TC CO | York University (original) (raw)

Papers by TC CO

Canada and the Challenges of International Development and Globalization

This chapter explores a few of the ideologies, social structures, and worldviews shared by certai... more This chapter explores a few of the ideologies, social structures, and worldviews shared by certain First Nations, as well as the Métis and Inuit (FNMI) . Successful present-day Indigenous businesses that have sought to incorporate a more traditionally balanced approach to development are presented to illustrate how opportunities for self-determined development can result in greater economic stability and community wellbeing. These concepts are presented in such a way as to illustrate for the reader how imposed – as opposed to self-determined - development strategies may operate at the expense of those they purport to assist. Tools to help ensure that new development projects promote self-determination and preserve traditional principles and models of social organization and economic development are provided. This textbook is a 2019 PROSE Award finalist in the category of Textbook/Social Sciences

Canadian Journal of Children's Rights / Revue canadienne des droits des enfants, 2016

In the wake of the Truth and Reconciliation Commission of Canada report into the ‘cultural genoci... more In the wake of the Truth and Reconciliation Commission of Canada report into the ‘cultural genocide’ perpetrated by the State of Canada against First Nations, Métis and Inuit peoples, through the widespread use of Residential Schools, the federal government offered an apology and an apparent opportunity for reconciliation[i]. Part of this programme was new legislation that would govern the relationship between First Nations and the federal government over First Nations education. Entitled the First Nations Control of First Nations’ Education (FNCFNE), the proposed bill promised a new deal and an apparent chance to renew a tarnished relationship. Yet in spite of its name, the bill offered very little in terms of progress. Indeed if it had been implemented, in many cases, the bill would have done little to increase First Nations’ control over the education of First Nations’ children and likely would have made effective language education extremely difficult. Indeed, this article’s ana...

Canada and the Challenges of International Development and Globalization, 2018

Indigenous Peoples Atlas of Canada, 2019

In the 1490s, Indigenous nations in the Americas began discovering European colonists and settler... more In the 1490s, Indigenous nations in the Americas began discovering European colonists and settlers trespassing on their lands and territories. What Eurocentric history books have failed to mention is that these European settlers often found Indigenous Peoples living in strong and vibrant civilizations. Throughout South and North America, pre-contact Indigenous societies had complex economies, intricate leadership structures and well-developed knowledge systems. Then, like now, Indigenous knowledge systems were dynamic and adaptable; they considered how all things are related and they were as complex and well-developed as western scientific and other forms of knowledge, while being locally rooted. Indigenous knowledges and pedagogies are complex, but they are based on a number of simple concepts. They focus on experiential learning that is meant to be enjoyed, but also serves a deeper purpose. These concepts are meant to foster both individual and collective responsibilities, a key ingredient for people to live well with one another.

In this system, learners begin to understand their relationship to the rest of the world. The knowledge they already carry is built upon, as they are helped to confront their own biases and prejudices. Learning is seen as a lifelong process, one that is directed by the learners themselves. The relationship of the teacher and learner is critical to both individual and collective outcomes.

Canadian Journal of Children's Rights, 2016

In the wake of the Truth and Reconciliation Commission of Canada report into the 'cultural genoci... more In the wake of the Truth and Reconciliation Commission of Canada report into the 'cultural genocide' perpetrated by the State of Canada against First Nations, Métis and Inuit peoples, through the widespread use of Residential Schools, the federal government offered an apology and an apparent opportunity for reconciliation 1. Part of this programme was new legislation that would govern the relationship between First Nations and the federal government over First Nations education. Entitled the First Nations Control of First Nations' Education (FNCFNE), the proposed bill promised a new deal and an apparent chance to renew a tarnished relationship. Yet in spite of its name, the bill offered very little in terms of progress. Indeed if it had been implemented, in many cases, the bill would have done little to increase First Nations' control over the education of First Nations' children and likely would have made effective language education extremely difficult. Indeed, this article's analysis of the bill shows that, at its core, the law represents little more than the reinforcing of existing settler-colonial power dynamics. In particular, while it would have shifted virtually the totality of administrative responsibility for on-reserve education to First Nations it would have reserved ultimate power-manifest through control over funding-to Ottawa. As a result the FNCFNE would have represented a profound step in undermining First Nations language rights and language education in Canada.

Border Crossing, 2015

This article can be found online in the June issue of Border Crossings: Indigenous Dialogues and ... more This article can be found online in the June issue of Border Crossings: Indigenous Dialogues and Diplomacy from Around the World. Published by Diplomat Magazine.

