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Historically, measures of belonging in school have not been developed with a focus on the experiences of Indigenous students. This raises questions about the validity of such measures for representing belonging in school for Indigenous students. In collaboration with The Wolastoqey Tribal Council we worked alongside six Wolastoqey communities in New Brunswick to define, measure, and support their Indigenous student’s sense of belonging in school. This project highlights the valuable experiences of Indigenous students, the importance of relationship building in research, and the responsibility research teams hold when working in collaboration with Indigenous communities. Using our current work, I will discuss and draw upon ways in which we can engage in more equitable and inclusive research practices, and ways we can support school belonging for Indigenous students.

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