focused on the public sector. My primary research interests are the Comparative Politics and Multilevel Governance. I hold PHD in legal sciences (Constitutional law) from the Dagestan State University, Russia. Since 2003, I have published almost 40 peer-reviewed publications in leading journals across different areas of EU and Canadian decision-making and public policy, including two peer-reviewed monographs. Over the last 15 years, I have been holding various positions in the Council of Federation of Russia (the upper chamber of the Russian national parliament).

consultations; indigenous epistemology; deliberation; dissent; decision- making process; participatory dialogue; pipeline approvals.


Apology and forgiveness: Revictimization of Aboriginal female victims of abuse in sentencing circles

Though it is true that Restorative Justice (RJ) can provide a less stressful, less expensive, more time effective and more efficient resolution of disputes, it is also true that RJ might be dangerous for females who are or have been victims of intimate violence. Looking from a feminist perspective, this paper argues that the expectation of apology and forgiveness in RJ involving an Aboriginal female victim of gendered/intimate violence perpetuates the legacy of colonialism, gender stereotypes and victimization of an Aboriginal female victim of intimate violence. Forgiveness is assumed to be a requisite for healthy living; nevertheless, it is vital for forgiveness to occur freely and without any direct or indirect coercion. In RJ involving intimate violence, there is a justified fear that due to the situation of power imbalance and their vulnerability, the female victims of gendered violence can easily be pressured to forgive the offender without the victims’ consent. Further, there is a risk and danger that these victims may end up forgiving their offender in an effort to please the offender to avoid any chances of future abuse. The purpose of this paper is to expand the discussion on the issues of implementing a safe, useful and fair outcome for the female victims of intimate violence involved in judicially convened sentencing circles, a form of restorative justice.

Saadia Ali Bokhari

PhD in Law, University of Western Ontario

I was born and raised in Pakistan, a patriarchal and male-dominated society. The issues of marginalization, “othering” and violence against women prevalent in the Pakistani society inculcated in me an urge to stand up against this injustice and inspired me to become a lawyer in Canada. As a lawyer, I have been passionately involved with the community, assisting the victims of various inequitable situations, such as abused women and children in the capacity of a social justice advocate and a woman’s rights activist. I was awarded the Queen Elizabeth II Diamond Jubilee Medal in 2012 for my social justice and activist work. I have made several media appearances. Recently, I received the Odyssey Award which is awarded to a University of Windsor alumni who has “achieved notable success in their careers, community work or special recognition in their professional or personal achievements.” Currently, I am busy with my PhD in Law.

restorative justice judicially convened sentencing circles sentencing circles apology and forgiveness in sentencing circles aboriginal female victims of abuse


Canad Inns Destination Centre Fort Garry

Canad Inns has a special rate, $114 plus taxes, for attendees of the conference; you must phone (toll free 1-888-332-2623) and quote group number 287104 for the Canad Inns Destination Centre Fort Garry. Do not use the online order form; the special rate is not available online.

The special rate will be available until February 14th, 2019.

The hotel has an indoor pool with hot tub, waterslide and kiddie's pool, Aaltos Restaurant (restaurant offers a varied menu and buffet service), Playmaker's Gaming Lounge, Celebrations Dinner Theatre and Tavern United Sports Pub.

For more info on Canada Inn

University of Manitoba

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Friday

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Saturday

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More than a Word analyzes the Washington football team and their use of the derogatory term R*dskins. To see the trailer, click here

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