Congratulations to Lisa Winsome White on a Successful Oral Defence (PhD Dissertation)
Please join us in congratulating Lisa Winsome White, who successfully defended the PhD Dissertation on November 14 of 2025.
Title:
ETHICAL SPACE OF ENGAGEMENT: EXPLORING PERSPECTIVES AND PRACTICES OF INDIGENIZATION IN POST-SECONDARY EDUCATION AS SITUATED IN PLACE
Abstract:
The notion of “Indigenization” within the academy has been taken up by Indigenous scholars and activists for more than two decades, and more recently, it has become a priority in the tertiary sector in Canada with federal and provincial endorsement. Still, Indigenization remains a relatively ambiguous concept within higher education. This doctoral dissertation offers a portrait of Indigenization, providing insight into this process within the academy in Canada. It explores the history of this land we now call Canada and the forces that have gotten us to where we are now, having to re-Indigenize, decolonize, and work towards reconciliation. It considers the contemporary landscape of Indigenization, how it is characterized, envisioned, and practiced in higher education. Using an Indigenous Métissage methodology and theories of Ethical Space and Ethical Relationality, this study looked at two unidentified public post-secondary institutions as positioned on Indigenous territories in British Columbia, Canada, to catch a glimpse of Indigenization in situ within a snapshot in time. Multiple methods were employed to gather knowledge at each case site including physical and virtual space observations, policy reviews, semi-structured interviews with senior administrators, and a questionnaire offered to other institutional personnel.
Findings revealed the practical, everyday challenges of Indigenization within institutions such as organizational silos, gaps in communication and perspectives, and a lack of Indigenous peoples to guide, support, and direct Indigenization initiatives. Results also showed deeper and more ideological barriers to consequential Indigenization such as an unhealthy institutional culture, the absence of a cohesive, holistic, and living vision for Indigenization as well as a sincere and robust accountability structure to measure goal progress and success. These outcomes indicate that transformational change is required. At the crux, institutions need to focus on the decolonization of attitudes and perceptions, policies and practices and, simultaneously, the adoption or equal inclusion of an Indigenous governance approach. An ethical space of engagement (Ermine, 2007) is suggested to promote transformational change and bring together disparate perspectives within distinct and complex institutions of higher education to realize meaningful Indigenization. Honouring the spirit, intent, and principles of a treaty partnership is recommended to achieve consequential Indigenization.
Supervisory Committee:
Dr. Jan Hare
Dr. Margaret Kovach
Dr. Judith Walker
Dr. J.D Lopez
We are thankful for the Examining Committee’s contribution and expertise.
Dr. Jean-Paul Restoule, University of Victoria, External Examiner
Dr. Kimberley Huyser, Sociology, University Examiner
Dr. Dustin Louie, Educational Studies, University Examiner
Dr. Charles Menzies, Chair of Examination Committee
Congratulations Lisa!
Nunez Cuba, Diego
PhD Student
(He/Him/His)
Co-supervisors: Dr. Amy Metcalfe and Dr. P. Taylor Webb
Diego Nunez Cuba is a PhD student in the Department of Educational Studies at the University of British Columbia (UBC). Before joining UBC, he earned a BA in Sociology from the Pontifical Catholic University of Peru (PUCP) and an MA in Policy Studies in Education from the Institute of Education (IOE), University College London (UCL). His master’s research examined the discursive construction of the “equity problem” in higher education policy, focusing on the case of Peru.
Diego has professional experience in public policy within governmental organizations and in social research in Peru. His research interests include critical educational studies, with a focus on the relationship between policy and practice. He is particularly interested in policy sociology as a lens to analyze power and governance formations in education, with an emphasis on discourses and subjectivity.
Lecturer and Program Coordinator in Adult Learning and Global Change (leave replacement)
The Department of Educational Studies, within UBC’s Faculty of Education, one of the world’s leading faculties of its kind, invites applications for the position of Lecturer and Program Coordinator in Adult Learning and Global Change (leave replacement).
For complete details:
While the search remains open until the position is filled, interested applicants are encouraged to submit their complete application package by December 21, 2025. Questions regarding this search and the application deadline should be directed to Dr. Jude Walker at jude.walker@ubc.ca.