Third annual Indigenous Research Day showcases research initiatives and community collaborations focused on Indigenous knowledge and issues
The McMaster Indigenous Research Institute hosted its third annual Indigenous Research Day on Nov. 13, 2024. The event gathered Indigenous researchers, students, faculty and community members to showcase Indigenous scholarship, research, methodologies and unique knowledge-sharing approaches.
Held at CIBC Hall, the event aimed to centre Indigenous voices and foster academic relationships. The event featured speakers, panelists and facilitators of Indigenous heritage representing diverse fields of study and traditional knowledge.
The event featured speakers, panelists and facilitators of Indigenous heritage representing diverse fields of study and traditional knowledge.
Elder Dixie Doxtator spoke at the beginning of the event, inviting participants into a space of respect and reflection, reminding attendees of the deep spiritual connection between the land, people and Indigenous ancestors.
She acknowledged the wisdom of those who came before and called upon the strength and guidance of the Creator, the Four Directions and the natural world - core elements in many Indigenous spiritual traditions. The Creator represents a higher power or source of life, while the Four Directions symbolize the cardinal directions, each associated with specific teachings, elements and cycles of life.
Savage Bear, director of MIRI and assistant professor in the department of Indigenous Studies, delivered a welcome address and opening with greetings in multiple Indigenous languages. The address honoured the legacies of influential Indigenous figures such as Justice Murray Sinclair and Dawn Martin-Hill of McMaster University, celebrating their contributions to Indigenous health and community partnerships.
Bear emphasized the importance of fostering respectful and ethical research with Indigenous Peoples, with an eye on future generations of Indigenous scholars.
Panel discussions began with three students from the first cohort of the new Indigenous Studies master's program, starting with Kendal Garlow's work on fostering tradition, identity and access to Haudenosaunee food options. This presentation explored how traditional food systems preserve culture and promote wellness within Indigenous communities.
Panel discussions began with three students from the first cohort of the new Indigenous Studies master's program, starting with Kendal Garlow's work on fostering tradition, identity and access to Haudenosaunee food options.
Kelsey Chan followed with a discussion on the Declaration on the Rights of Indigenous Peoples Act, which aims to uphold Indigenous rights and sovereignty in British Columbia. Her presentation highlighted the critical role that legal frameworks like DRIPA play in supporting Indigenous self-determination and advancing justice.
Tia Kennedy presented on the community-based model for revitalizing Doodem (clan) governance on Walpole Island First Nation (Bkejwanong), emphasizing the importance of restoring traditional governance structures to empower communities and strengthen cultural ties.
Research presentations delved into Indigenous governance, climate action and language revitalization, centering around the theme of restoring sovereignty to Indigenous peoples. They highlighted knowledge and decision-making processes that have historically been taken away and displayed the implications of this with mediums such as virtual reality.
Research presentations delved into Indigenous governance, climate action and language revitalization, centering around the theme of restoring sovereignty to Indigenous peoples.
The third annual Indigenous Research Day united diverse voices to share insights, research and cultural practices, fostering dialogue and collaboration across disciplines.
Imposter syndrome is often viewed as a personal struggle, but for BIPOC students it’s deeply intertwined with societal expectations and barriers that influence their academic journey
Imposter syndrome is not a new phenomenon for many. It’s a sentiment that follows you through your academic journey. While imposter syndrome is often dismissed as self-doubt, for BIPOC students, it’s a complex issue shaped by societal barriers and stereotypes that have a life-long impact on their mental health.
For BIPOC students, imposter syndrome is often tied to anxiety over race and ethnicity and how these may affect you as a student. It is the hyper-awareness towards how you present yourself, interact with others and try to balance the burdensome feeling of knowing you are different that makes imposter syndrome uniquely challenging for BIPOC students.
From an early age, many BIPOC individuals feel a pressure to minimize their racial identities to make others feel more comfortable. This can begin with distressing experiences, such as comments being made about one's accent or about different cultural foods they may bring for lunch. For BIPOC students, these experiences lead to a hyper-awareness of how one is perceived and feeling a need to adapt and try to fit in as a means of self-protection against ignorance and intolerance.
From an early age, many BIPOC students become aware of the pressure to minimize their racial identities to make others feel more comfortable.
This feeling is further exacerbated in highly competitive environments like universities, where the feeling of the need to adapt is exacerbated by the pressure to perform. In this context, it’s the feeling that you have to work harder than your non-BIPOC peers to be seen as equally valuable. It’s the feeling of the need to defy the implicit bias of others that groups you with harmful stereotypes.
