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Papers by Candace Brunette

Research paper thumbnail of Critical Perspectives for Educational Leadership and Policy in Higher Education

Springer International Publishing eBooks, 2022

Research paper thumbnail of The Trickiness of Settler Colonialism: Indigenous Women Administrators’ Experiences of Policy in Canadian Universities

enactment processes, I argue that, because settler colonialism is pervasive in university structu... more enactment processes, I argue that, because settler colonialism is pervasive in university structures and power dynamics, Indigenous women enact "Indigenous refusals" (Grande, 2019) as part of their leadership and policy work. Through these Indigenous refusals, they resist settler colonial attempts to erase and assimilate Indigenous peoples and knowledges, and contribute to deeper levels of change in universities.

Research paper thumbnail of Indigenous Women Administrators' Willful Work Restorying Universities: Indigenizing Policy Enactments in Canadian Universities

Proceedings of the 2019 AERA Annual Meeting

Research paper thumbnail of Cote-Meek, S., & Moeke-Pickering, T. (2020). Decolonizing and Indigenizing Education in Canada

Research paper thumbnail of Reimagining the Four Rs of Indigenous Education for Literary Studies: Learning From and With Indigenous Stories in the Classroom

Studies in American Indian Literatures, 2020

Research paper thumbnail of “You can’t just take a piece of land from the university and build a garden on it”: Exploring Indigenizing space and place in a settler Canadian university context

Research paper thumbnail of Indigenous Student Matriculation into Medical School: Policy and Progress

International Indigenous Policy Journal, 2017

Access to health care remains suboptimal for Indigenous people in Canada. One contributing factor... more Access to health care remains suboptimal for Indigenous people in Canada. One contributing factor is the longstanding undersupply of Indigenous physicians. Despite awareness of this issue, underrepresentation in medical schools continues. In 2002, Schulich School of Medicine and Dentistry (SSMD) policies were modified to enhance access for Indigenous students. This article describes our school’s continuing journey of policy and process revision, formative collaborations, early learner outcomes, and lessons learned towards this goal. In the first 10 years, SSMD matriculated 15 additional Indigenous students via this new stream. All candidates were successful in the undergraduate medical curriculum, licensing examinations, and residency match. The majority were attracted to primary care specialties, training programs affiliated with SSMD, and practices in southern Ontario. While the process and curriculum have revealed their potential, its capacity is not being maximized.

Research paper thumbnail of Supporting Successful Transitions to Post-Secondary Education for Indigenous Students: Lessons from an Institutional Ethnography in Ontario, Canada

International Indigenous Policy Journal, 2013

This study examines some of the ways institutional policies and practices can support or hinder t... more This study examines some of the ways institutional policies and practices can support or hinder the successful transition to post-secondary education for Indigenous people. Tracing the path from Indigenous high school student to post-secondary education applicant and utilizing knowledge gained from interviews, focus groups, and online surveys as part of an institutional ethnography approach, we offer recommendations for institutions and applicants to help increase enrollment and enhance the success of Indigenous post-secondary students. We share implications for institutions and post-secondary education applicants utilizing self-identification or cultural identity tracking.

Research paper thumbnail of Navigating Between Rigour and Community-Based Research Partnerships: Building the Evaluation of the Uniting Our Nations Health Promotion Program for FNMI Youth

Canadian Journal of Community Mental Health, 2013

Our team has worked closely with First Nations, Métis, and Inuit (FNMI) community partners and ou... more Our team has worked closely with First Nations, Métis, and Inuit (FNMI) community partners and our local school board over the past 9 years to develop a range of strengths-based health promotion programs for FNMI youth. This article begins with a brief description of our school-based programming to provide context. Next, we identify challenges in conducting rigorous program evaluation and highlight the requirements of community-based research partnerships. Finally, we identify a number of factors that have helped us achieve a balance between the frameworks of rigour and community-based research partnerships. Throughout the paper we use examples from our projects to illustrate issues.

