Graduate Theses & Dissertations

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“I will not use the word reconciliation” – Exploring Settler (Un)Certainty, Indigenous Refusal, and Decolonization through a Life History Project with Jean Koning
This thesis centres on a series of intergenerational life history interviews with and about Jean Koning, a 95-year-old white Settler woman who has engaged in different forms of Indigenous-Settler solidarity work for over fifty years—work that is highly regarded by many Indigenous and non-Indigenous peoples in southwestern and central Ontario. I bring Jean’s stories and perspectives, many of which stand in stark contrast to dominant discourses of “reconciliation,” into conversation with scholars who examine Indigenous refusal and Settler (un)certainty. Through this, I attempt to better understand how colonial knowledge structures and ways of thinking operate in practise, how these might be resisted, and how this resistance relates to land repatriation. I argue that a commitment to unsettling uncertainty and to meaningful listening may be required by Settlers in a stand against various colonial ways of thinking, such as cognitive imperialism. Author Keywords: Cognitive imperialism, Decolonization, Indigenous-Settler relations, Life history, Reconciliation, Settler uncertainty
“It's like getting a new car without the manual”
This study explored teacher infusion of Indigenous curriculum content through interviews with ten non-Indigenous teachers of social studies and history. The interviews centered on teacher perceptions of preparedness to implement Ontario’s recent TRC curriculum revisions, which include more about the contributions, histories, cultures, and perspectives of Indigenous peoples. A brief analysis of Ontario’s First Nation, Métis, and Inuit Education Policy Framework is included, alongside critiques of the Eurocentrism at the heart of education systems. The interviews revealed that many of the teachers were committed to Indigenous education and learning more, but they felt unprepared and lacked resources to teach Indigenous curriculum content with confidence. This study highlighted the critical role of settler teachers in Indigenous education and the importance of teachers undertaking settler unsettling in order to be effective and appropriate in Indigenous curriculum delivery. Individual changes must occur alongside educational system decolonization with a particular focus on teacher preparation. Author Keywords: cognitive imperialism, Indigenous Education, Ontario, settler educator, settler unsettling, TRC curriculum
“Just Say Yes” - Sexual Consent and Boundary Setting On-and Offlinle
The present study examined the understanding and behaviours relating to sexual consent on, and offline among men who have sex with men (MSM) and heterosexual men internationally using a convergent parallel mixed-methods approach. Men of both sexual orientation groups presented challenges with negotiating sexual consent, and this was especially true if they scored higher on aggressive traits or had previously experienced childhood abuse or an unwanted penetrative sexual act in adulthood. However, from the results as a whole, MSM reported struggle more with regards to consent negotiation for a variety of reasons (e.g. sexual scripts, power dynamics, additional sexual settings, sex-role positioning). Limitations and future directions are discussed. Author Keywords: heterosexual men, men who have sex with men, sexual assault, sexual consent, technology
“The Darkest Tapestry”
This doctoral research project is a part of the quest for an inclusive telling of Canada’s national identity and will focus on the creation of a memorialization Keeping Place model to commemorate the Indian Residential School system in Canada. My dissertation is interdisciplinary and contributes to the fields of cultural history, memory and post-colonial studies. In response to the TRC recommendation that calls on all Canadians to “develop and implement a national heritage plan and strategy for commemorating residential school sites, the history and legacy of residential schools, and the contributions of Indigenous peoples to Canada’s history”, this project aims to contribute a unique analysis and discourse to the existing literature as it will focus on developing a process of commemoration of the IRS system by uniting the architectural/geographical location not only as a place/space of colonizing “perpetrator architecture” but also as a Keeping Place and “site of memory/lieu de memoire” or conscience. This project will also engage the concepts of “Indigenous Métissage” and “Cultural Interface” to aid in the creation of an educational commemoration and reconciliation Keeping Place model for all Canadians. Author Keywords: canada, indian residential schools, keeping place , memory, saskatchewan, sites of memory

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