F a c u l t y P e r s p e c t i v e
By: Steve Whiteside, Troy MacBeth Abromaitis, Daniel B. Sarvestan, Melissa Vargas
Planting a Seed:
UCW’s Contribution to Lytton Wildfire Recovery
Steve Whiteside, Troy MacBeth Abromaitis, Dr. Daniel B. Sarvestani, Melissa Vargas
At Siska Band council. We were warmly welcomed by Troy’s extended family, who invited us to share a home-cooked meal around the table.
UCW Representatives at the Siska Band.
Ceremonial seedling planting at the Lytton First Nation territory with Troy, Daniel and Steve.
Sharing ceremony and prayer during our symbolic seedling planting with Troy, Daniel, and Dr. Steve Whiteside.
UCW representatives presenting UCW scholarships for Lytton Fire Recovery initiative at the council meeting. Dr. Steve Whiteside and Daniel B. Sarvestani at Lytton First Nation.
Relationships and relationality lie at the heart of every project endeavor grounded in trust and goodwill. It is a quality not gained overnight but built gradually—through years, through generations, and through meaningful shared experiences. As members of the Indigenous Action Committee (IAC), we take this principle to heart. It is a cornerstone of our activities and projects. Relationship building as the basis of developing trust, programs, and community engagement initiatives resonates with the teachings, traditions, and relational practices of many Indigenous and First Nations Peoples of these lands. This perspective is deeply rooted in Indigenous worldviews that emphasize interconnectedness, reciprocity, and the ethical responsibility to engage with others in a respectful and relational way (Wilson, 2008; Kovach, 2009; Hart, 2002). In its efforts to develop stronger relationships with Indigenous and First Nations communities, University Canada West has mandated the Indigenous Action Committee (IAC) to design initiatives, scholarships, and programs specifically geared toward supporting these communities. In line with this commitment, the IAC developed several grants and scholarships, including targeted support for the Lytton area in response to the devastating wildfires. As part of this initiative, representatives of the IAC coordinated a visit to Lytton with the intention of building relationships and sharing detailed information about these scholarship opportunities with the First Nation councils involved—according to the principle of Free, Prior, and Informed Consent. It was with this spirit in mind that on March 26th, 2025, we set off to visit the traditional territories of the Lytton First Nation, at the invitation of Troy Abromaitis—himself a community member and advocate. To call this journey a learning opportunity would be an understatement. It was transformative. Our team consisted of: Dr. Steve Whiteside, the Director of Business Development and Industry Relationships, chairs the Indigenous Action Committee and was tasked with launching a special grant program to cover tuition for two Lytton First Responders or individuals affected by the fires to pursue a degree at University Canada West. This initiative allows two students to complete their degrees tuition-free as a gesture of appreciation for their efforts in helping Lytton through this disaster. Troy Abromaitis, Troy Abromaitis, a member of the Lytton First Nation, has been actively involved in supporting the rebuild and recovery efforts following the devastating 2021 wildfires. His deep ties to the community and leadership in advocacy, planning, and partnership development have helped shape a path forward grounded in healing and resilience. Dr. Daniel B. Sarvestani, professor of Anthropology at University Canada West, board member of the Indigenous Action Committee, and a long-time advocate for Indigenous Peoples’ rights working through UN Permanent Forum on Indigenous Issues. His work has taken him across the Americas, where he has collaborated with Indigenous communities, NGOs, and international organizations on issues related to cultural identity, land rights, and resilience. As a core member of the Indigenous Action Committee, Daniel brings a decolonial and relational approach to both his teaching and community engagement. Melissa Vargas, a social media marketing strategist, photographer, and emerging entrepreneur with a passion for community development. Melissa documented the journey through photo and video, helping to preserve the voices and moments that made the visit to Lytton and Siska so impactful. We met early in the morning at Dr. Steve Whiteside’s home, in preparation for the 4-hour drive to Lytton. Soon we were on the road and after some time we entered Nlaka'pamux territory where we had a quick pitstop. Troy offered everyone sweetgrass as a ceremonial gift to bring with us to the communities we were about to visit. Likewise, Melissa and Daniel had brought with them a small tree seedling, a symbolic gift to be planted during our visit, a gesture of renewal, rebuilding, and reconnection. Indeed, among many traditions planting seedlings in the Spring season is a call for unity, renewal, and reawaken. Our first meeting was arranged at the Siska Indian Band village, just a few miles from Lytton. Though small in