THE NEED FOR A COOPERATIVE APPROACH TO LEADERSHIP IN THE ARCTIC:
The Arctic region is a complex diplomatic environment. The diversity of state and non-state stakeholder interests are varied and include potential opportunities for resource developments and trade routes, the region’s vulnerability to climate change, its importance for scientific research, and being the traditional territory and economic base for a variety of Indigenous peoples. Given this geo-political context, the region is a potential hotbed for conflict that necessitates creative approaches to diplomacy. Prior to contact with European nations, Indigenous nations – such as the Inuit, the Dene and Gwich’in First Nations in Canada - had developed complex bodies of national knowledge. GUIDING THE WAY TO LEADERSHIP IN THE ARCTIC: AN OVERVIEW OF INDIGENOUS DISPUTE RESOLUTION AND LEADERSHIP MODELS: Indigenous dispute resolution (IDR) models provide for a cooperative, holistic, and integrative approach. This cooperative model is founded on common socio-cultural frameworks that emphasize the interactive relationship between cultural values, norms and communal harmony and the integral link between the collective and the individual. Historically this framework has provided First Nation and Inuit societies with a successful formula for an internalized individual system of social control that aids in maintaining constructive collaborations and resolving intra-nation and inter-nation conflicts. Broadly speaking, this approach is founded on the belief that conflict is not a necessary product of society. It is reinforced by the emphasis placed on respect for individual rights and the need to maintain communal harmony above all else.

Conference Presentations by TC CO

Join us, and special guest Ambassador Bruce Heyman on #EarthDay to Celebrate the Launch of the Fu... more Join us, and special guest Ambassador Bruce Heyman on #EarthDay to Celebrate the Launch of the Fulbright Arctic Initiative and Fulbright Canada's 25th Anniversary

Arctic Panel Discussions:
April 22, 2015, Ottawa City Hall, Jean Piggot Place, 110 Laurier Ave West, Ottawa, ON. Free and open to the public

Special guest Ambassador Bruce Heyman will give opening remarks on the importance of Canada-US partnership in Arctic research. This panel will consider the physical, fiscal, and intellectual challenges of conducting research in the Arctic. It will present an overview of the Fulbright Arctic Initiative, a new program designed to promote innovative, interdisciplinary research, and create a network of researchers across the Arctic Council region. Dr. Michael K. Hawes, CEO Fulbright Canada, will give welcoming remarks, Dr. Michael Sfraga and Dr. Ross A. Virginia, co-lead scholars of the Fulbright Arctic Initiative will discuss these topics based on their personal research challenges, and Tracy Coates, JD, will discuss the importance of traditional and local knowledge in Arctic research.

Program:

12:30 – 12:40 Lunch and Inuit welcoming ceremony by Elder Sally Kate Qimmiunaaq Webster

12:40 – 12:50 Opening address by Ambassador Bruce Heyman, United States Embassy to Canada, and by Dr. Michael K. Hawes, CEO Fulbright Canada, Professor of Political Studies (on leave), Queen’s University

12:50 – 13:05 Dr. Michael Sfraga, Co-Lead Scholar of the Fulbright Arctic Initiative Vice Chancellor, University of Alaska Fairbanks

13:05 – 13:20 Dr. Ross A. Virginia, Co-Lead Scholar of the Fulbright Arctic Initiative Director, Institute of Arctic Studies, Dickey Center for International Understanding, Dartmouth College

13:20 – 13:35 Tracy Coates, JD, University of Ottawa, Institute of Canadian and Aboriginal Studies. A strategic and creative consultant and educator in the area of critical theory, law and Indigenous knowledge. Tracy is Mohawk from an urban Aboriginal community.

13:35 – 14:00 Open Discussion

Saturday, May 30, 2015, 13:30 - 15:00; Jock-Turcot UCU/Terminus, University of Ottawa. Who can ... more Saturday, May 30, 2015, 13:30 - 15:00; Jock-Turcot UCU/Terminus, University of Ottawa.
Who can attend: General public.
Note: This panel follows a Big Thinker discussion by Justice Murray Sinclair, on "What do we do about the legacy of Indian residential schools?"

