Associate Professor

Bio

Cash Ahenakew (pii tai poo taa) is a First Nations’ scholar whose research experience and interests focus on the areas of international indigenous studies in education, indigenous curriculum and pedagogy and indigenous health and well being. He has been a research associate in international research projects on global citizenship education, international indigenous networks, and critical intercultural education at the universities of Oulu (Finland) and Canterbury (Aotearoa/New Zealand).  Cash’s doctoral dissertation, “The Effects of Historical Trauma, Community Capacity and Place of Residence on the Self-Reported Health of Canada’s Indigenous Population” interprets quantitative data through indigenous theories. Cash is Plains Cree and his family comes from Ahtahkakoop Cree Nation.

Education

University of Calgary, 2012, PhD
University of Calgary, 2006, MA
University of Calgary, 2001, BA
University of Calgary, 2006, University Teaching Certificate

Research Projects

SSHRC funded research

PI for SSHRC (2015) funded project called: Re-imaging Aboriginal education for a shared future: examining Aboriginal Enhancement Agreements.
CI for SSHRC (2015) funded project called: Ataimapi: Cultural Competencies for Restoring Good Relations in First Nations Communities.
Both research projects work with Indigenous elders, communities and methodologies and seek to advance Indigenous education, knowledge, health and research.

Selected Publications

 

    • Ahenakew, C. (in press). Grafting Indigenous Ways of Knowing onto non-Indigenous Ways of Being: The (under-estimated) Challenges of a Decolonial Imagination. IRQR special issue Indigenous Knowledge as a Mode of Inquiry in Qualitative Inquiry.
    • Ahenakew, C. (2016). Sacred Pain in Indigenous Metaphysics Dancing Towards Cosmological Reconciliations. Special Issue of the Canadian Journal of Native Education.

    • Andreotti, V., Biesta, G., Ahenakew, C. (2015). Between the nation and the globe: education for global mindedness in Finland. Globalisation, Socities and Education, 13(2): 246-259.
    • Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education and Society 4 (1): 21-40.
    • Ahenakew, C., & Naepi, S. (2015). The Difficult Task of Turning Walls into Tables. In A. Macfarlane, M. Webber & S. Macfarlane (Eds.), Sociocultural Theory: Implications for Curricular Across the Sector, (pp. 181-194). Christchurch, NZ: University of Canterbury Press.
    • Ahenakew, C. (2014). Indigenous Epistemological Pluralism: Connecting Different Traditions of   Knowledge Production. The Canadian Journal of Native Education, Theme Issue: Indigenizing the International Academy, 37 (1):148-164.
    • Ahenakew, C., Andreotti, V., Cooper, G., & Hireme, H. (2014). Beyond Epistemic Provincialism: De- provincializing Indigenous Resistance. AlterNative: An International Journal of Indigenous Peoples 10(3): 216-231.
    • Andreotti, V., Faafoi, A., Sitomaniemi-San, J., Ahenakew, C. (2013/2014). Cognition, affect and relationality: experiences of student teachers in a course on multiculturalism in primary teacher education in Aotearoa/New Zealand.  Race Ethnicity and Education, 17(5):706-728 (iFirst 2013:10.1080/13613324.2012.759920).
    • Andreotti, V., & Ahenakew, C. (2013). Educating. In S. Matthewman, C. West-Newman, B. Curtis (Eds.) Being Sociological, 3rd Edition (p.233-250). New York: Palgrave MacMillan.
    • Andreotti, V., Ahenakew, C., & Cooper, G. (2012). Equivocal Knowing and Elusive Realities: Imagining Global Citizenship Otherwise. In Vanessa Andreotti and Lynn Mario de Souza (Eds.) Postcolonial Perspectives on Global Citizenship Education. London: Routledge.
    • Andreotti, V., Ahenakew, C., & Cooper, G. (2011). Epistemological Pluralism: Ethical and Pedagogical Challenges in Higher Education. Alter-Natives: An International Journal of Indigenous Peoples 7 (1): 40-50.
    • Ahenakew, C. (2011). The birth of the ‘Windigo’: The construction of Aboriginal health in biomedical and traditional Indigenous models of medicine. Critical Literacies: Theories and Practices, 5 (1): 3-13.
    • Andreotti, V., Pashby, K., Ahenakew, C., Jefferess, D., Taylor, & L., Tarc, P. (2010). Difference and Conflict in Global Citizenship Education in Canada. International Journal of Development Education and Global Learning, 4 (2): 5-24.
    • Ahenakew, C. (submitted). Mapping and Complicating Conversations about Indigenous Education. Diaspora, Indigenous, and Minority Education. (February, 2016, 14 pages).
    • Ahenakew, C. (forthcoming). Historical trauma, Community capacity, Self-rated health and Indigenous communities in Canada: A Multi-epistemic and Multi-level approach. To be submitted to Social Science and Medicine.
    • Ahenakew, C. (forthcoming). Towards ethical encounters between non-indigenous and indigenous knowledge systems.To be submitted to the Journal of Curriculum Theorizing.
    • Andreotti, V., Ahenakew, C., Stein, S., Hunt, D. (forthcoming). Eye of the storm pedagogy: education for hospicing a system in crisis and midwifering something new. To be submitted to Decolonization, societies and education.

Courses Taught

 

EDUC 440: Aboriginal Education In Canda

 

EDUC 500. 01: Research Methodologies in Education

 

EDST 501: Research Traditions (Indigenous focused)

 

EDST 508A: Indigenous Inquiry and Methodology

 

EDST 545. 3: Indigenous Inquiry and Research

 

EDST 565B. 96A: Indigenous Existential Resistance: The Sundance Practice

 

LLED 565F: Indigenous Intergenerational Learning.