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Curriculum, Teaching  & Learning
Sandra Styres
Assistant Professor

email: sandra.styres@utoronto.ca  

Department: Curriculum, Teaching and Learning



Research Overview

Dr. Styres is a Canada Research Chair in Iethi'nihstnha Ohwentsia'kkha (Land), Resurgence, Reconciliation and the Politics of Education, Assistant Professor with the Department of Curriculum, Teaching and Learning at OISE, and is director of the Indigenous Educational Research Centre. Her research interests are: Land-centered education; Indigenous resurgence; politics of decolonizing reconciliation in education broadly; appropriate inclusion of Indigenous perspectives into teacher education programming; pre-service/in-service teacher development; Indigenous philosophies and perspectives; culturally aligned methodologies and theoretical approaches to Indigenous research; ethics and protocols that guide the work in Indigenous and non-Indigenous research collaborations and community engagement.

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

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

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




Teaching Overview

Dr. Styres teaches in both teacher education and graduate programs. Dr. Styres teaches "Introduction to Indigenous Land-Centred Education: Historical and Contemporary Perspectives"; "Indigenous Civilization: Language, Culture and Identity"; "Literacies of Land: Narrative, Storying and Literature"; and Land‐centred Approaches to Research and Community Engagement: Bringing a 'Good' Mind to Indigenous Education Research.

Representative Publications

Styres, S. (2020). Reconciliaction: Reconciling Contestation in the Academy. Power and Education, 0(0), 1-6. DOI: 10.1177/1757743820916845

Jahnke, H., Styres, S., Lilley, S. & Zinga, D. (2019), Indigenous Education: New Directions  in Theory and Practice. Edmonton, AB: University of Alberta Press. (Edited)

Styres, S. (2019). Pathways for Remembering and (Re)cognizing Indigenous Thought in Education. In Jahnke, H., Styres, S., Lilley, S. & Zinga, D. (Eds.), IndigenousEducation: New Directions in Theory and Practice.Edmonton, AB: University of Alberta Press.

Zinga, D. & Styres, S. (2018). Decolonizing Curriculum: Student Resistances to Anti-Oppressive Pedagogy. Power and Education, 0(0) 1-21. 

Styres, S. (2017). 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.

 

Research Grants and Contracts

Dr. Styres is a Canada Research Chair in Iethi'nihstnha Ohwentsia'kkha (Land), Resurgence, Reconciliation and the Politics of Education. She is PI on several grants including: Ontario Research Fund; Indigenous Arts and Culture Partnerships Fund; Canada Foundation for Innovation John R. Evans Leaders Fund-Partnerships. She is co-applicant on a SSHRC Partnership Development Grant and the Jackman Institute, University of Toronto Artist-In-Residency Fund.

Honours and Awards

Traditional Honours

2009 Eagle Feather, presented to Dr. Styres by Brock University's
Tecumseh Centre for Aboriginal Research and Education