Associate Professor


Cash Ahenakew (Ph.D.) is an associate professor in the Department of Education at the University of British Columbia. Cash is a Plains Cree, Ahtahkakoop Cree Nation member with ceremonial name pii tai poo taa (flying eagle). His positionality informs his program of interdisciplinary research based on a commitment to the development of Indigenous theories and mixed methodologies. This research addresses the complexities at the interface between Indigenous and non-Indigenous knowledges, education, pedagogy, methodology and ceremony. Presently, he is involved with Indigenous community-based participatory inquiry that examine how local knowledges and practices can inform the resurgence of Indigenous wisdom, knowledge, education, wellbeing, and healing practices. Recently, Cash has been nominated for a Canada Research Chair in Indigenous People’s Well-Being.


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


Killam Faculty Teaching Prize 2017-2018
Outstanding Contribution to Teaching Award, University of Calgary

Research Projects

SSHRC funded research

PI for SSHRC (2015) funded project called: Re-imaging Aboriginal education for a shared future: examining Aboriginal Enhancement Agreements.
Co-I 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.
Co-I for CIHR (2017) funded project called Indigenous Mentorship Network of the Pacific Northwest (IMN-PN).
Co-I for UBC VP Grants for Catalyzing Research Clusters project called (2019): Critical + Creative Social Justice Studies.
Co-I for UBC VP Grants for Catalyzing Research Clusters project called (2018): Transformative Health and Justice Research Cluster.

Selected Publications

  • Stein, S., Andreotti, V., Hunt, D. and Ahenakew, C. (revisions). Complexities and Challenges of Decolonising Higher Education: Lessons from Canada. Journal of Decolonising Disciplines.
  • Mika, C., Ahenakew, C., Andreotti, V., Cooper, G., and Silva, D. (2018). The ontological differences between wording and worlding the world. Critical Discourse Studies.
  • Ahenakew, C. (2018). Sacred pain in indigenous metaphysics dancing towards cosmological reconciliations. Special Issue of the Canadian Journal of Native Education, 38(2), 176-188.
  • Ahenakew, C. (2017). Mapping and Complicating Conversations about Indigenous Education. Diaspora, Indigenous, and Minority Education, DOI:10.1080/15595692.2017.1278693.
  • Ahenakew, C., Andreotti, V., Mika, C., & Hireme, H. (2017). Indigenous Knowledge Systems and Anticipation. In R. Poli (ed.), Handbook of Anticipation, Springer International Publishing, AG. (pp. 1-14).
  • Naepi, S., Stein, S., Ahenakew, C., & Andreotti, V. (2017). A cartography of higher education attempts at inclusion and insights from pasifika scholarship in Aotearoa New Zealand. In J. Major and C. Reid (Eds.), Education dialogues with/in the global south (pp. 81-99). New York: Palgrave MacMillan.
  • Ahenakew, C. (2016). Grafting indigenous ways of knowing onto non-indigenous ways of being: The (under-estimated) challenges of a decolonial imagination. International Review of Qualitative Research, Fall, 9(3), 323 –340.
  • Andreotti, V., Biesta, G., & Ahenakew, C. (2015). Between the nation and the globe: education for global mindedness in Finland. Globalisation, Societies 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.
  • de Oliveira Andreotti, V. & Ahenakew, C. (2015). Book review. Red skin, white masks: Rejecting the colonial politics of recognition by Glen Coulthard, Minneapolis: University of Minnesota Press. In AlterNative: An International Journal of Indigenous Peoples, 11(1), 76-78.
  • 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., & Ahenakew, C. (2013). Educating. In S. Matthewman, C. West-Newman, B. Curtis (Eds.), Being sociological, 3rd Edition (pp. 233-250). New York: Palgrave MacMillan.
  • 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.
  • Andreotti, V., Ahenakew, C., & Cooper, G. (2012). Equivocal knowing and elusive realities: Imagining global citizenship otherwise. In V. Andreotti & L. Mario de Souza (Eds.) Postcolonial perspectives on global citizenship education. (pp. 221-237). 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.

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.

EDST 591: Indigenous Epistemology and Curriculum

EDST 553: Group Inquiry (Indigenous focus)

EDST 532: Educational Leadership with an Indigenous Focus


(At other university)
SOWK 302: Indigenous Research Methods
SOWK 304: Colonization & De-colonization
INDG: Research Methods in Indigenous American Contexts
INDG: Aboriginal Health Issues: Traditional Indian Medicine and Critical Analysis of the Biomedical Model.