Dr. Onowa McIvor, Project Director

tânisi kiyawâw (greetings to you all). I am maskēkow-ininiw (Swampy Cree) and Scottish-Canadian and anēhinawēwin/nēhiyawēwin/nēhithawīwin language learner and language warrior. My Cree family is from Norway House and Cross Lake in northern Manitoba. I was born and raised in northern Saskatchewan and have been a grateful visitor in SENĆOŦEN and Lekwungen speaking territories for over 20 years. I completed a PhD in Language and Literacy Education at the University of British Columbia in 2012. My dissertation îkakwiy nihiyawiyân: I am learning [to be] Cree explored the largely understudied area of adult Indigenous language learning.  During this time, I was also the Director of Indigenous Education in the Faculty of Education at the University of Victoria (UVic) from 2008 and 2017, where I helped to develop and oversaw interdisciplinary, community-based Indigenous-language revitalization undergraduate and graduate certificate, diploma and degree programs.

As an Associate Professor of Indigenous Education in the Department of Indigenous Education at UVIC, I teach, supervise graduate students, and contribute in both the undergraduate and graduate programs in Indigenous language revitalization. My current areas of research span the fields of Indigenous language revitalization, immersion and bilingual education, sociocultural language learning, additional language acquisition, Indigenous education, and Indigenous health and well-being. As a co-lead on this SSHRC Partnership Grant project, I am working to support and enhance collective understanding of the unique aspects of adult Indigenous language learning in the national and diverse context of the land now known as Canada.

Indigenous Language Revitalization

McIvor, O. (2020). Indigenous Language Revitalization and Applied Linguistics: Parallel Histories, Shared Futures? Annual Review of Applied Linguistics, 40, 78-96. doi:10.1017/S0267190520000094. PDF

McIvor, O. & Anisman, A. (2018). Keeping our languages alive: Strategies for Indigenous language revitalization and maintenance. In Y. Watanabe (Ed.), Handbook of Cultural Security, (pp. 90-109). Cheltenham, UK: Edward Elgar Publishing. PDF

McIvor, O. (2018). Indigenous languages in Canada: What you need to know. Ottawa, ON, Canada: CCUNESCO.
URI: https://netolnew.ca/ind_lang_canada_what_you_need_to_know/

Czaykowska-Higgins, E., Burton, S., McIvor, O., & Marinakis, A. (2017). Supporting Indigenous language revitalisation through collaborative post-secondary proficiency-building curriculum. In W. Y. Leonard & H. De Korne (Eds.), Language Documentation and Description, vol 14. (pp. 136-159). London: EL Publishing.
URI: https://dspace.library.uvic.ca//handle/1828/9372

McIvor, O. & McCarty, T.L. (2017). Indigenous Bilingual and Revitalization-Immersion Education in Canada and the USA. In García, O., Lin, A., & May, S. (Eds), Bilingual and Multilingual Education. Encyclopedia of Language and Education (3rd ed.). Cham, Switzerland: Springer.
URI: http://hdl.handle.net/1828/11245

Jenni, B., Anisman, A., McIvor, O. & Jacobs, P. (2017). An Exploration of the effects of Mentor-Apprentice Programs on Mentors’ and Apprentices’ wellbeing. International Journal of Indigenous Health, 12(2), 25-42.
URI: https://dspace.library.uvic.ca//handle/1828/9246 

McIvor, O., & Parker, A. (2016). Back to the Future: Recreating natural Indigenous language learning environments through Language Nest early childhood immersion programs. The International Journal of Holistic Early Learning and Development, 3, 21-35.
URI: https://dspace.library.uvic.ca//handle/1828/9245

McIvor, O. (2015). Reviving your language through education: BC First Nations language education planning workbook. Vancouver, BC: First Nations Education Steering Committee (FNESC).
URI: https://netolnew.ca/reviving-your-language-through-education/

McIvor, O. (2015). Adult Indigenous language learning in Western Canada: What is holding us back? In K. Michel, P. Walton, E. Bourassa, & J. Miller (Eds.), Our living languages: Papers from the 19th Stabilizing Indigenous Languages Symposium, (pp. 37-49). New York, NY: Linus Learning.
URI: http://hdl.handle.net/1828/11709

McIvor, O. (2013). Life and death of Canada’s founding languages (and not the two you think). In M.S. Smith (Ed.), Transforming the academy: Indigenous education, knowledges and relations (pp. 41-44). Edmonton, AB: University of Alberta.
URI: https://dspace.library.uvic.ca//handle/1828/9249