Panel Description
The core roles of education, research, and community service in academic institutions and associations of higher learning provide an ideal environment for advancing equity, diversity, knowledge, and innovation. This panel asks how the Academy can join the growing social movement for reconciliation with First Nations, Métis and Inuit peoples in Canada. How can academic organizations learn from the past to promote a holistic, inclusive, non-discriminatory approach to work within and outside the academy? What efforts and structural interventions are needed to respect rights, diverse cultures and self-determination?

Panelists will discuss their experiences within the Academy towards reconciliation and accepting diversity, and share information about policy structures and research supporting this movement, which has at its core community-developed visions for the future.

The session will open with remarks from Ottawa area youth: Raiyah Patel and Theland Kicknosway. Responding panelists are Dr. Cindy Blackstock of the First Nations Child and Family Caring Society and Director for Equity and Diversity on the Board of the Federation for the Humanities and Social Sciences, Imam Dr. Zijad Delic, an academic and religious authority on Islam, and Dr. Tracy Coates from the Institute of Canadian and Aboriginal Studies. The panel will be moderated by CBC journalist Waubgeshig Rice.

This event is co hosted by the University of Ottawa Institute of Canadian and Aboriginal Studies and the Federation for the Humanities and Social Sciences

Books by TC CO

Canada and the Challenges of International Development and Globalization, 2018

This chapter explores a few of the ideologies, social structures, and worldviews shared by certai... more This chapter explores a few of the ideologies, social structures, and worldviews shared by certain First Nations, as well as the Métis and Inuit (FNMI) . Successful present-day Indigenous businesses that have sought to incorporate a more traditionally balanced approach to development are presented to illustrate how opportunities for self-determined development can result in greater economic stability and community wellbeing. These concepts are presented in such a way as to illustrate for the reader how imposed – as opposed to self-determined - development strategies may operate at the expense of those they purport to assist. Tools to help ensure that new development projects promote self-determination and preserve traditional principles and models of social organization and economic development are provided.

This textbook is a 2019 PROSE Award finalist in the category of Textbook/Social Sciences

Canada and the Challenge of International Development and Globalization, 2018

From conversion to modern concepts of development, this chapter provides an introduction to some ... more From conversion to modern concepts of development, this chapter provides an introduction to some of the historical social, political, and economic processes that created and maintain unbalanced hierarchical systems of dominance and control within western states. A discussion of various forms of development and ideology used to legitimize the west’s colonization of its internal populace, and of Indigenous peoples worldwide, provides an introduction to how the imposition of western social systems has functioned to undermine the self-determination and rights of the internally and externally colonized.

This textbook is a 2019 PROSE Award finalist in the category of Textbook/Social Sciences

Talks by TC CO

Tracy Coates joined Elder Pauline Shirt for a discussion of traditional First Nations ways of kno... more Tracy Coates joined Elder Pauline Shirt for a discussion of traditional First Nations ways of knowing-being-doing in the context of decolonizing education and revitalizing Indigenous pedagogies.

Thursday, February 22, 2018

Teaching Documents by TC CO

INITIATIVES - Newsletter of the Institute of Canadian and Aboriginal Studies, University of Ottawa, 2017

This newsletter-magazine highlights initiatives undertaken at the Institute of Canadian and Abori... more This newsletter-magazine highlights initiatives undertaken at the Institute of Canadian and Aboriginal Studies in 2016 and 2017, with a particular focus on the work and impact of Professor Tracy Coates. In addition to being on the front cover of the magazine, highlights and mentions of Professor Coates' work can be found on pages: 5, 8, 9, 12, 17, 21, and 25. With a short overview written by Professor Coates around funding and organizing efforts undertaken to produce a two-part Symposium on Indigenizing and Decolonizing Post-Secondary Education, using a functional and implementable relational research and analysis model at the University of Ottawa.
https://arts.uottawa.ca/canada/en/about-the-institute/initiatives-newsletter

This portal was developed by Professor Tracy Coates to highlight the relational research of under... more This portal was developed by Professor Tracy Coates to highlight the relational research of undergraduate students in her courses. The portal includes different types of student research on a variety of Indigenous and Canadian issues, including: Story maps with information on the histories of various First Nations; brief histories of various Canadian social and political movements; a first year class submission on Voting Reform; and, a Community Wellbeing Index of Indigenous students at uOttawa conducted by students in Prof. Coates' Aboriginal Research Methods courses.

Information on the launch of the portal and student views on learning and working with Professor Tracy Coates can be found on pages 17 and 25 of the University of Ottawa, Institute of Canadian and Aboriginal Studies, 2017, Initiatives Newsletter (attached or see link below).