population, this community is strong in spirit. It was here that the devastating 2021 Lytton wildfires left deep scars, not only on the Lytton First Nation and the Village of Lytton but also on neighbouring communities like Siska (BBC News, 2021). As we arrived, the visual traces of fire were still evident, charred trees against dramatic cliffs, and forests once lush were now struggling to regrow. During the crisis, this village had become a lifeline, a hub for supplies, responders, and community support. The impact was widespread, and the trauma is still felt. We sat with members of the Siska Band primarily to listen, learn, and offer support through our community as well as academic roles and scholarships at the University Canada West. We were warmly welcomed by Troy’s extended family, who invited us to share a home-cooked meal. Alison, a former Chief, greeted us with kindness. Her daughter Angela and Troy’s aunt Loretta both active leaders of the community also joined us and as time went by more community members started to arrive. We introduced ourselves and shared our Grants, research interests, including scholarship and partnership opportunities. Specifical, UCW scholarships for community member effected by the Lytton wildfires which includes the Siska Band village. It was sobering to hear firsthand accounts of the fire’s destruction, the trauma it caused, and the challenges that remain. One community member, Jason, who was actively involved in the emergency response for the community, spoke of how the land continues to suffer along with the community: washed-out roads, recurring mudslides, increased sedimentation of the water systems, and shifting terrain etc. Donations are ongoing, and reforestation is underway but still more needs to be done. Native seeds and plants are prioritized, with studies being conducted to incorporate traditional ecological knowledge systems and practices of the community to support restoration. We also learned about housing shortage in the community. Dennis, Loretta’s son, is among the youth who helping to rebuild and is currently leading the recovery efforts for the Siska Indian Band. He now heads the housing department of the Siska Indian Band. Together, they are addressing infrastructure needs, including community buildings and water systems, which remain in need of attention. By mid-afternoon, we made our way into Lytton itself and continued conversations with community leaders of the Lytton First Nation. We also had the opportunity to meet with Mayor Denise O’Connor and Councillor Nonie McCann from the Village of Lytton. Our conversation focused on the village’s ongoing recovery and rebuilding efforts following the 2021 wildfires. As of our visit, at least 17 homes were still under construction. A significant challenge in the recovery process has been the large number of residents who were displaced because of the fires. Finally, we arrived at the Lytton First Nation band meeting, where we were welcomed by the Chief and Council, as well as many community members. During the meeting, Dr. Whiteside, Troy and Daniel had the honour of formally presenting the University Canada West scholarship to the broader Lytton First Nation community on the Lytton reservation. The announcement was incredibly well received, and the community members expressed appreciation for UCW’s commitment to supporting Lytton's youth and future in education. That evening, we left the council meeting, and the sun began to set, we joined Troy on his family farm to plant the seedling we had brought over as a gesture of gratitude, memory, and hope. Dr. Steve recited a beautiful Jewish blessing on planting trees. Troy offered the space, and together we chose a spot. As we placed the seedling into the soil, surrounded by friends and community, we were reminded of what truly matters: connection to land, commitment to relationship, and faith in the possibilities that grow from even the smallest seed. Indeed, ceremonies are important. Land is important. Relationships are important. These are the gentle ripples, the quiet, intentional steps, that bring us closer to renewal, to reconnection, and to one another. Perhaps our seedlings will thrive and grow tall, or perhaps they will become nourishment for one of the animals who calls this land home. Either way, we are content knowing we have done our small part in giving back to the circle of life. We ended the day just physically tired but renewed with hope and gratitude. We thank University Canada West, Lytton First Nation, the Village of Lytton, and Siska Indian Band for supporting this journey and allowing the Indigenous Action Committee to nurture experiences that foster genuine, meaningful relationships. Bibliography BBC News. (2021, July 2). Lytton: Canada village destroyed by fire after record temperature. https://www.bbc.com/news/world-us-canada-57678054 Hart, M. A. (2002). Seeking Mino-Pimatisiwin: An Aboriginal approach to helping. Fernwood Publishing. Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations, and contexts. University of Toronto Press. Wilson, S. (2008). Research is ceremony: Indigenous research methods. Fernwood Publishing.