McIvor, O. (2013). The protective effects of language learning, use and culture on the health and well-being of Aboriginal people in Canada. Proceedings of the 17th FEL Conference, FEL XVII: Endangered Languages Beyond Boundaries: Community Connections, Collaborative Approaches and Cross-Disciplinary Research, (pp. 123-131). Ottawa, ON: Published by the Foundation for Endangered Languages in association with Carleton University. PDF

McIvor, O., Napoleon, A., & Dickie, K.M. (2009). Language and culture as protective factors for at-risk communities. International Journal of Indigenous Health, 5(1).
URI: http://hdl.handle.net/1828/10696

Methods

Riddell, J.K., Salamanca, A., Pepler, D.J., Cardinal, S. & McIvor, O. (2017). Laying the groundwork: A practical guide for ethical research with Indigenous communities. The International Indigenous Policy Journal, 8(2), 1-20.
URI: https://dspace.library.uvic.ca//handle/1828/9373

McGregor, C., McIvor, O., & Rosborough, P. (2016). Indigenous communities and community-engaged research: Opportunities and challenges. Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning, 2(1), 1-15.
URI: https://dspace.library.uvic.ca//handle/1828/9244

McIvor, O. (2010). I Am My Subject: Blending Indigenous research methodology and autoethnography through integrity-based, spirit-based research. Canadian Journal of Native Education, 33(1), 137-155.
URI: http://hdl.handle.net/1828/10706

Education

McIvor, O. & Ball, J. (2019). Language-in-education policies and Indigenous language revitalization efforts in Canada: Considerations for non-dominant language education in the Global South. FIRE : Forum for International Research in Education, 5(3), 136-159.
URI: http://hdl.handle.net/1828/11486

Rodríguez de France, M., Scully, A., & McIvor, O. (2018). Introduction. In Whitinui P., Rodríguez de France M., & McIvor, O. (Eds.), Promising Practices in Indigenous Teacher Education (pp. 1-7). Singapore: Springer.
URI: http://hdl.handle.net/1828/11244

Rodríguez de France, M., Scully, A., & McIvor, O. (2018). Beyond the Classroom: The Impact of a Required Indigenous Education Course in the Lives of Pre-service Teachers. In Whitinui P., Rodríguez de France M., & McIvor, O. (Eds.), Promising Practices in Indigenous Teacher Education (pp. 87-102). Singapore: Springer.
URI: http://hdl.handle.net/1828/11243

McIvor, O., Rosborough T., McGregor C., & Marinakis A. (2018). Lighting a Fire: Community-Based Delivery of a University Indigenous-Language Teacher Education Program. In Whitinui P., Rodríguez de France M., & McIvor, O. (Eds.), Promising Practices in Indigenous Teacher Education (pp. 189-203). Singapore: Springer.
URI: http://hdl.handle.net/1828/11176

Kēpa, M., Manu’atu, L., Stephens, C., McIvor, O., Kaimikaua, C., & Whitinui, P. (2018). Publish or Perish: Māori, Pāsifika, and International Indigenous Scholars’ Critical Contribution to Public Debates Through the Invited NZARE Symposium, International Organisations Session, AERA 2017, San Antonio, Texas. New Zealand Journal of Educational Studies, 53(1), 135-142.
URI: http://hdl.handle.net/1828/11177

Whitinui, P., McIvor, O., Robertson, B., Morcom, L., Cashman, K., & Arbon, V. (2015). The World Indigenous Research Alliance (WIRA): Mediating and mobilizing Indigenous Peoples’ educational knowledge and aspirations. Education Policy Analysis Archives, 23(120), 1-25.
URI:https://dspace.library.uvic.ca//handle/1828/9254

McIvor, O. (2015). Reviving your language through education: BC First Nations language education planning workbook. Vancouver, BC: First Nations Education Steering Committee (FNESC).
URI: https://netolnew.ca/reviving-your-language-through-education/

Ball, J. & McIvor, O. (2013). Canada’s big chill: Indigenous languages in education. In C. Benson & K. Kosonen (Eds.), Language issues in Comparative Education: Inclusive teaching and learning in non-dominant languages and cultures, (pp. 19-38). Rotterdam, The Netherlands: Sense Publishers.
URI: http://hdl.handle.net/1828/11747

Co-Investigators

Dr. Ewa Czaykowska-Higgins

Ewa Czaykowska is a Professor and linguist at the University of Victoria, Canada. She has had the honour of working for many years with the W̱SÁNEĆ community and with the Nxaʔamxčín Language Program of Colville Tribes. Her work has included supporting and contributing to community language reclamation projects, digital dictionary construction, and expanding community-based research methodology in language documentation. Ewa has taught in the Linguistics department and in Indigenous Education, and has been a founding participant in the development and delivery of all the undergraduate and graduate programs in Indigenous Language Revitalization at UVic.

