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At The Edge Of Canada: Indigenous Research

Today our guest is Anishi­naabe PhD Can­di­date in Edu­ca­tion at the Uni­veristy of British Colum­bia, Amber Shilling. In addi­tion to her doc­tor­al research, Amber has recent­ly been appoint­ed the Coor­di­na­tor of Sup­port­ing Abo­rig­i­nal Grad­u­ate Enhance­ment — British Colum­bia (SAGE-BC). SAGE, an inter­na­tion­al net­work of peer-men­to­ship between Indige­nous grad­u­ate stu­dents, was start­ed by the Maori in New Zealand to improve grad­u­ate school com­ple­tion rates for Maori researchers. In Cana­da, SAGE oper­ates on the West Coast as pods” and in South­ern Ontario and Que­bec as nests” between major research insti­tu­tions and Indige­nous intel­lec­tu­al com­mu­ni­ties. Amber coor­di­nates all BC pods” in her role as provin­cial coor­di­na­tor. In my work as Indige­nous Grad­u­ate Stu­dent Suc­cess Coor­di­na­tor, I have been work­ing to grow a SAGE gar­den” on the prairies with the Hub being at UMan­i­to­ba and con­nect­ing out­wards to oth­er gar­dens” at UWin­nipeg, Bran­donU, UCN, URe­gi­na, and UMin­neso­ta. As sup­port work­ers in high­er edu­ca­tion, Amber and I dish about our philoso­phies of stu­dent sup­port, pro­gram­ming mod­els, the chal­lenges of build­ing a diverse and spread-out com­mu­ni­ty of researchers, and how essen­tial eth­i­cal­ly col­lab­o­ra­tive net­works are for sur­viv­ing the harsh eco-sys­tem of grad­u­ate school as an Indige­nous grad­u­ate student.