After a decade of research efforts towards decolonizing the Settler-dominated academy (Castleden et al., 2010; Castleden et al., 2012; Steigman & Castleden 2015; Castleden et al., 2015; Sylvestre, Castleden, Martin, & McNally, 2018; Yeung, Bombay, Walker, Denis, Martin, Sylvestre, & Castleden, 2018; and Sylvestre, Castleden, Denis, Martin, & Bombay, 2019), I found renewed inspiration from reading Adam Gaudry and Danielle Lorenz’s 2018 publication “Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian Academy”.
Their call to action has prompted an expanded trajectory that I will be bringing forward in the next five years around how institutional environments are responding to Canada’s Truth and Reconciliation Commission’s Calls to Action in curriculum, pedagogy, research, and administration. I have begun two studies, one on “Public Health Sciences: Responses to TRC Call to Action #24” and the other on “Departmental Geographies of Reconciliation”.
Both projects are seeking to understand Canada-wide disciplinary/departmental perspectives on the relevance and importance of the TRC Final Report. These projects align with the TRC’s Call to Action #53, which asks for research into the reconciliation progress across all sectors of Canadian society, including the implementation of all 94 Calls to Action. By interviewing Department Heads from across the country, this research will add important insights to where things are going well and where we are failing. If this is of interest to you, please contact me!
From the public health project, our first publication is now out:
Castleden, H., Lin, J., & Darrach, M. (2020). The public health emergency of climate change: how/are Canadian post-secondary public health sciences programs responding? Canadian Journal of Public Health, 111(6), 836-844.