Research
The Department of Indigenous Education supports research that deepens understanding of Indigenous pedagogies, histories and ways of knowing. Our researchers investigate and document Indigenous cultures and knowledge systems, Indigenous teacher education and the well-being benefits of Indigenous languages for all learners.
A defining strength of our department is Indigenous language revitalization research. In collaboration with community partners across BC and beyond, this work documents adult Indigenous language learning, explores the connections between language and health and well-being and generates language learning tools that communities can use for generations.
Featured research
Reclaiming Hesquiaht, word by word
Assistant professor chuutsqa Rorick has been named a Tier II Canada Research Chair in Indigenous Language Revitalization, Reclamation & Maintenance (2026-2031). She is recognized for her work centering the Hesquiaht language and knowledge systems through land-based immersion, intergenerational collaboration with fluent Elders and the ethical digital stewardship of over 1,000 hours of archival language recordings.
Raising Up Voices
Dr. Edōsdi (Judy) Thompson is a Tāłtān and Gitxsan scholar whose research weaves together Indigenous language revitalization, art, archival practice and community mentorship. She works with a framework she calls Voiceability: Dahdzōle ełke'sidī, or "with our voices we teach" drawn directly from the teachings of her Ancestors. It is grounded in the conviction that knowledge must be received with humility and shared through reciprocity.
Research in action
Dr. Belinda kakiyosēw Daniels is a Plains Cree scholar from Sturgeon Lake First Nation, Saskatchewan, an adult second-language learner of nēhiyawēwin and a self-described language warrior with over 20 years of classroom and land-based teaching experience.
Her research brings together Indigenous language revitalization, land-based education and Indigenous pedagogy, with a particular focus on nēhiyawēwin reclamation and the connections between language, identity and well-being. She is also the founder of nēhiyawak Language Experience, a Cree-led organization offering language learning opportunities online and in person for anyone wanting to learn nēhiyawēwin.
Dr. Onowa McIvor Whitinui is a scholar of Swampy Cree and Scottish-Canadian descent, born and raised in Northern Saskatchewan. Her own journey as an adult learner of Cree shapes research that is both deeply personal and rigorously grounded. Her work spans Indigenous language revitalization, early childhood bilingualism and the connections between language, identity, and community well-being.
She leads NEȾOLṈEW̱, a national network of Indigenous-led organizations building community-grounded understanding of how adult learners acquire and pass on their languages.
Research expertise
Use UVic's researcher directory to connect with faculty members and search by name, department, keyword, research area or topic.Graduate student research
Graduate students in our department undertake research that supports the strengthening, teaching, learning, and reclamation of Indigenous languages. Explore student research stories and browse completed theses and dissertations to learn more about their contributions to the field.
Paving the way for Mohawk language revitalization
As the first graduate of UVic's PhD in Indigenous Language Revitalization, Tahohtharátye (Joe) Brant is helping create new pathways for Indigenous language learning. His research, community leadership and commitment to raising first-language Kanyen’kéha speakers are contributing to the future of Mohawk language revitalization.
Values-based Blackfoot language learning
Lisa Crowshoe, an educator, language advocate, and the second graduate of UVic's PhD in Indigenous Language Revitalization, is helping strengthen Blackfoot language learning through community-based research. Her work with Elders and Knowledge Keepers uses values-based language learning to support youth wellbeing, cultural connection and the revitalization of Niitsi’powahsin.