 

Dr. Peter Jacobs

Ha7lh Skwáyel (greetings). Tiná7 chen tkwa Wiwiḵ’em (I come from the Squamish Nation village, Wiwiḵ’em, near Brackendale, BC). Galuła̱n lax̱ Tsax̱is (I am also from the Kwaguł village of Tsax̱is, Fort Rupert, BC). My MA thesis was on subordinate clauses in the Sḵwx̱wu7mesh snichim (the Squamish language). My Ph.D. dissertation was on the syntax and semantics of agent control constructions in Sḵwx̱wu7mesh.

I worked for over 25 years at the Squamish Nation in language revitalization of the Sḵwx̱wu7mesh snichim, the language of my father’s side of my family. I also conduct research on Kwak’wala, the language of my mother’s side of my family. I taught at the University of Victoria before teaching at Simon Fraser University, where I am currently an Assistant Professor in the Department of Linguistics. As a NEȾOLṈEW̱ co-principal investigator, I am humbled to work alongside the 9 First Nations Partners from across Canada.

 

Edōsdi (Dr. Judy Thompson)

Dẕenēs̱ hoti’e! Edōsdi ushyē. Tałsetān didene hots’ih. Tsesk’iye esdā tsehi. Tlabānotine hots’ih ja’ sini. My name is Edōsdi (Judy Thompson) and I am a member of the Tahltan Nation. I was the Language Reclamation Director for my Nation from 2012-2019 and I am a learner of my Tāłtān language. I have been teaching at the post-secondary level for over 25 years and am an associate professor in the Department of Indigenous Education at the University of Victoria. I am excited to continue my learning, teaching, and research journey out of Victoria, and to continue to build relationships with the Songhees, Esquimalt and W̱SÁNEĆ peoples.

My research interests include Indigenous language revitalization; Indigenous language and health and wellbeing; Indigenous research methodologies; Indigenous based curriculum and pedagogy; and Indigenous knowledge systems.

 

Dr. Charlotte Loppie

Charlotte Loppie is a Professor with the School of Public Health and Social Policy at the University of Victoria. Her research interests are sexual and reproductive health across the lifespan; sexual diversity; sex trade work; HIV/AIDS; the construction of female sexuality and the cultural determinants of health.

In the following video, Charlotte discusses one of her main foci of research, HIV/AIDS in Indigenous communities. She explains how by talking to and building relationships with Indigenous communities we can better understand and address their health concerns: https://youtu.be/KGATBevw9GQ

 

Dr. Jessica Ball

Jessica Ball is a professor in the School of Child and Youth Care at the University of Victoria, Canada.   Jessica has written and taught countless courses on child and youth health and development, including teaching in universities in Canada, the United States, Malaysia, Singapore and Bangladesh.  At UVic, she was a founding faculty member in UVic’s Early Childhood Development Virtual University, teaching initial cohorts of leaders in Africa and the Middle East. She teaches upper level undergraduate courses on mental health and addictive behaviours and graduate courses on social determinants of child development.

Her program of research includes a range of projects centering on cultural and policy contexts of child wellness, early learning, and development. Her achievements have been recognized by awards for teaching, knowledge mobilization, contributions to Indigenous children’s well-being, and research in service of communities.

 

In memoriam

Dr. Patricia Rosborough

T’łat’laḵuł Trish Rosborough focused her scholarship on Indigenous language revitalization. An adult learner of her late mother’s first language, Kwak’wala, Trish often used a narrative approach to her research, sharing stories of her personal journey as a language learner, teacher and researcher.

Her SSHRC Insight grant research project, Beautiful Words: Enriching and Indigenizing Language Revitalization through Understandings of Linguistic Structure, stemmed from her view that it is important to consider both how to retain Indigenous languages and how to retain the worldview understandings within the languages.

Trish was a co-Principal Investigator with the NEȾOLṈEW̱ Partnership, where she supported community Partner research and helped to guide the overall Partnership. She will be missed greatly by all members of the NEȾOLṈEW̱ Partnership. Her intelligence, compassion, and fierce determination will continue to guide us as we carry on with the work Trish was so deeply committed to.