Canada and the Challenges of International Development and Globalization

This chapter explores a few of the ideologies, social structures, and worldviews shared by certai... more This chapter explores a few of the ideologies, social structures, and worldviews shared by certain First Nations, as well as the Métis and Inuit (FNMI) . Successful present-day Indigenous businesses that have sought to incorporate a more traditionally balanced approach to development are presented to illustrate how opportunities for self-determined development can result in greater economic stability and community wellbeing. These concepts are presented in such a way as to illustrate for the reader how imposed – as opposed to self-determined - development strategies may operate at the expense of those they purport to assist. Tools to help ensure that new development projects promote self-determination and preserve traditional principles and models of social organization and economic development are provided. This textbook is a 2019 PROSE Award finalist in the category of Textbook/Social Sciences

Canadian Journal of Children's Rights / Revue canadienne des droits des enfants, 2016

In the wake of the Truth and Reconciliation Commission of Canada report into the ‘cultural genoci... more In the wake of the Truth and Reconciliation Commission of Canada report into the ‘cultural genocide’ perpetrated by the State of Canada against First Nations, Métis and Inuit peoples, through the widespread use of Residential Schools, the federal government offered an apology and an apparent opportunity for reconciliation[i]. Part of this programme was new legislation that would govern the relationship between First Nations and the federal government over First Nations education. Entitled the First Nations Control of First Nations’ Education (FNCFNE), the proposed bill promised a new deal and an apparent chance to renew a tarnished relationship. Yet in spite of its name, the bill offered very little in terms of progress. Indeed if it had been implemented, in many cases, the bill would have done little to increase First Nations’ control over the education of First Nations’ children and likely would have made effective language education extremely difficult. Indeed, this article’s ana...

Canada and the Challenges of International Development and Globalization, 2018

Indigenous Peoples Atlas of Canada, 2019

In the 1490s, Indigenous nations in the Americas began discovering European colonists and settler... more In the 1490s, Indigenous nations in the Americas began discovering European colonists and settlers trespassing on their lands and territories. What Eurocentric history books have failed to mention is that these European settlers often found Indigenous Peoples living in strong and vibrant civilizations. Throughout South and North America, pre-contact Indigenous societies had complex economies, intricate leadership structures and well-developed knowledge systems. Then, like now, Indigenous knowledge systems were dynamic and adaptable; they considered how all things are related and they were as complex and well-developed as western scientific and other forms of knowledge, while being locally rooted. Indigenous knowledges and pedagogies are complex, but they are based on a number of simple concepts. They focus on experiential learning that is meant to be enjoyed, but also serves a deeper purpose. These concepts are meant to foster both individual and collective responsibilities, a key ingredient for people to live well with one another.

In this system, learners begin to understand their relationship to the rest of the world. The knowledge they already carry is built upon, as they are helped to confront their own biases and prejudices. Learning is seen as a lifelong process, one that is directed by the learners themselves. The relationship of the teacher and learner is critical to both individual and collective outcomes.

Canadian Journal of Children's Rights, 2016

In the wake of the Truth and Reconciliation Commission of Canada report into the 'cultural genoci... more In the wake of the Truth and Reconciliation Commission of Canada report into the 'cultural genocide' perpetrated by the State of Canada against First Nations, Métis and Inuit peoples, through the widespread use of Residential Schools, the federal government offered an apology and an apparent opportunity for reconciliation 1. Part of this programme was new legislation that would govern the relationship between First Nations and the federal government over First Nations education. Entitled the First Nations Control of First Nations' Education (FNCFNE), the proposed bill promised a new deal and an apparent chance to renew a tarnished relationship. Yet in spite of its name, the bill offered very little in terms of progress. Indeed if it had been implemented, in many cases, the bill would have done little to increase First Nations' control over the education of First Nations' children and likely would have made effective language education extremely difficult. Indeed, this article's analysis of the bill shows that, at its core, the law represents little more than the reinforcing of existing settler-colonial power dynamics. In particular, while it would have shifted virtually the totality of administrative responsibility for on-reserve education to First Nations it would have reserved ultimate power-manifest through control over funding-to Ottawa. As a result the FNCFNE would have represented a profound step in undermining First Nations language rights and language education in Canada.