Designing Indigenous Assessment Frameworks in Non-Indigenous Academia
By Dr. Hossein Ghanbari
Faculty, ACSS, UCW
Assessment is a complex and evolving area in education, and educators rely on various frameworks, such as summative and formative assessments, to evaluate student performance. However, conventional assessment models often fail to account for the needs of diverse students, prompting scholars to explore alternative methods that better serve multiethnic and multilingual societies and academic contexts. This need is particularly pressing as more Indigenous students pursue education in non-Indigenous academic institutions and more non-Indigenous scholars and institutions integrate Indigenous pedagogies and ways of knowing. That said, non-Indigenous academia remains influenced by whiteness and social inequalities, which scholars seek to address by incorporating Indigenous epistemologies, pedagogies, and languages to meet the needs of diverse stakeholders (Ghanbari, 2024).
As a result, scholars are reshaping assessment frameworks to challenge the devaluation of non-Western perspectives and better meet the educational needs of Indigenous students. They have developed assessment frameworks that align with Indigenous cultural knowledge systems and promote a sense of belonging and active participation in non-Indigenous academic spaces. Examples include the ANA'ŌLELO framework, which assesses Hawaiian learners’ language proficiencies and prevents Hawaiian language death (Kahakalau, 2017); Holistic Assessment and Targeted Componential Assessment, which evaluate learners’ overall communicative ability and specific components of language and vocabulary items (O’Grady, 2017); and Cultural Advantage, which reassesses the frameworks, models, and methodologies for effective education (Kana‘iaupuni et al., 2017).
These culturally relevant assessment frameworks integrate Indigenous ways of knowing to enhance Indigenous students’ academic performance. For instance, Navajo students who achieve proficiency in both Navajo and English outperform their peers who are educated exclusively in English, and those "whose teachers integrated local standards with state standards and aligned curriculum and assessment through a portfolio process [were able to] engage in high-level literacy activities” (Nelson-Barber & Trumbull, 2007, p. 7). Additionally, Indigenous students who speak their ancestral language have longer life expectancies, lower obesity rates, reduced heart diseases, and decreased incidences of diabetes (Oster et al., 2014). Thus, an increasing number of scholars are integrating Indigenous ways of knowing into assessment frameworks to foster inclusivity, reconciliation, and decolonization, making non-Indigenous academia more equitable and reflective of diverse knowledge systems.
References:
Ghanbari, H. (2024). Educational Reform Through Designing Culturally Appropriate Assessment Frameworks. Journal of Comparative & International Higher Education, 16(4), 45–51.
Kahakalau, K. (2017). Developing an Indigenous Proficiency Scale. Cogent Education, 4(1), 1–11.
Kana‘iaupuni, S. M., Ledward, B., & Malone, N. (2017). Mohala i kawai: Cultural Advantage as a Framework for Indigenous Culture-based Education and Student Outcomes. American Educational Research Journal, 54(1_suppl), 311S–3339S.
Nelson-Barber, S., & Trumbull, E. (2007). Making Assessment Practices Valid for Indigenous American Students. Journal of American Indian Education, 46(3), 132–147.
O’Grady, W. (2017). Assessing Language Revitalization: Methods and Priorities. Annual Review of Linguistics, 4(1), 317–336.
Oster, R. T., Grier, A., Lightning, R., Mayan, M. J., & Toth, E. L. (2014). Cultural Continuity Is Protective Against Diabetes in Alberta First Nations: A Mixed Methods Study. Canadian Journal of Diabetes, 13(92), 1–11.
Global Indigenous Advocacy in Action:
UCW at the 24th Session of the UN Permanent Forum on Indigenous Issues
By Dr. Daniel Bagheri Sarvestani
Assistant Professor | Indigenous Rights Advisor | Indigenous Action Committee | University Canada West
Full report can be provided upon request.
Meeting with the elected members of the Experts Mechanism on Indigenous Peoples' Rights (EMRIP).
Indigenous Peoples Organization from Ecuador presenting updates.
Member states and indigenous organization representation at the main conference room.
Providing support as part of the Miskitu Nation Delegation from Nicaragua
Meeting with the Special Rapporteur on the Rights of Indigenous Peoples,
Dr Albert K. Barume (center of the photograph).