Constantly being hyper-aware of and adapting your behaviour produces a chronic sense of worry. This seriously impacts the mental health and self-confidence of many BIPOC students. The mental burden causes a heightened sense of imposter syndrome by reinforcing the narrative of race undermining your value. Additionally, the stigma surrounding mental health in many BIPOC communities often leads students to tough it out and endure the struggles that come with their identities.
The stigma surrounding mental health in many BIPOC communities often leads students to tough it out and endure the struggles that come with their identities.
As a BIPOC student, challenging these norms can be even more mentally taxing and isolating. So, surround yourself with friends, mentors and educators who validate your experiences and who help you feel seen, supported, and empowered to stay true to yourself. Such communities gives BIPOC students the courage to integrate racial and ethnic perspectives within academics, helping them to forge their own way. There is no need to justify taking space, or to wait for others to build their tolerance and make a space for you.
Imposter syndrome for BIPOC students is not just a personal battle but a reflection of deep-rooted societal pressures and persisting racial biases. The experiences of many BIPOC students surpass typical self-doubt and become a mental and emotional burden which ultimately impacts their societal views and academic experiences.
The new guidelines seek to establish a clear framework for verifying Indigenous identity, ensuring accurate representation and access to supports and services
In June 2024, McMaster University introduced new guidelines aimed at verifying Indigenous students' ancestry. The decision was made to ensure the integrity of scholarships, admissions, and employment opportunities reserved for Indigenous students, faculty, and staff.
The guidelines were created after the Indigenous Education Council raised concerns in response to a growing number of fraudulent claims of Indigenous identity across Canada and within academia.
Karen Knott, who is Anishinaabe from the Crane Clan and administrator of Indigenous initiatives with the IEC, explained the reasoning behind these new guidelines and how they will impact the university community. "It's to protect the students, staff, and faculty to make sure that those who are deserving of these awards and bursaries get them," said Knott.
It's to protect the students, staff, and faculty to make sure that those who are deserving of these awards and bursaries get them.
Karen Knott, Administrator of Indigenous Initiatives
Indigenous Education Council
The guidelines outline a process by which individuals must provide documentation to verify their Indigenous identity when applying for certain opportunities. This can include a status card or other forms of proof, such as letters from Indigenous organizations or long-form birth certificates that establish familial ties to Indigenous communities.
However, Knott emphasized that Indigenous identity is complex and cannot always be reduced to a simple document. "Ancestry isn't black and white. It's different for Métis, Inuit, and First Nations peoples . . . If someone can't provide a status card, there are other ways to affirm their ancestry. Sometimes, we might even convene an ad-hoc committee to review individual cases," said Knott.
Knott noted that the process is designed to be as flexible and understanding as possible, particularly given the long history of colonialism. "There are many barriers for Indigenous people to prove their identity because of these colonial structures," said Knott.
Knott said that privacy is rigorously protected throughout the verification process. Only committee members tasked with reviewing applications will have access to the documentation and all information is handled in compliance with McMaster's privacy policies.
"The documents are uploaded through the university's Mosaic system and only the committee sees them. We follow the Freedom of Information and Protection of Privacy Act and McMaster's own Privacy Management Policy," said Knott.
Once a student's Indigenous ancestry has been verified, they do not need to repeat the process throughout their academic career at McMaster.
Despite the new guidelines, Knott emphasized that students unable to meet specific verification criteria will not be barred from accessing Indigenous services or support programs at McMaster. "Just because someone isn't able to produce the necessary documentation doesn't mean they aren't Indigenous," she stated.
“In the absence of a government or band-issued document, First Nations individuals may submit written confirmation of membership from a federally recognized band, or written confirmation of Métis identity from a recognized provincial governing body,” reads the guidelines.
Knott also reassured that regardless of their verified Indigenous status, students can access all services offered by Indigenous Student Services.
She also noted that feedback from students has been largely positive, with many appreciating the security these guidelines offer. "Students feel safe and they're happy that these protections are in place," said Knott.
Students feel safe and they're happy that these protections are in place.
Karen Knott, Administrator of Indigenous Initiatives
Indigenous Education Council
While noting the importance of protecting opportunities intended for Indigenous students, Knott acknowledged the guidelines' complexity and emotional weight. "I don't even like that word, verification … It's not nice; it's uncomfortable," said Knott.
Despite this, Knott believes they are an important step in addressing the historical and ongoing issues Indigenous communities face. "It's not easy work, and it's not fun . . . But it's essential. Indigenous ancestry is complex and this is about protecting our students and faculty from those who would knowingly or unknowingly exploit that complexity for personal gain," said Knott.
It's not easy work, and it's not fun . . . But it's essential. Indigenous ancestry is complex and this is about protecting our students and faculty from those who would knowingly or unknowingly exploit that complexity for personal gain.
Karen Knott, Administrator of Indigenous Initiatives
Indigenous Education Council
For more information about the guidelines and support available to Indigenous students, visit the Indigenous Student Services office or their official website.
The Indigenous studies department celebrates Haudenosaunee culture and reconnects community at their back to school social
The annual Traditional Haudenosaunee Social is a start of term social that is co-hosted by the Indigenous studies department and Indigenous Student Services. The back to school social event occurred on Sept. 5, 2024 from 9:00 a.m. to 12:30 p.m. located in the sport hall of the David Braley Athletic Centre.
Nicole Martin-Enlund, the academic department manager for the Indigenous studies department in the faculty of social science, spoke to the Silhouette about the social. Martin-Enlund, a member of the Mohawk Turtle Clan from Six Nations, has been working in the Indigenous studies department for over a year, formerly working with the Indigenous education council.
“It’s great being able to be a part of the different Indigenous communities on campus,” said Martin-Enlund when asked about their background at McMaster University. “We’re kind of a close knit community, all working together, all working towards common goals and initiatives, one of those being the start of the term social,” said Martin-Enlund.
We’re kind of a close knit community, all working together, all working towards common goals and initiatives, one of those being the start of the term social.
Nicole Martin-Enlund, academic department manager, Indigenous Studies Department
The Traditional Haudenosaunee Social is a part of the department's introduction to Indigenous studies course, INDIGST 1A03. The social has been incorporated into the course syllabus and schedule and made mandatory for enrolled students to attend. “The reason why we do that is we would like to get our students to know each other. We would like to get the students to know the different Indigenous communities on campus,” said Martin-Enlund.
Martin-Enlund highlighted that other Indigenous groups such as the McMaster Indigenous Research Institute were present at the social. The Indigenous Health Learning Lodge in the faculty of health sciences and the Indigenous Education Council were also present. This event provided attendees the opportunity to learn more about Indigenous Student Services.
Indigenous Student Services hosts many events throughout the year. “These events are not just for the Indigenous community. They are cultural programming that’s open to all students, staff and faculty,” said Martin-Enlund. “At McMaster there is closed programming for Indigenous students only. But a lot of times for the Indigenous studies department and Indigenous Student Services, we host events that are open to everyone so that we can bring a little bit of that cultural awareness to everyone at McMaster.”
We host events that are open to everyone so that we can bring a little bit of that cultural awareness to everyone at McMaster.
Nicole Martin-Enlund, academic department manager, Indigenous Studies Department
In order to put together this back to school welcome for the McMaster community, planning began a few months in advance. “We actually start planning for the social in July. It is a few months in the works because we bring in Indigenous community partners,” said Martin-Enlund. This year's social featured performances by Cam Hill and his group of singers and others who are invited as guests from the Six Nations community.
Within Haudenosaunee culture, each song has a different meaning. At the social, Cam Hill explained to the audience that each song represents a different story. He first said the name of the song, explained how the song and dance are performed and then explained the story behind each one. This was shortly followed up by a performance of the song and dance.
The event also featured complimentary merchandise from all the various departments present and traditional foods. “It’s important, if you’re having a traditional social that you have traditional foods,” said Martin-Enlund. Some traditional foods provided included sweet grass tea and three sisters soup.
“We’re celebrating the students being back and being together. So that is really what a traditional social is all about. It’s about celebration,” said Martin-Enlund when emphasizing the significance of the event for McMaster students.
We’re celebrating the students being back and being together. So that is really what a traditional social is all about. It’s about celebration.
Nicole Martin-Enlund, academic department manager, McMaster University
The Indigenous studies department and Indigenous Student Services welcomed all students to their back to school social and encouraged students of all backgrounds to step into the space. “It’s one of the reasons why we have Indigenous studies here at McMaster. As we want to spread educational awareness. And we want people to experience and understand the culture,” said Martin-Enlund.
Indigenous Student Services has many more social events planned throughout the school year. You can visit their Instagram for details about their upcoming events throughout the year.
Co-presidents Emma Robertson and Olivia Beausoleil reflect on the growth the Indigenous Student Athlete Council has experienced along with its potential future
A group of McMaster student-athletes are making strides in their sports while also working to foster inclusivity and representation for Indigenous student-athletes. The Indigenous Student Athlete Council has created a place for Indigenous student athletes to build community and increase visibility within the McMaster community.
Co-presidents Emma Robertson and Olivia Beausoleil both created ISAC and built it into what it is today. Both are student athletes themselves; Robertson is a part of McMaster’s cheer team, while Beausoleil is on the women’s football team.
“Athletics and Recreation had the idea [for an Indigenous student athlete council] and Emma and I had both reached out with interest in getting involved in it. So collectively Emma and I sort of got it off the ground,” said Beausoleil.
ISAC’s core goals are to provide a space to advocate for Indigenous student athletes at McMaster, provide Indigenous student athletes a safe community and increase representation and visibility of Indigenous student athletes.
“With ISAC, we’re looking to really increase the inclusivity of Indigenous student-athletes within athletics and recreation at McMaster and advocate for the interests of Indigenous student-athletes,” said Robertson.
With ISAC, we’re looking to really increase the inclusivity of Indigenous student athletes within athletics and recreation at McMaster and advocate for the interests of Indigenous student athletes.
Emma Robertson, Co-president
McMaster Indigenous Student Athlete Council
One aspect of the council that has been especially meaningful is that it has acted as a space to share personal experiences and stories through their meetings. This provides a platform for Indigenous student-athletes to connect and build community with one another
“Even just hearing each other’s stories, sometimes our meetings even get a little off topic, but hearing personal stories as an Indigenous athlete is interesting and being able to share them myself is interesting,” said Beausoleil.
The council began just two years ago. Since then it has been able to grow and improve in meeting its goals. They have been able to increase their outreach and have achieved a greater overall presence throughout the beginning of the fall semester.
“One thing we’re looking to do is really grow the council and get more members or visibility on campus. So even at the start of this year, having a presence at welcome week or student orientations has been great. We’ve met some first year Indigenous student athletes so we’re hoping to have a new meeting soon to invite and welcome some potential new members,” said Robertson.
Along with growing in visibility, the council has grown its connections with other groups in McMaster’s student-athlete landscape. Groups like McMaster’s Black Student- Athlete Council, the Women’s Athletic Leadership Committee and the LGBTQ2SIA+ Athletic Advocacy Group along with the Indigenous Student Athlete Council all aim to provide support for marginalized student-athletes at McMaster. These groups have also served as a model for the Indigenous Student Athlete council as they have worked to build themselves up.
“This year we’ve been connecting more with the leaders of other student groups. This has been helpful to see what challenges they’ve had and things they’ve succeeded in and how we can work together,” said Robertson.
One of the ISAC’s biggest events is its Orange Shirt Day event. Orange Shirt Day aims to recognize the tragedies of the residential school system and the Indigenous children who were taken from their families.
This year the council is holding its Orange Shirt Day event on Sept. 28. This event will be hosted during the men’s and women’s soccer and rugby games at Ron Joyce Stadium. It will take place from 12:00 p.m. when women’s soccer kicks off against Algoma University, until 8:00 p.m. when men’s rugby kicks off against Western University.
“So right now our event is on Sept. 28. With the women’s and men’s soccer and rugby games. We have a couple different things going on there. We’re going to be selling orange shirts there, we have different Indigenous vendors who are going to be present on the concourse selling things. We may or may not have a singing group coming as well,” said Robertson.
This will be the council’s second year in a row running an Orange Shirt Day event during a McMaster sports event. With a year under their belt, the council has been able to grow this event and get more people involved.
“Last year when we started, the council didn’t really start until the beginning of September, so it was a lot more last minute and a bit crazier. But this year, we started meeting and planning things out earlier in the summer, so it’s been nice to have more time to do that. We’ve also been able to reach out to other Indigenous student services and the Indigenous studies department and have been working with some of the staff there to coordinate with other things going on with truth and reconciliation on campus, as well as getting help and support from them has been great,” said Robertson.
As Orange Shirt Day approaches, the council’s co-presidents also hope to create a long lasting space for the coming years. Gaining new members has been a challenge for the council, but Robertson and Beausoleil have worked tirelessly to keep the council running.
“Just building the council is important. There are currently only four of us on the council, but a lot of us are in our final year here. So, being able to make sure we have some members to carry forth the council in the coming years so it doesn’t die off just as we’ve gotten it going,” said Olivia Beausoleil.
Just building the council is important. There are currently only four of us on the council, but a lot of us are in our final year here. So, being able to make sure we have some members to carry forth the council in the coming years so it doesn’t die off just as we’ve gotten it going.