Research paper thumbnail of Returning home through stories: A decolonizing approach to Omushkego Cree theatre through the methodological practices of native performance culture (NPC)

This research examines Native Performance Culture (NPC), a unique practice in Native theatre that... more This research examines Native Performance Culture (NPC), a unique practice in Native theatre that returns Aboriginal people to the sources of Aboriginal knowledge, and interrupts the colonial fragmenting processes. By looking at the experiences of six collaborators involved in a specific art project, the artist-researcher shares her journey of healing through the arts, while interweaving the voices of artistic collaborators Monique Mojica, Floyd Favel, and Erika Iserhoff. This study takes a decolonizing framework, and places NPC as a form of Indigenous research while illuminating the methodological discourses of NPC, which are rooted in an inter-dialogue between self-in-relation to family, community, land, and embodied legacies.

Research paper thumbnail of Indigenizing Work as “willful work”: Toward Indigenous Transgressive Leadership in Canadian Universities

Cultural and Pedagogical Inquiry, 2019

As Indigenous peoples employed at a university who are working to Indigenize it from within, in t... more As Indigenous peoples employed at a university who are working to Indigenize it from within, in this article, we share our experiences, discuss some of our challenges, and show how we draw meaning and strength from Indigenous stories to ground us in our approach. We use Indigenous, anti-oppressive, anti-racist and decolonizing theories, Indigenous standpoints, embodied experiences, and emotive responses to make explicit the lived work realities of Indigenous people in mainstream universities. Through a dialogic approach, we trace one pathway for explicating Indigenous transgressive leadership in Canadian universities. In our discussion, we situate Indigenizing work as “willful work” (Ahmed, 2014). We call for a “strategic willfulness” as a constructive orientation, for Indigenous leaders to embrace, as we continue to confront the colonial, hetero-patriarchal and whitestream nature of Canadian universities. Most importantly, we underscore the need for Indigenous leaders involved in I...

Research paper thumbnail of Critical Perspectives for Educational Leadership and Policy in Higher Education

Springer International Publishing eBooks, 2022

Research paper thumbnail of The Trickiness of Settler Colonialism: Indigenous Women Administrators’ Experiences of Policy in Canadian Universities

enactment processes, I argue that, because settler colonialism is pervasive in university structu... more enactment processes, I argue that, because settler colonialism is pervasive in university structures and power dynamics, Indigenous women enact "Indigenous refusals" (Grande, 2019) as part of their leadership and policy work. Through these Indigenous refusals, they resist settler colonial attempts to erase and assimilate Indigenous peoples and knowledges, and contribute to deeper levels of change in universities.

Research paper thumbnail of Indigenous Women Administrators' Willful Work Restorying Universities: Indigenizing Policy Enactments in Canadian Universities

Proceedings of the 2019 AERA Annual Meeting

Research paper thumbnail of Cote-Meek, S., & Moeke-Pickering, T. (2020). Decolonizing and Indigenizing Education in Canada

Research paper thumbnail of Reimagining the Four Rs of Indigenous Education for Literary Studies: Learning From and With Indigenous Stories in the Classroom

Studies in American Indian Literatures, 2020

Research paper thumbnail of “You can’t just take a piece of land from the university and build a garden on it”: Exploring Indigenizing space and place in a settler Canadian university context

Research paper thumbnail of Indigenous Student Matriculation into Medical School: Policy and Progress

International Indigenous Policy Journal, 2017

Access to health care remains suboptimal for Indigenous people in Canada. One contributing factor... more Access to health care remains suboptimal for Indigenous people in Canada. One contributing factor is the longstanding undersupply of Indigenous physicians. Despite awareness of this issue, underrepresentation in medical schools continues. In 2002, Schulich School of Medicine and Dentistry (SSMD) policies were modified to enhance access for Indigenous students. This article describes our school’s continuing journey of policy and process revision, formative collaborations, early learner outcomes, and lessons learned towards this goal. In the first 10 years, SSMD matriculated 15 additional Indigenous students via this new stream. All candidates were successful in the undergraduate medical curriculum, licensing examinations, and residency match. The majority were attracted to primary care specialties, training programs affiliated with SSMD, and practices in southern Ontario. While the process and curriculum have revealed their potential, its capacity is not being maximized.