From April 21 to May 2, 2025, the 24th Session of the United Nations Permanent Forum on Indigenous Issues (UNPFII) convened at the United Nations Headquarters in New York City, bringing together Indigenous leaders, advocates, and institutional allies from across the globe. This year’s forum centered on the implementation of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), addressing urgent concerns related to land rights, cultural survival, environmental protection, and human rights advocacy (UNPFII, 2025). Representing University Canada West (UCW) and its Indigenous Action Committee, I had the honor of attending and contributing to the dialogue, reaffirming UCW’s commitment to Indigenous rights, reconciliation, and global solidarity. UCW’s participation in this year’s UNPFII directly aligned with the university’s strategic goals to advance Indigenization, integrate Indigenous knowledge systems into curriculum and governance, and foster international partnerships grounded in justice and resurgence. Our engagement signaled the institution’s intention to play an active role in the implementation of UNDRIP, recommendations of the Truth and Reconciliation Commission and the Declaration on the Rights of Indigenous Peoples Act (DRIPA), both nationally and internationally (UN General Assembly, 2007). As part of these ongoing relationships and capacity-building efforts, we coordinated for a direct bilateral meeting between Dr. Steve Whiteside, chair of the indigenous actions committee, and with representatives of the OHCHR. In the meeting we explored avenues for deeper collaboration. Plans were initiated to follow up on potential development of joint initiatives involving the Indigenous Action Committee, UCW faculty, and relevant UN mechanisms. These collaborations aim to advance educational programming on Indigenous Peoples’ rights, grounded in frameworks promoted by both the UNPFII and OHCHR. The objective is to support curriculum development, policy training, and public discourse around UNDRIP implementation and Indigenous human rights at both the academic and community levels. The UNPFII also provided UCW representatives with the opportunity to connect with Indigenous and First Nations leaders from across Canada. This year, we were able to establish meaningful connections with representatives from First Nations councils in British Columbia, Alberta, and Manitoba. In addition, we arranged a meeting with Canada’s Permanent Mission to the United Nations to discuss issues related to the implementation of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) within Canada. These connections have opened the door to collaborative initiatives aimed at supporting UCW’s development of capacity-building workshops, research programs, and educational exchanges aligned with the rights of Indigenous Peoples. Furthermore, through Indigenous Action Committee’s sustained relationship-building and ongoing engagement with key stakeholders and UN systems, UCW is uniquely positioned to potentially become a leader in the promotion and implementation of UNDRIP and the Declaration on the Rights of Indigenous Peoples Act (DRIPA) in British Columbia and beyond. Of course, achieving this vision will require time, sustained dedication, and appropriate funding, in close collaboration with our Indigenous Action Committee, our First Nations colleagues and experts who continue to guide and inform this important work. Themes and Mechanism As an institution, UCW can communicate directly with the Office of the United Nations Special Rapporteur on the Rights of Indigenous Peoples to strengthen its internal policies and systems related to the implementation of UNDRIP. With the appropriate mandate and opportunity, UCW is well-positioned to help cultivate this connection by leveraging faculty members who are already working in this field. During this year’s UNPFII, the Special Rapporteur emphasized several critical issues, including Indigenous self-determination, environmental stewardship, and the enforcement of UNDRIP at both national and provincial levels (UN Human Rights Council, 2007). UCW stands as an ally in this process and has already taken important steps toward realizing come of the principles enshrined in UNDRIP and the Truth and Reconciliation Commission’s Calls to Action. Thematic discussions at the forum reinforced the fundamental importance of land rights and self-determination. Indigenous delegates consistently emphasized that land is not merely a material resource, but a vital foundation for cultural identity, traditional governance, and collective well-being. For many Indigenous Peoples, land holds spiritual significance and is intimately tied to kinship systems, ceremonial practices, and intergenerational knowledge transmission (Coulthard, 2014; Simpson, 2011). It serves not only as a site of subsistence and residence, but as a living entity that sustains languages, cosmologies, and responsibilities to ancestors and future generations (Tuck, McKenzie, & McCoy, 2014). Likewise, the right to Free, Prior, and