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Curriculum, Teaching  & Learning
Sandra Styres
Assistant Professor

email: sandra.styres@utoronto.ca  

Department: Curriculum, Teaching and Learning



Research Overview

My research interests specifically focus on Indigenous education and include: decolonizing praxis; teaching and learning in Indigenous contexts; Land-centered approaches to language, literacy, and curriculum; teacher-student interaction, learning through various modalities, and the pedagogical implications of those modalities; educational policy issues together critical social justice, decolonizing, and anti-discrimination theories; Indigenous pedagogies and practices; integration of Indigenous teaching and learning in higher education with both Indigenous and non-Indigenous students; pre-service and in-service teacher development; Indigenous philosophies and knowledges; culturally aligned research methodologies; Indigenous and non-Indigenous research collaborations; as well as addressing issues of ethics and protocols that guide the work between Indigenous peoples, communities, and universities.

Curriculum Vitae

http://www.oise.utoronto.ca/Curriculum_Vitae/Sandra_Styres_CV.pdf

Academic History

Ph.D. in the Language, Culture and Teaching Program at York University’s Faculty of Education, Toronto, ON: 2013

M.Ed. in the department of Graduate and Undergraduate Studies in Education at Brock University’s Faculty of Education, St. Catharines, ON: 2008

B.Ed. Specializing in Aboriginal Adult Education with the department of Graduate and Undergraduate Studies in Education at Brock University’s Faculty of Education, St. Catharines, ON: 2005

I am also an Adjunct Professor with the Department of Child and Youth Studies at Brock University


Teaching Overview

Dr. Styres teaches in both teacher education and graduate programs. Dr. Styres teaches “Introduction to Aboriginal Land-Centred Education: Historical and Contemporary Perspectives”, “Aboriginal Civilization: Language, Culture and Identity” and “Literacies of Land: Narrative, Storying and Literature”.

Representative Publications

Styres, S. (In Press). Pathways for Remembering and Recognizing Indigenous Thought in Education: Philosophies of Iethi’nihsténha Ohwentsia’kékha (Land).Toronto, ON:University of Toronto Press.

 

*Styres, S. & Zinga, D. (2013). The Community-first Land-centred Research Method:

Bringing a ‘Good Mind’ to Indigenous Education Research. Canadian Journal of Education, 36(2), 284-313.

 

Styres, S., Haig-Brown, C., & Blimkie, M. (2013). Toward a Pedagogy of Land: The Urban Context. Canadian Journal of Education, 36(2), 188-221.

 

Styres, S. & Zinga, D. (2013). Opening the Circle: Welcoming Brother Sun. Canadian Journal of Education, 36(2), 284-313.

 

Zinga, D. & Styres, S. (2013). Coming Full Circle: Welcoming Grandmother Moon. Canadian Journal of Education, 36(2), 313-317.

 

Styres, S. & Zinga, D. (2011). Land as Pedagogy: Tensions, Challenges, and Contradictions. First Nations Perspectives, 3, 59-83.

 

Zinga, D. & Styres, S. (2011). Land as Pedagogy: Tensions, Challenges, and Contradictions. First Nations Perspectives, 3, 59-83.

 

Styres, S. (2011). Land as First Teacher: A Philosophical Journeying. Reflective Practice,

12(6), 717-731.

 

*Styres, S. , Zinga, D., Bennett, S. & Bomberry, M. (2010). Walking in Two Worlds: Engaging the Space Between Indigenous Community and Academia. Canadian Journal of Education, 33(3), 617-648.

 

*Zinga, D. Styres, S., Bennett, S. & Bomberry, M. (2009). Student Success Research

Consortium: Two Worlds Community-first Research. Canadian Journal of Native Education, 32(1), 19-37.

 

Styres, S. (2008). The Silent Monologue: The Voice Within the Space. AlterNative

Journal: An International Journal of Indigenous Peoples, 4(2), 89-101.

 

Styres, S. (2008). Relationships: An Indigenous Transnational Research Paradigm. Canadian

Journal of Native Education, 31(1), 293-310.

 

* SSHRC funded research projects

 

Research Grants and Contracts

Currently I am PI on a SSHRC funded research project that is exploring what it means to be Indigenous within the academy. In light of the recently released TRC report this research will also explore the ways mainstream institutions are taking up the principles and calls to action and transforming and Indigenizing higher-educational spaces. The overall goal of the research explores what it means to be Indigenous within the context of higher-learning experiences; to create ways of advancing, in respectful, appropriate and relevant ways the role of Indigeneity in transforming academic spaces.

I am also a co-applicant on two SSHRC-funded projects “Virtual relations: A collaborative approach to creating culturally aligned blended distance teaching methods within Indigenous contexts” and “Contested Places: Creating an Indigenous Consortium of Educators”. This has resulted in an edited text and 2 chapters along with two referred articles that are currently all in progress. As well this project has led to the development of vICE an international virtual Indigenous Consortium of Educators.

I am also a co-applicant on a SSHRC funded university-community research partnership is to create new ways to study and advocate for the advancement of respectful and appropriate inclusion of Indigenous
knowledges and perspectives in online learning environments to benefit all learners, as well as to develop and contribute to new and emerging scholarship in this area of priority research.

Honours and Awards

Traditional Honours

2009 Eagle Feather, presented to me by Brock University’s
Tecumseh Centre for Aboriginal Research and Education
Awards

2012 – 2014 SSHRC Post-Doctoral Fellowship
2009 – 2012 Joseph-Armand Bombardier Canada Graduate Scholarship
– Doctoral
2009 – 2012 SSHRC Doctoral Scholarship – declined due to Joseph-
Armand Bombardier
CGS Award
2009 – 2010 Ontario Graduate Scholarship – declined due to SSHRC award
2007 – 2008 Ontario Graduate Scholarship
2008 – 2009 Faculty of Education Doctoral Entrance Scholarship –
York University
2008 – 2009 Casino Rama Award for Student Excellence
2006 – 2007 Casino Rama Award for Student Excellence


Other Information

Books Authored – In Progress
Styres, S.. Philosophies of Iethi’nihsténha Ohwentsia’kékha (Land): Pathways for Indigenous Thought in Education. Toronto, ON: University of Toronto Press.

Styres, S. & Zinga, D. Visioning Through Smoky Relations: Crossing the Fire. Toronto, ON:
University of Toronto Press.

Zinga, D. & Styres, S. Visioning Through Smoky Relations: Crossing the Fire. Toronto, ON: University of Toronto Press.

Books Edited – In Progress

Jahnke, H., Styres, S., Lilley, S. & Zinga, D. (Eds.). Contested Places: Theory,
Practice, and New Directions in Indigenous Education. Toronto, ON: University of Toronto Press.

Chapters in Books – In Progress

Styres, S. Reconceptualizing Indigenous Education. In Jahnke, H., Styres, S., Lilley, S. &
Zinga, D. (Eds.), Contested Places: Theory, Practice, and New Directions in Indigenous Education. Toronto, ON: University of Toronto Press.

Zinga, D. & Styres, S. Opening the Circle. In Jahnke, H., Styres, S., Lilley, S. & Zinga, D.
(Eds.), Contested Places: Theory, Practice, and New Directions in Indigenous Education. Toronto, ON: University of Toronto Press.

Journal Issues Edited (Refereed)

Zinga, D. & Styres, S. (2013) Guest Co-Editor for the Canadian Journal of Education and
Co-Editor for the Special Theme Issue: Indigenous Education: Pathways to (Re)membering, 36(2).