Research paper thumbnail of Supporting Successful Transitions to Post-Secondary Education for Indigenous Students: Lessons from an Institutional Ethnography in Ontario, Canada

International Indigenous Policy Journal, 2013

This study examines some of the ways institutional policies and practices can support or hinder t... more This study examines some of the ways institutional policies and practices can support or hinder the successful transition to post-secondary education for Indigenous people. Tracing the path from Indigenous high school student to post-secondary education applicant and utilizing knowledge gained from interviews, focus groups, and online surveys as part of an institutional ethnography approach, we offer recommendations for institutions and applicants to help increase enrollment and enhance the success of Indigenous post-secondary students. We share implications for institutions and post-secondary education applicants utilizing self-identification or cultural identity tracking.

Research paper thumbnail of Navigating Between Rigour and Community-Based Research Partnerships: Building the Evaluation of the Uniting Our Nations Health Promotion Program for FNMI Youth

Canadian Journal of Community Mental Health, 2013

Our team has worked closely with First Nations, Métis, and Inuit (FNMI) community partners and ou... more Our team has worked closely with First Nations, Métis, and Inuit (FNMI) community partners and our local school board over the past 9 years to develop a range of strengths-based health promotion programs for FNMI youth. This article begins with a brief description of our school-based programming to provide context. Next, we identify challenges in conducting rigorous program evaluation and highlight the requirements of community-based research partnerships. Finally, we identify a number of factors that have helped us achieve a balance between the frameworks of rigour and community-based research partnerships. Throughout the paper we use examples from our projects to illustrate issues.

Research paper thumbnail of Returning home through stories: A decolonizing approach to Omushkego Cree theatre through the methodological practices of native performance culture (NPC)

This research examines Native Performance Culture (NPC), a unique practice in Native theatre that... more This research examines Native Performance Culture (NPC), a unique practice in Native theatre that returns Aboriginal people to the sources of Aboriginal knowledge, and interrupts the colonial fragmenting processes. By looking at the experiences of six collaborators involved in a specific art project, the artist-researcher shares her journey of healing through the arts, while interweaving the voices of artistic collaborators Monique Mojica, Floyd Favel, and Erika Iserhoff. This study takes a decolonizing framework, and places NPC as a form of Indigenous research while illuminating the methodological discourses of NPC, which are rooted in an inter-dialogue between self-in-relation to family, community, land, and embodied legacies.

Research paper thumbnail of Indigenizing Work as “willful work”: Toward Indigenous Transgressive Leadership in Canadian Universities

Cultural and Pedagogical Inquiry, 2019

As Indigenous peoples employed at a university who are working to Indigenize it from within, in t... more As Indigenous peoples employed at a university who are working to Indigenize it from within, in this article, we share our experiences, discuss some of our challenges, and show how we draw meaning and strength from Indigenous stories to ground us in our approach. We use Indigenous, anti-oppressive, anti-racist and decolonizing theories, Indigenous standpoints, embodied experiences, and emotive responses to make explicit the lived work realities of Indigenous people in mainstream universities. Through a dialogic approach, we trace one pathway for explicating Indigenous transgressive leadership in Canadian universities. In our discussion, we situate Indigenizing work as “willful work” (Ahmed, 2014). We call for a “strategic willfulness” as a constructive orientation, for Indigenous leaders to embrace, as we continue to confront the colonial, hetero-patriarchal and whitestream nature of Canadian universities. Most importantly, we underscore the need for Indigenous leaders involved in I...