Informed Consent (FPIC) emerged as a recurring and urgent theme. Too often, development programs and policy initiatives that directly impact Indigenous Peoples and their communities proceed without meaningful engagement or representation of Indigenous stakeholders. This practice must change. FPIC is a human right—it is not merely a procedural formality but a substantive and legally binding obligation, firmly grounded in Articles 3, 10, 26, 27, and 32 of the United Nations Declaration on the Rights of Indigenous Peoples (UN General Assembly, 2007). In addition, ILO Convention No. 169 serves as a complementary legal framework reinforcing the importance of FPIC, inline with Indigenous Peoples’ rights to self-governance, economic sustainability, and cultural survival (International Labour Organization, 1989). The forum also extensively addressed health and well-being from an Indigenous perspective. Health, as defined by many participants, is inextricably linked to land, language, and community governance. Testimonies highlighted the disproportionate burden of mental health crises among Indigenous youth and called for culturally grounded, Indigenous-led health systems. These discussions drew from foundational understandings of Indigenous health determinants, which are deeply embedded in land, culture, language, and traditional governance structures (King, Smith, & Gracey, 2009). Finally, environmental and climate justice were also dominant themes throughout the forum. Indigenous leaders delivered strong critiques of dominant “green economy” models that, while framed as sustainable, often perpetuate extractive practices and lead to the displacement of Indigenous communities under the banner of environmentalism (Whyte, 2018; Temper et al., 2018). Participants emphasized that effective climate solutions must be Indigenous-led and rooted in traditional ecological knowledge (TEK), especially in regions that are home to Indigenous and First Nations Peoples and communities. Indigenous stewardship practices, which have sustained biodiversity for millennia, offer essential alternatives to technocratic and market-based approaches to environmental management (Berkes, 2012). These concerns are inextricably tied to Sustainable Development Goals (SDGs) 3 (Good Health and Well-being), 10 (Reduced Inequalities), and 15 (Life on Land), which collectively aim to promote human and planetary well-being, address structural inequality, and protect ecosystems (UNPFII, 2025). Despite their foundational role in global environmental protection, Indigenous Peoples continue to face displacement, land dispossession, and poverty at disproportionately higher rates compared to global averages- a reality that underscores the urgent need for systemic change in environmental governance (United Nations, 2021). The importance of Indigenous data sovereignty, global solidarity, and cross-border advocacy were also among important themes that were highlighted during the forum. Data sovereignty is an important issue in particularly considering AI-driven data regimes and continued threats to Indigenous knowledge systems. These issues underscore the need for greater control by Indigenous Peoples over how their data, stories, and knowledge are collected, stored, and used. However, due to the limitations and scope of this current article, these important topics will have to be explored in greater depth in a future publication. In short, the 24th Session of the UNPFII served as a powerful platform for amplifying Indigenous voices and advancing tangible strategies for rights recognition and implementation. UCW’s engagement in this and similar international forums affirms its role as an institution committed to Indigenous justice, education, and transformative leadership. As UNDRIP continues to take root as binding law within Canada, particularly through DRIPA in British Columbia, UCW’s proactive participation ensures that it remains at the forefront of academic institutions committed to reconciliation and Indigenous resurgence. A detailed copy of the report outlining UCW’s activities during the 24th Session of the UNPFII is available and accessible to the public upon request. Please send inquiries directly to daniel.sarvestani@ucanwest.ca to obtain a copy. Special thanks are extended to the Indigenous Action Committee, the ACSS Department, and the UCW administration, whose support made this participation possible. Gratitude is also owed to Dr. Steve Whiteside, Dr. Sandra Song, Dr. Jack Smith, Dr. Nam, George Drazenovic, Troy Abromaitis, Dr. Brij Bhandari, and all those who contributed to this important endeavor. References Berkes, F. (2012). Sacred ecology (3rd ed.). Routledge. CERD. (2019). Early warning and urgent action procedure. United Nations Committee on the Elimination of Racial Discrimination. Coulthard, G. S. (2014). Red skin, white masks: Rejecting the colonial politics of recognition. University of Minnesota Press. International Labour Organization. (1989). Convention No. 169 concerning Indigenous and Tribal Peoples in Independent Countries. https://www.ilo.org/dyn/normlex/en/f?p=NORMLEXPUB:12100:0::NO::P12100_ILO_CODE:C169 King, M., Smith, A., & Gracey, M. (2009). Indigenous health part 2: The underlying causes of the health gap. The Lancet, 374(9683), 76–85. https://doi.org/10.1016/S0140-6736(09)60827-8 Simpson, L. B. (2011). Dancing on our turtle's back: Stories of Nishnaabeg re-creation, resurgence and a new emergence. Arbeiter Ring Publishing. Temper, L., Del Bene, D., & Martínez-Alier, J. (2018). Mapping the frontiers and front lines of global environmental justice: The EJAtlas. Journal of Political Ecology, 25(1), 686–711. https://doi.org/10.2458/v25i1.23115 Tuck, E., McKenzie, M., & McCoy, K. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1–23. https://doi.org/10.1080/13504622.2013.877708 UN General Assembly. (2007). United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). https://www.un.org/development/desa/indigenouspeoples/declaration-on-the-rights-of-indigenous-peoples.html UN Human Rights Council. (2007). Expert Mechanism on the Rights of Indigenous Peoples (EMRIP). https://www.ohchr.org/en/hr-bodies/emrip United Nations. (2021). State of the world’s Indigenous Peoples: Rights to lands, territories and resources (Vol. V). United Nations Department of Economic and Social Affairs. https://www.un.org/development/desa/indigenouspeoples/publications/2021/03/state-of-the-worlds-indigenous-peoples-volume-v/ UNPFII. (2025). Report of the 24th Session of the United Nations Permanent Forum on Indigenous Issues. United Nations Economic and Social Council. Whyte, K. P. (2018). Indigeneity in climate change: From problem to solution. In M. Reisch (Ed.), The Routledge international handbook of social justice (pp. 448–460). Routledge.
UCW and Indigenous Action Committee March with Squamish Nation for MMIWG2S+ Justice
(February 14, 2025)
Deborah Baker (Ancestral name K'ana) , Dr. Daniel B. Sarvestani
On February 14, 2025, the University Canada West (UCW) and the Indigenous Action Committee stood in solidarity with Council Member of the Squamish Nation, K’ána Deborah Baker, in a powerful ceremony and march to honor and remember Missing and Murdered Indigenous Women, Girls, and 2SLGBTQQIA+ people (MMIWG2S+). In the early morning hours, we gathered on Hastings Street in the heart of Vancouver-a location that holds both pain and power for many Indigenous communities. Daniel Bagheri Sarvestani, UCW faculty and member of the Indigenous Action Committee, joined Council Member Deborah Baker, one of the key organizers of the event. Together with hundreds, possibly thousands, of community members, families, allies, and survivors, we held space for the lives lost and the lives still missing lives that remain absent from homes and hearts due to a national and transnational crisis. Participants held banners and walked in unity through the Downtown Eastside-one of the most impacted areas in Canada-to remember those taken and to demand justice. This annual event is both ceremony and protest: it centers collective mourning, healing, and a call for systemic change. The scope of this crisis is staggering. In June 2019, the National Inquiry into Missing and Murdered Indigenous Women and Girls released its final report, Reclaiming Power and Place, based on testimonies from over 2,380 family members, survivors, experts, and Elders. The report concluded that Canada has committed genocide against Indigenous women, girls, and 2SLGBTQQIA+ people through centuries of systemic violence, impunity, and state inaction. It issued 231 Calls for Justice to address what it called “a national emergency” (National Inquiry, 2019). “As a nation, we face a crisis: regardless of which number of missing and murdered Indigenous women and girls is cited, the number is too great.”-Reclaiming Power and Place: The Final Report of the National Inquiry into MMIWG. According to the RCMP, Indigenous women made up approximately 16% of all female homicide victims between 1980 and 2012, despite accounting for less than 4% of the population. More recent data suggest the figure could be as high as 24%, especially when underreported and uninvestigated cases are considered (RCMP, 2014). Indigenous women and girls in Canada are 12 times more likely to be murdered or go missing compared to non-Indigenous women (Native Women’s Association of Canada, 2021). In certain regions, especially in child welfare and sexual exploitation sectors, Indigenous youth account for up to 90% of victims, despite making up a small portion of the population. An Ontario-based study on gender-diverse and Two-Spirit Indigenous individuals found that 73% had experienced violence rooted in transphobia, with 43% reporting physical and/or sexual assault (Egale Canada, 2020). This is not only a social and legal failure-it is a breach of international human rights. Canada is a signatory to the United Nations Convention on the Prevention and Punishment of the Crime of Genocide (1948), which defines genocide not only as mass killing, but as any coordinated plan aimed at the destruction