Greetings from the editors of CJNE,
We are excited to announce a new iteration of the journal that will commence with our upcoming issue. The new team consists of editors: (Dakelh) Dr. Dustin Louie, (Pascua Yaqui) Dr. Joaquin Muñoz, and (Tsimshian) Alexis Okabe. We are honoured to carry on the tradition of the journal that was started by Cree scholar Verna Kirkness and Sto: lo scholar Q’um Q’um Xiiem Dr. Jo-ann Archibald and subsequently stewarded by luminary Indigenous academics (amiskwaciwiyiniwak) Dr. Dwayne Donald, and (Métis) Dr. Shannon Leddy and (Chilcotin) Dr. Johanna Sam.
Akin to Indigenous cultures, we envision the landscape of Indigenous education and scholarship as dynamic, honouring the founding traditions and knowledges while responding to the shifting environments and needs in our movement. CJNE remains a home for the rich diversity of qualitative and quantitative Indigenous scholarship that addresses both theoretical and research-based scholarship, while expanding our process and form to continue testing western orthodoxy of academia. The scholarship of Indigenous Education has experienced rapid growth in the previous generation which requires a range of strong journals to disseminate transgressive and foundational scholarship. The Canadian Journal of Native Education has held this position for nearly 45 years. Under our leadership we commit to being bold while holding to the original vision of the journal
In the upcoming editions, aspects of the scholarship we are excited to test are as follows:
1. Every article submitted to CJNE will require a positionality/relationality statement in the paper that situates the author(s) in relation to the work. Since Indigenous people of Turtle Island introduce and position themselves, we contend this Indigenous Knowledge is necessary in a journal for Indigenous education.
2. In the upcoming issues, we are challenging authors to write to an assumed Indigenous audience. This does not mean the articles will not be read by settlers, but the language used and the assumptions are based upon an Indigenous readership. We have reflected that in many mainstream journals we find ourselves unconsciously writing to settler audiences and we would like to challenge conventions and create a space where authors can formulate their articles to Indigenous people, while still inviting settler scholars to read and engage with the scholarship. Indigenous folks read articles directed at settler audiences all the time, we invite settlers to de-center their experiences and engage with scholarship not based on Eurocentric worldviews.
3. On the submissions page there is a checklist to ensure that any research reported on in the journal adheres to ethical expectations of collaboration with Indigenous peoples and communities and resists the extractive histories in the academy.
4. We are instituting an opt-in open review policy where submissions are not expected to be anonymized, since our identities are inextricable from our scholarship, we contend it is detrimental to remove who we are from our research.
5. We are committing to ensuring that Indigenous folks lead every stage of the process of publication. This includes committing to hiring an Indigenous Editor on an ongoing basis, as well as hiring Indigenous and Musqueam artists as we move forward in the launch of our new edition.
6. For each issue we are seeking out original art from Indigenous students in art school. Once we have selected the scholarship for the issue we will look to the artistic submissions to find which pieces are in conversation with one another, and pair them for the issue.
We remain flexible with all of these changes since we always want to be responsive to shifts in our discipline and attentive to the needs of our researchers and scholars. As an editorial team, we are thrilled and honoured to steward this essential journal and continue pushing the bounds of academia by disseminating transformational scholarship.
Respectfully,
The editorial team.
Editorial Team
Dr. Dustin Louie
Director of NITEP and Associate Professor
Faculty of Education, University of British Columbia
Dr. Dustin Louie is a First Nations scholar from Nee Tahi Buhn and Nadleh Whut’en of the Dakelh Nation of central British Columbia. He is a member of the Beaver Clan. Dustin’s education background includes a degree in Canadian history, a master’s degree in international relations, and a PhD in educational research. The topic of Dr. Louie’s doctoral dissertation was Sexual Exploitation Prevention Education for Indigenous Girls.
Dr. Louie is the Director of NITEP and an Associate Professor in the Faculty of Education at the University of British Columbia. He teaches courses related to Indigenous education, social justice, and educational philosophy; works closely with four school districts on decolonizing at the provincial and local level with government and private organizations, researches practical approaches to Indigenizing education, decolonizing education, Indigenous pedagogies, and critical theory. Dr. Louie has published in the top educational journals in Canada on diverse topics in Indigenous education.
Dr. Joaquin Muñoz
Assistant Professor of Indigenous Education
University of British Columbia
Dr. Joaquin Muñoz obtained his Ph. D. from University of Arizona. He is an Assistant Professor of Indigenous Education at the University of British Columbia. He grew up on the Pascua Yaqui Indian Reservation in Arizona, where he learned early on about the complicated issues of race, culture, history, and oppression. His research focuses on Indigenous Education and teacher education, with a focus on supporting teachers to be effective when working with diverse Indigenous populations, through cultural awareness, critical pedagogy practices, and culturally responsive pedagogy. Muñoz has spent the past decade developing skills for this work by using methods that include Indigenous Circle Work, the Theatre of the Oppressed, various forms of art, dialogue and literacy tools. He also consults with schools internationally, working on anti-racist education, cultural competency and culturally responsive approaches in the U.S., Germany, Israel and Mexico.
Alexis Okabe
Manager, NITEP Advisory Services
NITEP – Indigenous Teacher Education Program, University of British Columbia
Alexis Okabe is a member of the Kitsumkalum/Gitsm’geemlm First Nation, a Galts’ap of the Tsimshian Nation. Her family sits with the Ganhada (Raven) clan. Alexis is the Manager, NITEP Advisory Services at NITEP, the Indigenous Teacher Education Program at the University of British Columbia. Alexis has been in the role of Manager, NITEP Advisory Services, for academic advising, awards adjudication, student recruitment and retention, and the overall success of NITEP students. Her research looks at belonging, the post-secondary experience of Indigenous students, and contributors to success in colonial academia.
Editorial Board
Dr. Jeannette Armstrong
UBCO