Border Crossing, 2015

This article can be found online in the June issue of Border Crossings: Indigenous Dialogues and ... more This article can be found online in the June issue of Border Crossings: Indigenous Dialogues and Diplomacy from Around the World. Published by Diplomat Magazine.

THE NEED FOR A COOPERATIVE APPROACH TO LEADERSHIP IN THE ARCTIC:
The Arctic region is a complex diplomatic environment. The diversity of state and non-state stakeholder interests are varied and include potential opportunities for resource developments and trade routes, the region’s vulnerability to climate change, its importance for scientific research, and being the traditional territory and economic base for a variety of Indigenous peoples. Given this geo-political context, the region is a potential hotbed for conflict that necessitates creative approaches to diplomacy. Prior to contact with European nations, Indigenous nations – such as the Inuit, the Dene and Gwich’in First Nations in Canada - had developed complex bodies of national knowledge. GUIDING THE WAY TO LEADERSHIP IN THE ARCTIC: AN OVERVIEW OF INDIGENOUS DISPUTE RESOLUTION AND LEADERSHIP MODELS: Indigenous dispute resolution (IDR) models provide for a cooperative, holistic, and integrative approach. This cooperative model is founded on common socio-cultural frameworks that emphasize the interactive relationship between cultural values, norms and communal harmony and the integral link between the collective and the individual. Historically this framework has provided First Nation and Inuit societies with a successful formula for an internalized individual system of social control that aids in maintaining constructive collaborations and resolving intra-nation and inter-nation conflicts. Broadly speaking, this approach is founded on the belief that conflict is not a necessary product of society. It is reinforced by the emphasis placed on respect for individual rights and the need to maintain communal harmony above all else.

Join us, and special guest Ambassador Bruce Heyman on #EarthDay to Celebrate the Launch of the Fu... more Join us, and special guest Ambassador Bruce Heyman on #EarthDay to Celebrate the Launch of the Fulbright Arctic Initiative and Fulbright Canada's 25th Anniversary

Arctic Panel Discussions:
April 22, 2015, Ottawa City Hall, Jean Piggot Place, 110 Laurier Ave West, Ottawa, ON. Free and open to the public

Special guest Ambassador Bruce Heyman will give opening remarks on the importance of Canada-US partnership in Arctic research. This panel will consider the physical, fiscal, and intellectual challenges of conducting research in the Arctic. It will present an overview of the Fulbright Arctic Initiative, a new program designed to promote innovative, interdisciplinary research, and create a network of researchers across the Arctic Council region. Dr. Michael K. Hawes, CEO Fulbright Canada, will give welcoming remarks, Dr. Michael Sfraga and Dr. Ross A. Virginia, co-lead scholars of the Fulbright Arctic Initiative will discuss these topics based on their personal research challenges, and Tracy Coates, JD, will discuss the importance of traditional and local knowledge in Arctic research.

Program:

12:30 – 12:40 Lunch and Inuit welcoming ceremony by Elder Sally Kate Qimmiunaaq Webster

12:40 – 12:50 Opening address by Ambassador Bruce Heyman, United States Embassy to Canada, and by Dr. Michael K. Hawes, CEO Fulbright Canada, Professor of Political Studies (on leave), Queen’s University

12:50 – 13:05 Dr. Michael Sfraga, Co-Lead Scholar of the Fulbright Arctic Initiative Vice Chancellor, University of Alaska Fairbanks

13:05 – 13:20 Dr. Ross A. Virginia, Co-Lead Scholar of the Fulbright Arctic Initiative Director, Institute of Arctic Studies, Dickey Center for International Understanding, Dartmouth College

13:20 – 13:35 Tracy Coates, JD, University of Ottawa, Institute of Canadian and Aboriginal Studies. A strategic and creative consultant and educator in the area of critical theory, law and Indigenous knowledge. Tracy is Mohawk from an urban Aboriginal community.

13:35 – 14:00 Open Discussion

Saturday, May 30, 2015, 13:30 - 15:00; Jock-Turcot UCU/Terminus, University of Ottawa. Who can ... more Saturday, May 30, 2015, 13:30 - 15:00; Jock-Turcot UCU/Terminus, University of Ottawa.
Who can attend: General public.
Note: This panel follows a Big Thinker discussion by Justice Murray Sinclair, on "What do we do about the legacy of Indian residential schools?"

Panel Description
The core roles of education, research, and community service in academic institutions and associations of higher learning provide an ideal environment for advancing equity, diversity, knowledge, and innovation. This panel asks how the Academy can join the growing social movement for reconciliation with First Nations, Métis and Inuit peoples in Canada. How can academic organizations learn from the past to promote a holistic, inclusive, non-discriminatory approach to work within and outside the academy? What efforts and structural interventions are needed to respect rights, diverse cultures and self-determination?

Panelists will discuss their experiences within the Academy towards reconciliation and accepting diversity, and share information about policy structures and research supporting this movement, which has at its core community-developed visions for the future.

The session will open with remarks from Ottawa area youth: Raiyah Patel and Theland Kicknosway. Responding panelists are Dr. Cindy Blackstock of the First Nations Child and Family Caring Society and Director for Equity and Diversity on the Board of the Federation for the Humanities and Social Sciences, Imam Dr. Zijad Delic, an academic and religious authority on Islam, and Dr. Tracy Coates from the Institute of Canadian and Aboriginal Studies. The panel will be moderated by CBC journalist Waubgeshig Rice.

This event is co hosted by the University of Ottawa Institute of Canadian and Aboriginal Studies and the Federation for the Humanities and Social Sciences

Canada and the Challenges of International Development and Globalization, 2018

This chapter explores a few of the ideologies, social structures, and worldviews shared by certai... more This chapter explores a few of the ideologies, social structures, and worldviews shared by certain First Nations, as well as the Métis and Inuit (FNMI) . Successful present-day Indigenous businesses that have sought to incorporate a more traditionally balanced approach to development are presented to illustrate how opportunities for self-determined development can result in greater economic stability and community wellbeing. These concepts are presented in such a way as to illustrate for the reader how imposed – as opposed to self-determined - development strategies may operate at the expense of those they purport to assist. Tools to help ensure that new development projects promote self-determination and preserve traditional principles and models of social organization and economic development are provided.

This textbook is a 2019 PROSE Award finalist in the category of Textbook/Social Sciences

Canada and the Challenge of International Development and Globalization, 2018

From conversion to modern concepts of development, this chapter provides an introduction to some ... more From conversion to modern concepts of development, this chapter provides an introduction to some of the historical social, political, and economic processes that created and maintain unbalanced hierarchical systems of dominance and control within western states. A discussion of various forms of development and ideology used to legitimize the west’s colonization of its internal populace, and of Indigenous peoples worldwide, provides an introduction to how the imposition of western social systems has functioned to undermine the self-determination and rights of the internally and externally colonized.

This textbook is a 2019 PROSE Award finalist in the category of Textbook/Social Sciences

Tracy Coates joined Elder Pauline Shirt for a discussion of traditional First Nations ways of kno... more Tracy Coates joined Elder Pauline Shirt for a discussion of traditional First Nations ways of knowing-being-doing in the context of decolonizing education and revitalizing Indigenous pedagogies.

Thursday, February 22, 2018

INITIATIVES - Newsletter of the Institute of Canadian and Aboriginal Studies, University of Ottawa, 2017

This newsletter-magazine highlights initiatives undertaken at the Institute of Canadian and Abori... more This newsletter-magazine highlights initiatives undertaken at the Institute of Canadian and Aboriginal Studies in 2016 and 2017, with a particular focus on the work and impact of Professor Tracy Coates. In addition to being on the front cover of the magazine, highlights and mentions of Professor Coates' work can be found on pages: 5, 8, 9, 12, 17, 21, and 25. With a short overview written by Professor Coates around funding and organizing efforts undertaken to produce a two-part Symposium on Indigenizing and Decolonizing Post-Secondary Education, using a functional and implementable relational research and analysis model at the University of Ottawa.
https://arts.uottawa.ca/canada/en/about-the-institute/initiatives-newsletter

This portal was developed by Professor Tracy Coates to highlight the relational research of under... more This portal was developed by Professor Tracy Coates to highlight the relational research of undergraduate students in her courses. The portal includes different types of student research on a variety of Indigenous and Canadian issues, including: Story maps with information on the histories of various First Nations; brief histories of various Canadian social and political movements; a first year class submission on Voting Reform; and, a Community Wellbeing Index of Indigenous students at uOttawa conducted by students in Prof. Coates' Aboriginal Research Methods courses.

Information on the launch of the portal and student views on learning and working with Professor Tracy Coates can be found on pages 17 and 25 of the University of Ottawa, Institute of Canadian and Aboriginal Studies, 2017, Initiatives Newsletter (attached or see link below).