Guest Speaker Series - Dr. Keri Cheechoo and Dr. Pablo Montes

With the national spotlight on the ‘reconciliation’ project and with education seen as a critical site for reconciliatory efforts and Indigenous resurgence, the Center was developed as a vital means to work toward resurgence and as an important response to the Truth and Reconciliation Commission of Canada’s (TRC) Calls to Action. Leanne Simpson (2011) writes that “if it is truly time to talk ‘reconciliation’, then how we reconcile is critically important” (p. 24). Simpson (2011) [1] writes that the “process of resurgence” (p. 20) must be Indigenous-driven and –led. Further, that Indigenous resurgence is about “creating a space of storied presencing, alternative imaginings, transformation, [and] reclamation” (p. 96). In this way Indigenous resurgence is an emergent construct that can be taken up in relation to place-specific Indigenous educational research contexts.Simpson, L. (2011). Dancing On Our Turtle’s Back: Stories of Nishmaabeg Re-Creation, Resurgence and a new Emergence. Winnipeg, MB: Arbeiter Ring Press.

OISE Centre for Indigenous Educational Research

Dr. Keri Cheechoo and Dr. Pablo Montes present their chapters in The Bloomsbury Handbook  of Indigenous Education and Research

Guest Speaker Series

Join us in learning from various Indigenous scholars and community members both local and international on different themes surrounding Indigenous Educational research. If you wish to learn more about this topic please sign up!

The <a href="https://www.oise.utoronto.ca/ierc" title="https://www.oise.utoronto.ca/ierc" target="_blank" data-msys-clicktrack="0" rel="nofollow noopener noreferrer">Indigenous Educational Research Centre (IERC)</a> invites you to attend Voices from The Bloomsbury Handbook: Indigenous Education led by Dr. Keri Cheechoo and Dr. Pablo Montes, authors featured in the upcoming edited work The Bloomsbury Handbook of Indigenous Education and Research. This duo panel will introduce participants to the speakers' chapters in conversation.The online talk will not be recorded, so attend live to catch the presentation and participate in the live Q&amp;A session.<h3> </h3><h3>Voices from The Bloomsbury Handbook: Cheechoo &amp; Montes on Indigenous Education</h3>Edited by Sandra Styres and Ryan Neepin, <a href="https://www.bloomsbury.com/ca/bloomsbury-handbook-of-indigenous-education-and-research-9781350373860/" title="https://www.bloomsbury.com/ca/bloomsbury-handbook-of-indigenous-education-and-research-9781350373860/" target="_blank" data-msys-clicktrack="0" rel="nofollow noopener noreferrer">The Bloomsbury Handbook of Indigenous Education and Research</a> is a forthcoming anthology featuring insights from global Indigenous educators and researchers. <h3>Chapter 18: A River of Orange: Reconciliation, Relationality, Resistance, and Retaliation, Keri Cheechoo</h3>Cheechoo complicates and problematizes tensions and challenges inherent in transforming education by recognizing that educators often “inherit” ways of being and ways of doing from senior educators and policymakers—and that often racist ideologies and biases continue to be upheld, replicated, and trickle down into the next generations of students, educators, and administration. It is in these spaces that we can learn, unlearn and relearn, understanding that while deficits and disparities exist, so does survivorship and legacy. A River of Orange: Reconciliation, Relationality, Resistance, and Retaliation will offer opportunities to learn how to unlearn and relearn in an ethically relational manner. <h3>Chapter 9: Curricular Transfigurations: (Re)Storying Queer Land Education, Pablo Montes</h3>Montes continues the conversation between Queer theory, Indigenous studies, and education. Seldom have these three approaches been taken seriously, however in recent years, Two-Spirit, Queer, and Trans Indigenous scholars have necessitated these conversations on the importance of a Queer Indigenous analytic and how Land-education is a key educational theory that can shape these discourses. This chapter does not seek to propose a new theoretical approach, but position Queer Land education and Queering Indigenous education through acts of “restoryation” that can highlight the already existing multiplicities of Queer Land education, relations, and reclamations. However, the primary motive is to restore these stories and move towards an ethic of Two-Spirit, Queer, and Trans survivance. Through learning with and through Land, Two-Spirit, Queer, and Trans Indigenous people are demonstrating that survivance is also about reclaiming bodily sovereignty, ancestral memories of gender and sexuality, and re-remembering that if we are reflections of the Land, that Land has always already been Queer. <h3>Speaker: Dr. Keri Cheechoo</h3>Dr. Keri Cheechoo (she/her) is an Iskwew from Long Lake #58 First Nation. She is a mom, Kookum, and an Associate Professor who works to resist and subvert systemic, structural and institutional racisms. Dr. Cheechoo is a Cree scholar who uses an arts-based methodology that connects her aptitude for writing with educational research. She situates her pedagogy through a praxis of ethical relationality and her Nisgaa methodological framework which is framed by protocol and reciprocity. <h3>Speaker: Dr. Pablo Montes</h3>Dr. Pablo Montes (any pronouns) is a descendant of the Chichimeca Guamares and P’urépecha people from the valley of Huatzindeo (Salvatierra, Guanajuato, MX), specifically from a small rancho called La Luz at the foot of the Culiacán mountain. They are an Assistant Professor of Curriculum Studies at Texas Christian University and received their Ph.D. in Cultural Studies in Education from the University of Texas at Austin (with an emphasis on Native American and Indigenous Studies and Mexican American and Latine Studies). Their main research interests are at the intersection of queer settler colonialism, Latinx Indigeneities, and Land education. Their current project emphasizes the transformational learning spaces that Two-Spirit, Queer, and Trans Indigenous educators create alongside their Indigenous community, Land, and other Queer Indigenous people. Dr. Montes is also a community-based scholar, serving as the Native Youth Director for the Indigenous Cultures Institute based in San Marcos, TX from 2017-2021. In this role, they developed Indigenous-based curriculum for a summer encounter dedicated to serving Indigenous and Latinx youth in the San Marcos area. They are also an active Danzante (Mexica Dancer) with Kalpulli Mitotiliztli Yaoyollohtli.

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Guest Speaker Series - Dr. Keri Cheechoo and Dr. Pablo Montes

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