Olivia Beausoleil, Co-president
McMaster Indigenous Student Athlete Council
With its continued growth and refinement, the council hopes to be a strong and supportive space for Indigenous student-athletes at McMaster.
In honour of the National Day for Truth and Reconciliation, McMaster planetarium shows an immersive retelling of the celestial bear story
For a blend of culture and education, the William J. McCallion Planetarium presents The Celestial Bear: The Six Nations’ Night Sky.
The Celestial Bear is an annual showing of projected images containing rotating patterns in the night sky. This was produced in partnership with members of the Six Nations, McMaster University's Indigenous Studies Department and the W.J. McCallion Planetarium. It tells the story behind the Ursa Major constellation that Indigenous peoples have passed from generation to generation.
The Latin term Ursa Major, given to the constellation by European astronomists, means "Great Bear." Indigenous peoples who had also looked up at the stars with wonder have their own lore about the night sky. The planetarium and the producers of the show aimed to tell the Indigenous story behind this constellation which has been neglected by western society.
Robert Cockcroft is an associate professor in the department of physics and astronomy at McMaster University and the director of the W.J. McCallion Planetarium.
“One of the opportunities that have been really great is to work with Indigenous scholars . . . [i]ncluding Tom Deer, who is a Mohawk scholar and the person who approached us and said, ”Would you like to do a show that is based on a story around the Celestial Bear?”, and that was back in 2013,” said Cockcroft.
It was then that the idea for the Celestial Bear was first conceptualized. It officially launched in 2015.
“We’ve been showing it since 2015 and the National Day for Truth and Reconciliation has only been around for its third year in a row. So every year its been happening, we’ve been doing it,” said Cockcroft.
National Day for Truth and Reconciliation was first observed as a federal statutory holiday on Sept. 30, 2021.
To thoughtfully create the showing, Tom Deer, Robert Cockcroft, David Moses and professor Rick Monture who are two other Indigenous scholars and Sarah Symons, the former director of the W.J. McCallion Planetarium worked collaboratively together.
“The five of us worked together and co-produced the Celestial Bear, which today still remains the most requested show that we have,” said Cockcroft.
Cockcroft spoke about how they thought it was of great importance to include Indigenous voices in the production process.
“None of our presenters are Indigenous. We felt it was crucial to have Tom’s voice represent the story,” said Cockcroft.
None of our presenters are Indigenous. We felt it was crucial to have Tom's voice represent the story.
Robert Cockcroft, Director
W.J. McCallion Planetarium, McMaster University
This decision not only allows for a faithful retelling of the narrative but also respects the cultural significance of the story.
The show’s structure is unique compared to other planetarium offerings. The Celestial Bear includes both live and recorded segments to authentically represent the storytelling tradition. The recordings, featuring Tom Deer’s narration, incorporate Indigenous languages.
The concept of “two-eyed seeing,” articulated by Mi’kmaq Elder Albert Marshall, is woven throughout the show.
“[Mi’kmaq Elder Albert Marshall] says, if you can see with the perspective of one eye of Indigenous ways of knowing, and the other eye from the eurocentric or western ways of knowing, then you can help your understanding like you can deepen your understanding by knowing both perspectives. It’s not one or the other, but by having both, it really helps,” explained Cockcroft.
If you can see with the perspective of one eye of indigenous ways of knowing, and the other eye from the eurocentric or western ways of knowing. Then you can help your understanding like you can deepen your understanding by knowing both perspectives. It's not one or the other, but by having both, it really helps.
Robert Cockcroft, Director
W.J. McCallion Planetarium, McMaster University
“In any one year, about 10 to 15 per cent of the requests we get are for the Celestial Bear. So that’s about 40 to 50 shows per year,” said Cockcroft. This popularity reflects a growing interest in Indigenous stories and perspectives within educational settings.
The planetarium is also preparing to launch a new show, “The 7 Dances”, later this fall, in partnership with Tom Deer. This upcoming presentation aims to further explore Indigenous stories and their connections to the night sky.
Tickets for The Celestial Bear are available on the McCallion Planetarium website, with all proceeds going to a local Indigenous charity. This showing is both an opportunity to learn about Indigenous history and storytelling and to reflect on the erasure of Indigenous stories by western society.
The showing for National Day for Truth and Reconciliation will take place Sept. 30, from 8:15 p.m. to 9:15 p.m. in the W.J. McCallion Planetarium in the Burke Science Building.
The new experiential course immerses students in Haudenosaunee culture, reconciliation, and land-based learning through a ten-day canoe journey along the Grand River
This past summer, the Indigenous Studies Department ran for the first time a new course titled "Two Row on the Grand Paddle." Associate Professor Bonnie Freeman led this experiential learning opportunity, which was available to students for the first time.
The course aimed to deepen students' understanding of Haudenosaunee culture, treaty history, and reconciliation through hands-on participation in the annual "Two Row on the Grand Paddle" canoe journey.
Freeman, who is Algonquin Mohawk and a member of the Six Nations of the Grand River Territory, has been involved in the canoe journey for almost ten years. She sees the course as a chance for students to connect what they learn in the classroom with real-life experiences.
"It was important for me to show [students]… that when we learn from an academic perspective, these theories and experiences, it's so much different than when we put them into practice," said Freeman.
It was important for me to show [students]... that when we learn from an academic perspective, these theories and experiences, it's so much different than when we put them into practice.
Bonnie Freeman, Associate Professor
Indigenous Studies Department
She stressed that this course was not just an academic exercise but an immersive experience intended to build connections with Indigenous teachings, the land, and one another.
The "Two Row on the Grand" journey is based on the historical Two Row [Gaswéñdah] Wampum Treaty between the Haudenosaunee and Dutch settlers. During the course, students canoed along the Grand River, which is tied to the Haldimand Treaty lands. They had the opportunity to engage with traditional Indigenous teachings and cultural practices and participate in discussions regarding reconciliation throughout the ten day journey.
Freeman’s engagement with land-based Indigenous learning began during her university days. The idea for this course stemmed from those early experiences. "It was a spiritual journey, and I was immersed in the ceremony, with horses, on the land, and learning those teachings," said Freeman, reflecting on her first exposure to land-based learning. Her passion for integrating these life-changing experiences into academic programs has driven her commitment to making the canoe journey a part of the Indigenous Studies Department's course offerings.
According to Freeman, the course was received with great enthusiasm from the student. "They said it was completely life-changing for them," said Freeman. She added that students appreciated the opportunity to apply what they had been learning in classrooms in a meaningful and practical manner.
The course involved facing physical challenges like navigating rapids and developing paddling skills. It also focused on promoting reconciliation in a practical and community-based manner. The course highlighted the importance of establishing connections with the land and between Indigenous and non-Indigenous communities.
Freeman recalled how some students reflected on the experience. "What was important... about reconciliation is the day-to-day living and the importance of having those relationships and establishing them," said Freeman.
The "Two Row on the Grand Paddle" course establishes a standard for expanding experiential learning within Indigenous studies as the Indigenous Studies Department expands its course offerings.
To enrol in Bonnie Freeman’s land-based learning course, students should review McMaster University’s offerings in Indigenous Studies or Social Work. Registration opens on the Two Row Paddle website in mid-March 2025, and the course is primarily aimed at third —and fourth-year students with relevant academic backgrounds. For detailed information and guidance, students are encouraged to consult academic advisors. As the course involves hands-on, experiential learning, it offers a unique opportunity to engage deeply with Indigenous knowledge and practices, fostering meaningful steps toward reconciliation.
McMaster launches a new communications committee to facilitate and promote a culture committed to reconciliation
Starting this year, the new Truth and Reconciliation Communications Standing Committee launched at McMaster University, dedicated to promoting and advancing Truth and Reconciliation throughout the university. The committee is comprised of both Indigenous and non-Indigenous staff, faculty and students to collaborate on initiatives that advance education about and understanding of the land's colonial history.
The newly formed committee, approved by the Indigenous Education Council and the Joint Indigenous-Administrative Consultation Group, is co-chaired by associate professor and Chair of the Indigenous Studies Department, Dr. Robert Innes, and Associate Professor and Director of the Arts and Sciences Program, Dr. Beth Marquis.
The committee’s goal is to share news stories about Indigenous initiatives and ongoing efforts to advance reconciliation and promote campus-wide learning opportunities on the topic of Truth and Reconciliation. These initiatives will be guided by four key priority areas identified by the Indigenous Strategic Directions of McMaster's Indigenous Education Council and the Truth and Reconciliation Commission of Canada Calls to Action. These are research, education, student experience and Indigenous leadership.