of a group’s existence—through physical, mental, cultural, and structural means. “Genocide does not necessarily mean the immediate destruction of a nation… but rather a coordinated plan of different actions aiming at the destruction of essential foundations of the life of national groups.” - UN Genocide Convention, Article II. This constitutes a form of slow genocide, rooted in colonial policies, systemic neglect, and cultural erasure. The failure to adequately respond to this crisis, through legal justice, policy reform, and national accountability, perpetuates intergenerational trauma and ongoing harm. During the gathering on February 14, this reality was not abstract. It was lived and shared. Many of those present were family members of the missing and murdered, particularly mothers and grandmothers. Hastings Street, where we marched, is home to many of the city’s most vulnerable—those impacted by poverty, addiction, displacement, and violence. This convergence made the event not only symbolic but deeply personal. Walking alongside Deborah Baker and community members, we were reminded that marching in community is ceremony. Every step resonated with memory. It connected us to the very streets where many victims once walked. It was a way to remember them, to walk in their absence, and to say: we have not forgotten you. As drums sounded and sage filled the air, we participated in a collective healing process-each step a small act of solidarity, mourning, and resistance. The genocide against Indigenous Peoples in Canada is not a past event; it is an ongoing reality. The perceived impunity that allows for the targeting of Indigenous girls and women must be dismantled through law, education, and cultural transformation. Frameworks such as the Truth and Reconciliation Commission (TRC) and the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) provide essential pathways for addressing this crisis. The TRC’s 94 Calls to Action and UNDRIP's principles-particularly those related to self-determination, cultural survival, and protection from violence-must guide our institutional, social, and legal responses. At UCW, our efforts to indigenize curriculum and community engagement are steps toward long-overdue justice. But the journey is long. And while we may not have all the answers, we each have a role to play: to listen, to learn, to act. As we walked together on February 14, we walked not only in mourning but in commitment-towards justice, healing, and human rights for all. References: National Inquiry into Missing and Murdered Indigenous Women and Girls. (2019). Reclaiming Power and Place: The Final Report. https://www.mmiwg-ffada.ca/final-report/ RCMP. (2014). Missing and Murdered Aboriginal Women: A National Operational Overview. https://www.rcmp-grc.gc.ca/en/missing-and-murdered-aboriginal-women-national-operational-overview Native Women’s Association of Canada (NWAC). (2021). Fact Sheet: Violence Against Indigenous Women. https://nwac.ca Truth and Reconciliation Commission of Canada. (2015). Calls to Action. https://nctr.ca United Nations. (1948). Convention on the Prevention and Punishment of the Crime of Genocide. https://www.un.org/en/genocideprevention/genocide-convention.shtml United Nations. (2007). United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). https://www.un.org/development/desa/indigenouspeoples/declaration-on-the-rights-of-indigenous-peoples.html Egale Canada. (2020). Two Spirit, Trans, and Non-Binary Experiences of Violence in Canada. https://egale.ca
S t u d e n t V o i c e
Collected and compiled by Dr Hossein Ghanbari
We asked our students:
How has your knowledge of Indigenous peoples in Canada grown since you started at UCW?
I realized that I had not been taught about Indigenous people or their history when I initially arrived in Canada. Although I was aware of the term First Nations I was not well informed about their identity or the experiences they have had. I have learnt so much since I started at University Canada West about the effects of colonization, residential schools and the ongoing struggle for Indigenous rights. I became aware of their diverse culture’s deep ties to the land and the priceless contributions they have given to Canadian society. Through coursework class discussions and even more insignificant things like land acknowledgments UCW has taught me all of this. It has increased my respect and awareness, and I now recognize how important it is to listen to Indigenous concerns and support unity.
Mohit Kumar
I learned that Indigenous Peoples in Canada are the original inhabitants of the land now known as Canada. They have diverse cultures, languages, traditions, and histories that existed long before European settlers arrived. University has helped me by introduce me with them when I just landed in Canada and give me knowledge about this culture. Indigenous people are also known as first nations. Indigenous Peoples in Canada have unique legal and constitutional rights. National Indigenous Peoples Day is celebrated on June 21st each year.