2026
- AGVIAQ, Kiminaq, 2026—Inupiuraaqtuat Ilisazaġviŋmi: Inupiaq Speakers in School Inupiaq Immersion Phrase Book for Ilisaurit ‘Teachers’
- BENNING, Rosie, 2026—Hazǫo ̨̀ Tłı chǫ Yatıı̨̀ Hoghàdets’etǫ: A Community-Based Approach to Learning Tłı chǫ Yatıı̨̀ Online
- BOB, Kiona, 2026—W̱YÁLḴEN EṮ W̱SÁNEĆ
- CAMSELL, Donna, 2026—Chekoghàehtǫǫ Dǫo ̨ ̀ Gha: Purpose of a Unit and Lesson Plans
- COLEY-SUDLOVENICK, Miali-Elise, 2026—Kinaunira Qulliq Isumagillugu: Identifying through the Qulliq
- CRANE-STARLIGHT, Janelle, 2026—Tsúūt’ínà Gūnáhà úwà Naahínànísha: Post-secondary program proposal for Tsúūt’ínà Nation
- JOHN, Christina, 2026—ʕumtnaakšiƛ: To have a traditional name. The importance of revitalizing traditional ʔiiḥatisʔatḥ names
- NOAH-NICHOLS, Velma, 2026—Breathing life into Lunáapeew language through echoes of the past using archival recordings
- NYCE, James, 2026—Hlaa Dim Mas’us’m Ahl Luu’majam Hlit’: Let’s play ball - A sport method for teaching Gitxsanimx̱
- TWIGG, Aiyana, 2026—Ka·kⱡukaqwaⱡa qakikaxuʔmik nas ʔamaks (Our language was born from the land): A land-based Ktunaxa pronunciation guide
- ROBERTS, Dana, 2026—ʔəx̌ex̌sdənox̌ qənox̌ w̓ila Lik̓ʷala lax̌ənox̌ gigukʷa
- ZAMORA, Torah, 2026—TPR-D: A drama method for Indigenous language revitalization
2025
- BRANT, Rohahiyo Jordan, 2025—Shakotirihonnyén:ni Karihonnyenníhtshera: Creating a teaching manual for Kanyen’kéha adult immersion programming
- MCCOMBER, Kahrhó:wane Cory, 2025—Nene aiohétston’ nahò:ten wakweientehtà:’on tsi náhe Onkwehonwehnéha shiwakahronkha’ónhátie’ nok shikherihonnién:ni
- PROVOST, Conroy, 2025—Aiitoohtsimit ‘Blackfoot Trails’
- STARLUND, Jessica (Sinensxw), 2025—Gigi’ihl Algyax ehl Angooga’m: Seeking spoken language, from our Ancestors
- TOLMAN, Tipiziwin, 2025—Tópakdinážiŋwiŋ na Waŋbdíȟotena Tȟa-Waníyetu Wówapi
2024
- URUD, Mutang, 2024—A language survey to support language revitalization among the Kelabit
2023
- CRAIG, Carmen, 2023—Ozaaweshiinh Ləkwəŋən/W̱SÁNEĆ-aking: An Ojibwe Language and Culture Needs Assessment in Victoria B.C.
- HILL, Peter, 2023—Spiraled Stories: A Method for Teaching Indigenous Languages Using Recorded Audio
- DANIELS, LEATEEQWHIA, 2023—an tl'i7 xwekwstas kwétsi sníchim tl'a temíxw kwis chet ḵ'ánatsut wa lhtim̓acht wánaxws kwétsi temixw tl'a Sḵwx̱wú7mesh tim̓á ta skwul syétsem — It Is Important To Use Language of the Land as We Bring Back Our Ways of Being Honouring Local Landscape As Curriculum
2022
- FINSTAD, Tisholas (Tracie), 2022—sqwiilqwul’tul ‘words used when talking to one another’: Speaking our hul’q’umi’num’ language with our land
- PASCUA, Maria Hita·ʔa·ʔoƛ, 2020—Using Qʷi·qʷi·diččaq ‘Makah’ in our community: A dialogue approach for adult learners
2021
- DOBLER, Kirsten, 2021—ʔəx̌ʔex̌stamas k̓ak̓adəxʷsila λuw̓ən?: Q̓aq̓uƛ̓ən x̌a k̓ak̓adəxʷsila lax̌a Bak̓ʷəmgala—Do you want to read with me?: I am learning to read in Bak̓ʷəmgala
2020
- DENNIS, Odelia, 2020—Tahltan Word Formation: Considerations for Creating New Words in Tāłtān
- ELIJAH, Kahentéhtha Angela, 2020—Saiakwatsirón:ni - We Are Reigniting the Fire: Regeneration of Kanien’kéha Silent Speakers
- EVERSON, Keisha, 2020—Da̱nx̱a̱laga̱litła̱n’s ‘We Will Sing in the House’: Reclaiming Domains of the Home Through Song in Kwak̓wala