Chrissy Doolittle, the director of Indigenous Student Services and a member of both the IEC and JIACG, spoke to the Silhouette about the goals of the committee and its makeup. “The committee is intentionally balanced so that we have approximately an equal representation from our Indigenous community on campus as well as non-Indigenous representatives from across the university. Having that balance helps give a different perspective that we can have other people take the lead on things that they can help advocate within their areas of the university and help support the communication efforts that are happening year-round,” said Doolittle.
Having that balance helps give a different perspective that we can have other people take lead on things that they can help advocate within their areas of the university and help support the communication efforts that are happening year-round.
Chrissy Doolittle, Director
Indigenous Student Services
The committee will focus on facilitating opportunities for non-Indigenous campus community members to educate themselves about Indigenous culture, ways of knowing and history. Through this, it aims to contribute to redressing and raising awareness about the injustices of settler colonialism, particularly on National Day for Truth and Reconciliation, but also throughout the year.
Additionally, the committee will create content that shares the stories of Indigenous students and faculty, co-develop communication frameworks throughout the year and support the planning of campus-wide events that promote Truth and Reconciliation.
Doolittle mentioned that the Committee is launching a website to go along with communications efforts. "We hope it will become a designated place that people can go to for information, resources and opportunities to help support and fund Indigenous initiatives on campus year-round," said Doolittle.
The website features news stories pertaining to reconciliation on campus and also provides links to Indigenous departments and services..
“We had an overwhelming response from the non-Indigenous community across campus who were interested in joining the committee. It was very clear that there is a desire to learn more and to help further education at McMaster as well,” said Doolittle.
We had an overwhelming response from the non-Indigenous community across campus who were interested in joining the committee. It was very clear that there is a desire to learn more and to help further education at McMaster as well.
Chrissy Doolittle, Director
Indigenous Student Services
Overall, the committee will serve as a resource to non-Indigenous community members seeking guidance in planning events and developing educational programs in support of Truth and Reconciliation. Information on the events and resources for National Day for Truth and Reconciliation can be found on the committee's website.
The program invites students to engage with Indigenous knowledge and address contemporary Indigenous issues
The Indigenous Studies Department at McMaster University launched its MA in Indigenous Studies program this year, welcoming its first cohort of students in September 2024. The new program allows students to engage deeply with Indigenous education, knowledge, histories and contemporary issues through both academic study and community-based research.
The program offers two distinct tracks: a 12-month major research project and a 16-month community-based research project. All students complete three core courses—Indigenous Studies Research Methods (INDIGIST 702), Theories in Critical Indigenous Studies (INDIGST 701), and Indigenous Studies Experiential Learning (INDIGIST 704)—along with three elective courses of their choice.
In an email statement to the Silhouette, Renae Watchman, chair of the Indigenous studies graduate committee, stated that students participate in a year-long, non-credit professional development course. Those in the major research project stream must write a paper 7,500 to 8,000 words long, while the community-based research project requires a final paper of 10,000 to 12,500 words.
Kelsey Chan, a member of the first cohort who chose the major research project, shared her enthusiasm in an interview with The Silhouette: "It's the best decision I could have made." Chan, of Indigenous and Chinese descent, is of the Eagle Clan of the House of Chief Wigvitba-Wákas. After completing her undergraduate studies in political science and Indigenous studies at McMaster, she felt this program was a perfect fit.
Chan’s research explores the long-term impacts of colonial legislation, particularly the Indian Act, on Indigenous sovereignty. “The Indian Act restricted Indigenous people's rights to governance, culture, and language,” said Chan. "Reclaiming Indigenous sovereignty is key to self-determination and healing.” Her work is deeply personal, as both her grandparents are residential school survivors and her mother attended an Indian Day School.
Chan explained how the program allows her to focus on her passion for governance and policy. "There are very few opportunities to pursue a master's degree in Indigenous studies in Canada... It was difficult to find both the opportunity and the faculty who understand your position and your identity," said Chan.
There are very few opportunities to pursue a master's degree in Indigenous studies in Canada. It was difficult to find both the opportunity and the faculty who understand your position and your identity.
Kelsy Chan, Master's Student
MPR Indigenous Studies
Kendall Garlow, another student in the program, is completing the community-based research route. A member of the Mohawk Nation and Wolf Clan from Six Nations of the Grand River, Garlow focuses on Indigenous food sovereignty, working with Six Nations Health Services. Her research engages closely with her community in discussions about preserving traditional food practices. "We’re making menu changes in long-term care homes to increase Haudenosaunee food availability," said Garlow, noting collaborations with local vendors, hunters, and gatherers.
The program challenges students to rethink conventional frameworks and integrate Indigenous worldviews. Garlow emphasized how this has shaped her own studies. "It pushes you to think critically about what you've learned and encourages you to question and challenge those ideas," said Garlow. This approach allows students to move beyond Eurocentric methodologies and focus on addressing the specific needs of their communities.
"We kept getting stuck trying to define Haudenosaunee food... We realized we needed to step back and figure out what works for our community. We're asking people, 'What is Haudenosaunee food to you?' 'What does that look like?'" said, Garlow.
Garlow and Chan highlighted the program’s supportive environment and staff and faculty who Garlow noted as being incredibly responsive, providing assistance with professional development and future planning. “Everyone asks, "What do you need?"... it feels like I'm able to do the things that I want to do," said Garlow. Chan expressed a similar sentiment, “The faculty listens to us and is forward-thinking about our needs, offering resources like CV workshops and PhD guidance," said Chan.
It feels like I'm able to do the things that I want to do.
Kendal Garlow, Master's Student
CRB Indigenous Studies
The program welcomes non-Indigenous students, fostering opportunities for cross-cultural learning and understanding. "No one can help us better than ourselves, but non-Indigenous voices are important too. There's value in both perspectives," said Garlow.
No one can help us better than ourselves, but non-Indigenous voices are important too.
Kendal Garlow, Master's Student
CRB Indigenous Studies
Chan expressed her excitement for the upcoming year: "They’ve already built such an incredible program," said Chan. Applications for the 2025 intake are now open, and the program is expected to grow, providing a foundation for future scholars to enrich Indigenous studies and promote community-based learning.
The new bursary program will cover university tuition and living expenses, providing personalized financial support to Haudenosaunee and Mississauga students
A new bursary program for Indigenous students of Haudenosaunee and Mississauga ancestry has been launched this year at McMaster University. Eligible applicants can receive financial assistance starting in Fall 2024 for the 2024-2025 academic year. Students will be required to submit documentation to verify their Indigenous ancestry in accordance with the Indigenous ancestry verification guidelines.
The new bursary is named ionkhihahonnién:ni which translates to “they’re making a path for us” from the Mohawk language. It is intended to assist eligible Indigenous students with both tuition and cost of living expenses such as housing, transportation, food and childcare with the goal of making post-secondary education more accessible.
Chrissy Doolittle, the director of Indigenous Student Services and co-developer of the bursary program was interviewed by The Silhouette. She noted that they are currently assessing the financial needs of the first round of students and working towards disbursing the bursaries to those individuals.
“There is quite a bit of misunderstanding out there about how federal funding works from band funding offices in that not all students receive funding and that funding does not cover their entire cost to come to post-secondary education. So
There is quite a bit of misunderstanding out there about how federal funding works from band funding offices in that not all students receive funding and that funding does not cover their entire cost to come to post-secondary education. So
Chrissy Doolittle, Directorwe really wanted to make sure that we looked at this in a way that was meaningful and was going to make an impact on each student .
Indigenous Student Services
The bursary aims to address the specific financial barriers Indigenous students face which stem from a
The program is open specifically to members of the Haudenosaunee and Mississauga nations, the traditional territories and lands of which McMaster University is located on. Students that are band members of these nations are eligible to apply for the bursary even if they live elsewhere in Canada or internationally. “The Haudenosaunee and Mississauga nations actually span quite a wide area, including Western New York and Eastern Ontario. There are approximately 24 different communities that would be eligible,” said Doolittle.
The Haudenosaunee and Mississauga Nations actually span quite a wide area, including Western New York and Eastern Ontario. There are approximately 24 different communities that would be eligible.
Chrissy Doolittle, Director
Indigenous Student Services
In addition to the bursary program, a new Indigenous Financial Aid Specialist role has been established within Indigenous Student Services.
Doolittle mentioned that the specialist will be responsible for administering the funding by first conducting an analysis of each student's financial needs, which will determine the amount that they will receive for the bursary.
“In the past … we’ve always been the middleman where we have been able to help direct students to Aids and Awards or help navigate Award Spring applications with them or help connect them to emergency supports … but having this position in-house allows us to actually help the student here … we can look at their financial picture and can determine how we can best help support them,” said Doolittle.
Having this position in house allows us to actually help the student here … we can look at their financial picture and can determine how we can best help support them.
Chrissy Doolittle, Director
Indigenous Student Services
Through these initiatives, the ISS and McMaster hope to ensure that Indigenous students have the financial support and resources they need to be able to focus on their studies and goals and thrive academically. More information about the bursary can be found on the Aids and Awards page in the Office of Registrar.