Lakshay Sharma,
I want to share my learning about indigenous people since I came to Canada in march 2024. Since coming here, I have gained some awareness of the culture, history and contributions of indigenous people. Through my courses and personal readings, I have learned about different indigenous communities in Canada, their traditions, way of living, and their daily activities.
warm regards,
Yuvraj
Since starting at University Canada West I have learned lot of things about indigenous people in Canada for example about their history, culture, rituals , language, food and difficulties they faced to bring Canada on this stage. They have a great contribution to know us more about Canada land and geography also about agriculture. The university helped me to gain knowledge about them and it increased their value and respect in my mind.
Amanpreet Singh
While studying in university Canada west (UCW),I learned that Indigenous peoples in Canada have unique and important histories, cultures, and traditions that are sometimes forgotten. Since starting at University Canada West, I have learned more about them through classes, readings, and events. These experiences helped me see why Indigenous perspectives matter in understanding Canada’s history.
Gurjot Singh Gill
I learned that Indigenous peoples in Canada have rich and diverse histories, cultures, and contributions that are deeply rooted in the land. Since starting at University Canada West, I have gained a better understanding of their experiences through course content, classroom discussions, and university-hosted events. This has helped me recognize the lasting impacts of colonization and the importance of reconciliation and respect for Indigenous rights and knowledge.
Komal Preet Kaur
I learned that Indigenous peoples have been in Canada for thousands of years with dense cultures, histories, and traditions. More I learned through the courses, presentations and activities at University Canada West. The university opened my eyes and I came to know what happened to Indigenous peoples due to colonization and how was treated at that time. I respect their culture and history even more now and I respect them more for their contribution to Canada's future as well as its past.
Pardeep Singh
Since starting my studies at University Canada West, I have learned a lot more about Indigenous Peoples in Canada. Before, I didn’t know much about their history or cultures. But now I understand about their life, cultures as well as how they grown up. UCW university has contributed in many ways like lectures, discussions and readings that would give us more knowledge about them. In simple words, UCW helped me open my eyes and heart to Indigenous history, culture, and the need for fairness and understanding.
Jasdeep Kaur
Since I started at UCW,I learned that indigenous people in Canada have a special history with different kinds of cultures and traditions. I also learned about the hard times they faced, like losing their land and going to residential schools. The university helped me understand this better through class lessons, talks, and events. Now I know why it is important to respect indigenous people and learn about their past.
Rashmi Perera
From the time that I began studying here, I learned that Indigenous peoples in Canada have a various histories and different cultures, languages, and traditions. I also learned that they had to face many conflicts when they were studying in previous times. The university helped me giving access to relevant materials, dialogue and opportunities with Indigenous communities.
Jyotpreet Singh
I learned that Indigenous peoples in Canada have vibrant and diverse cultures, histories, and traditions that are an essential part of the nation's identity. Since beginning my studies at UCW, I have developed a deeper awareness of the historical and ongoing challenges Indigenous communities face, particularly due to colonization and the legacy of residential schools. UCW has helped expand my understanding through academic content, open discussions, and events that center Indigenous knowledge and perspectives, encouraging respect, reconciliation, and learning.
Gourish Sethi
I have discovered since enrolling at University Canada West that Indigenous peoples in Canada have rich and diverse histories, cultures, and traditions that have shaped the nation in important ways. Through classroom learning, scholarly discussions, and university activities, I gained a deeper appreciation of their contributions as well as the importance of reconciliation and respect for Indigenous rights.
Kashdeep Kaur
Since I came to Canada only a year ago, I don’t know much about the history of Canada. However, in the Hospitality and Tourism course, I did learn a few things that described how Canada was in the past. Not only did I learn from the course, but I also learned a lot about different cultures and Indigenous people through events organized by the university for students. These events included activities, tours around Vancouver, and much more, which helped international students learn about the culture, history, and First Nations.
Darshal Utpal Savalia
When I starting at University Canada West, I gained various information about the indigenous people in Canada such as cultural as well as traditional knowledge. I learned that the indigenous people in Canada are rich and polite in nature. University Canada West helped me about providing me material and information about indigenous people in Canada.
Danish Sharma