- HEMLOCK, Kanen’tó:kon, 2020—kón dháredi
- LEWIS, Danita, 2020—kón dháredi
- PASCUA, Maria Hita·ʔa·ʔoƛ, 2020—Using Qʷi·qʷi·diččaq ‘Makah’ in our community: A dialogue approach for adult learners
2018
- BURNOFF, Laura, 2018—An Introductory Cree Nīhiyawēwin Course Guide
- MORIN, Randy, 2018—Discovering new pathways to old teachings: The Paul Creek Method of Second Language
- STACEY, Iris, 2018—Ientsitewate’nikonhraié:ra’te Tsi Nonkwá:ti Ne Á:se Tahatikonhsontóntie
2017
- AITKEN, Emily, 2017—QA XƏN NENAKᵂƏLAʔINĒ
- GWA'AMUUK, Cheyenne, 2017—Sharing Sim Algyax: Creating a user-friendly website for sharing language resources
- MANTLA, Rosa, 2017—Mǫ ht’a Go ehk’ǫ
- NICOLSON, Deanna, 2017—Ikawegi'lakw (the) Maker of Good Things
- UNDERWOOD, David, 2017—SX̱ENIEṈ YEW̱ ȻNEs I, TW̱E SENĆOŦEN?— How is it that I have come to speak SENĆOŦEN?: My Reflections on Learning and Speaking SENĆOŦEN
2016
- ANDERSON, Aiona, 2016—I Hear My s-kíx-zeʔ (Mother’s) Voice Empowering Me to Relearn Nłeʔkepmxcin
- BRANT, Joe, 2016—ENTEWÀ:RON’K "We Will Be Speakers"
- CHILD, Sara, 2016—Awi’nakola: We are One with the Land and Sea
- DANIELS, Deanna, 2016—xwi'xwi'em': My Hul'q'umi'num' Storytelling Journey - http://hdl.handle.net/1828/10030
- FOXCROFT, Dawn, 2016—saač’inkin huuḥtakšiiḥ (We are Always Learning Together); Advancing nuučaan̓uł Adult Learners Through Peer-Support
- HARRIS, Pearl, 2016—Lesson Plans for Teaching Resources in a Hul'q'umi'num' Junior Kindergarten
- JIM, Jacqueline, 2016—W̱SÁNEĆ SEN: I am emerging
- KELL, Sarah, 2016—Developing a Model for an Experiential Grammar Teaching Resource for Hul'q'umi'num Junior Kindigarten Teachers
- REID, Stephen, 2016—Reclaiming Dákwanjè for my Family, for my People
- RORICK, Layla 2016—wałyaʕasukʔi naatnaniqsakqin: At the Home of our Ancestors: Hesquiaht Second Language Immersion on Hesquiaht Land
- STACEY, Kahtehrón:ni Iris, 2016—Ientsitewate’nikonhraié:ra’te Tsi Nonkwá:ti Ne Á:se Tahatikonhsontóntie—We Will Turn Our Minds There Once Again, To the Faces Yet To Come
- THORBURN, Britt, 2016—Another Piece of the Puzzle: The Importance of Supporting Indigenous Language Revitalization in the Home
- TUTCHO, Laura, 2016—Ets'ulah: The language is like ets'ulah
2015
- BILLY, Janice, 2015—Exploring the use of traditional Secwepemc stories to teach language
- HILL, Callie Jane, 2015—Kanyen’ke’ha: Awakening Community Consciousness
- REID, Stephen, 2015—Reclaiming Dákwanjè for my Family, for my People
2014
- SAMPSON, Renee, 2014—W̱IÁLḴEN NE SḰÁL: SX̱EDŦELISIYE’s SENĆOŦEN Auto-ethnography
2010
- BLANEY, Gail, 2010—šɛgatč tətᶿ ǰɛʔaǰɛ I will honor my family by living my language
2017
- MORRIS, Kāshā Julie Anne, 2017—K'asba'e T'oh: Sustaining the Intergenerational Transmission of Tāłtān
2016
- BROWN, Joan, 2016—Culture is lived; language gives it life
- BELL, Lucy, 2016—Xaad Kilang T'alang Dagwiieehldang — Strengthening Our Haida Voice
2015
- SUTTON, Trena, 2015—Being T'Sou-ke: What it means to me to be T'Sou-ke ŚW̱ ЌÁLEC̸EN: My inner thoughts
- TATTI, Fibbie, 2015—The Wind Waits For No One Nı̨hts'ı Dene Ası̨́ Henáoréhɂı̨́le Ǫt'e: Spirituality in a Sahtúgot'ı̨nę Perspective
2014
- NAPOLEON, Art, 2014—Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview