Pictured above L to R - Back Row: Jaime Perry, Hanna Bryant, Jessica Drake, Claire Majors, and Rob Anthony; Front Row: Christina Croce, Robyn Welsh and Whitney Davis. 

A Celebration Honouring Strength, Community, and Achievement

We are incredibly proud to celebrate the remarkable achievement of our students who have completed the inaugural Indigenous Post-Degree Professional Program (I-PDPP) in Indigenous Education. The journey to this milestone has been marked by dedication, perseverance, and commitment to Indigenous education.

The celebration was a heartfelt gathering that truly reflected the significance of this milestone. It was opened in a good way by Elder Terri Barnhard, whose words grounded the event in cultural strength and community spirit. Vanessa, Dean of the Faculty of Education, offered heartfelt congratulations that acknowledged the dedication, resilience, and excellence demonstrated by the students throughout their journey. Jean-Paul, Chair of Indigenous Education, spoke with warmth and conviction, reminding the graduates that they will always be part of the Indigenous Education family and that the department stands firmly behind them as they move forward. The instructors, who walked alongside the students throughout the program, shared encouraging and uplifting words that celebrated not only academic success but also the personal growth and leadership shown by each graduate. Together, these voices wove a rich tapestry of support, pride, and celebration that truly honored the hard work, determination, and accomplishments of every student.

To all the students, we extend our heartfelt congratulations on this exceptional accomplishment. Your success not only enriches our community but also inspires future generations. We raise our hands in admiration and celebration of your journey. Congratulations once again!

Pictured above L to R - 1st picture: Elder Terri Barnhard; 2nd picture: Vanessa Andreotti, Dean, Faculty of Education; 3rd picture: Jean-Paul Restoule, Chair, Indigenous Education 

Pictured above L to R - 1st picture: Vanessa Andreotti, Baby Douglas, and Lauren Jerke; 2nd picture: Carmen Rodriguez de France; 3rd picture: PDPP cohort and guests

Pictured above: PDPP graduating co-hort and guests. 

Pictured above L to R: Drs. Ewa Czaykowska-Higgins, Nicki Benson, and Onowa McIvor

Congratulations Dr. Nicki Benson on the successful completion of her PhD journey

We are proud to share that Nicki Benson has successfully completed her PhD in the Department of Curriculum and Instruction. Guided by Dr. Onowa McIvor (Supervisor), Ewa Czaykowska-Higgins (Committee Member) in Indigenous Education, and Tim Anderson (Committee Member) in Curriculum & Instruction, Nicki’s dissertation, “Reaching Advanced Indigenous Language Proficiency: Innovative Strategies for Adult Learners,” explores new approaches to supporting adult learners on their language journeys.

Please join us in celebrating Dr. Nicki Benson on her hard-earned achievement!

Pictured above L to R - Qwshe’miye’ Shawna Seymour, Naiomi Toye, and Dr. Karun Thanjavur. 

Stargazing and Indigenous Perspectives: ES 381 Explores the Cosmos from Snuneymuxw Territory

On the evening of April 16, 2025, during the final class of ES 381: Hul'q'umi'num' Ethnobotany, four students, Wushqtunaat Candice George, Qwshe’miye’ Shawna Seymour, Naiomi Toye, and SE'BA'YEQXYE Sierra Pelkey, had the unique opportunity to visit Piper’s Lagoon, located in Snuneymuxw territory, for a special stargazing experience. This enriching field trip featured guest speakers Dr. Karun Thanjavur (University of Victoria) and Dr. Laurie Rousseau-Nepton (University of Toronto)—Canada’s first Indigenous female astronomer.

Accompanied by Chris Boar and a colleague from the Nanaimo Astronomy Society, the group explored the wonders of the night sky through a telescope. Students were able to observe the four largest moons of Jupiter, marvel at the planet’s iconic rings, and catch a brief glimpse of Mars.

This memorable evening blended scientific inquiry with cultural connection, highlighting Indigenous presence in the sciences and reinforcing the course’s holistic, land-based approach to learning.

Hector Vazquez Cordoba awarded grants for future initiatives

We are delighted to announce that Hector Vazquez Cordoba, a member of our IED faculty, has been awarded two grants: a SSHRC Connection Grant and an Indigenous and BPoC Knowledge and Connection Grant!

The SSHRC Connection Grant supports events and outreach activities aimed at short-term knowledge mobilization goals. Hector has been granted funding for his project titled "Indigenous Solidarity for Sustainable Futures: Dialogues across Yugambeh/Gadigal/Dharug Countries (Australia), Coast Salish/Kwakwaka'wakw Territories (Canada), and the Huasteca region (Mexico)."

The BPoC Knowledge and Connection Fund supports faculty and librarians who identify as Indigenous, Black, or People of Colour, providing additional time for work that supports University initiatives in equity, diversity, inclusion, decolonization, Indigenization, or anti-oppression efforts. Hector's grant will support his studies in the Certificate of Indigenous Language Revitalization.

Join us in celebrating Hector's remarkable achievements and his commitment to advancing crucial dialogues and initiatives within our community.

Pictured above L to R - Back Row: Dr. Tatiana Degai, Lisa Mercure, Aliana Parker, Andrew Cienski, Tye Swallow, Nicole Goodstriker, Alex Carter, Carmen Craig, Kristely Kelly, Kalaya Point, and Dr. Onowa McIvor; Front Row: Dr. Belinda kakiyosēw Daniels, SX̱EDŦELISIYE (Renée Sampson), Thasekiyahe (Margaret Charlie), Carmen Dick, Lyndsey Henry, Dr. Ewa Czaykowska-Higgins, and  Elder Terri Barnhard.

Indigenous Language Revitalization Community Gathering: Listening, Dreaming, Growing Together

On April 14, 2025, the Indigenous Language Revitalization Aspiration Research Cluster, led by Drs. Belinda Daniels, Tatiana Degai, Ewa Czaykowska-Higgins, and Onowa McIvor, hosted a Community Gathering in lək̓ʷəŋən territory. The gathering brought together community members and collaborators from the Songhees, Xʷsepsəm (Esquimalt), and W̱SÁNEĆ Nations; First People's Cultural Council (FPCC), Victoria Native Friendship Centre (VNFC); and UVic representatives to share a meal, laughter, and a collective vision for a future Indigenous Language Revitalization (ILR) research space.

Through dialogue and dreaming, the group explored community language vision and identified guiding values and aspirations for the initiative. The spirit and outcomes of this gathering will help shape the next steps in this community-focused project.

Pictured above L to R - 1st picture: NEȾOLṈEW̱ Presentation - Onowa McIvor; 2nd picture: Dr. Kathryn Michel; 3rd picture: NILLA Presentation - Callie Hill, Ewa Czaykowska-Higgins, and Onowa McIvor

Celebrating the NEȾOLṈEW̱ Research Partnership at the 9^th ICLDC Conference

In March 2025, members of the NEȾOLṈEW̱ Research Partnership travelled to Honolulu, Hawai‘i to share the culmination of eight years of community-led research at the 9th International Conference on Language Documentation & Conservation (ICLDC).

In the presentation NEȾOLṈEW̱ Partnership and Community-Based ILR Research: A Collective Story, Dr. Onowa McIvor, Dr. Ewa Czaykowska-Higgins, PENÁĆ (David Underwood), Tye Swallow, and Dr. Kathryn Michel reflected on the journey of the partnership—highlighting the relationships, research, and learning that have shaped NEȾOLṈEW̱’s work in Indigenous Language Revitalization (ILR) across 9 communities and Nations.

In a second presentation, NEȾOLṈEW̱ Indigenous Language Learning Atlas (NILLA): A Digital Networking Hub for Community and Diaspora Engagement, Dr. Ewa Czaykowska-Higgins, Dr. Onowa McIvor, and Callie Hill shared the evolution of the NILLA platform. Developed through the NEȾOLṈEW̱ Partnership, NILLA has grown through many iterations and countless hours of collaboration, design, and refinement. With a soft launch now underway, NILLA is intended to serve as a living digital network connecting Indigenous language learners, speakers, educators, and advocates across the lands known as Canada, supporting collective efforts to strengthen and sustain Indigenous languages.

These presentations marked a meaningful milestone in the NEȾOLṈEW̱ journey, celebrating not only the completion of the formal partnership but also the ongoing work, relationships, and aspirations it has helped to nurture.

Teaching and Learning Indigenous Perspectives Electives

The Department of Indigenous Education at the University of Victoria is pleased to offer Teaching and Learning Indigenous Perspectives, a series of electives available to all students, including pre-service teachers pursuing the TQS Category 5 and 5+ qualification upgrade. In-service teachers hoping to enrich their knowledge and skills in Indigenous education are also welcome.

These courses aim to give participants an opportunity to learn from and about Indigenous knowledge, and to make valuable connections to local Indigenous communities to strengthen their understanding of Indigenous peoples and societies. Indigenous Education initiatives continue to be a high priority for School Districts across the province, especially with the requirement of the BCTC Standard 9 and these courses are designed to meet this important and distinct need. 

Courses offered in July 2025

IED 372 - Indigenous Epistemologies (online)

An exploration of Indigenous knowledge and practices of First Nations, Métis, and Inuit people. Discussion topics include: Indigenous worldviews, frameworks, methodologies, and protocols that validate Indigenous ways of being and living, and the appreciation of the mental, spiritual, physical and emotional aspects of Indigenous knowledge.

IED 473 - CENENITEL TW TOLNEW: Helping each other to learn

Introduction to an Indigenous world of learning and teaching through hands-on practical activities integrated with theoretical and academic goals. Experiences in the principles of traditional Indigenous ways of teaching and learning such as mentorship and apprenticeship. Respectful practice, community engagement and personal responsibility help learners develop insight into Indigenous pedagogy while working alongside community knowledge keepers, elders and artists.

IED 476 - Foundations of Decolonization (online)

A critical exploration of the relationship between settler and colonial identities in Canada. Students examine and engage settler colonial structures to identify ways to decolonize at individual and institutional levels.

Courses are offered subject to enrollment.

The Teacher Qualification Service (TQS) recommends that all applicants apply for program pre-approval through their website. Upon completion of 30 eligible credits (15 UVic units, typically 10 courses), individuals seeking a category upgrade from TQS will need to submit a formal application. The final decision rests with the TQS.

TLIP website