Dr. Shauneen Pete

Associate Professor, Educational Administration and Educational Core Studies
Executive Lead: Indigenization

Office: ED 336
E-mail: Shauneen.Pete@uregina.ca
Phone: 306-585-4518
Fax: 306-585-4880

Biography

Tansi, I am from Little Pine First Nations, Saskatchewan.  I have been an educator in the province for over twenty-five years.  I have worked as an alternative high school teacher; a division level educational consultant and professor.  I served as both the Vice-President (Academic) and Interim President at First Nations University of Canada (FNUniv). 

I am a professional storyteller.  I share contemporary and traditional stories in schools, community groups and here at the university.  As a public speaker, I present on topics of workplace equity; institutional racism; cultural competency development; leadership and organizational change. I speak to issues concerning First Nations people’s histories, identities and issues including women and leadership; violence against women; First Nations education and more recently on issues associated with Indigenizing the University. 

“I am committed to enhancing the educational opportunities of First Nations & Métis students in our province”.

I teach Education Core Studies (ECS) classes at the undergraduate level.  My aim is to create courses which effectively prepare educators for the complexity of student and community diversities. As an Indigenous educator I ensure that the voices of First Nations and Métis scholars, traditional knowledge keepers, educators and students are central to my teaching. I have learned that for the most part, few students feel adequately prepared to address current student diversity. 

Together, students and I explore the theory and practice of social justice, anti-oppressive and Indigenous education.  Case studies draw our attention to common social concerns like racism, poverty and other issues.  Culturally responsive teaching methods provide students with one approach to preparing for student diversity. 

I believe that by structuring our courses for "problem-posing" (Freire, 1974) we can inspire the learner to become engaged in the process of redefining educational practice and schooling - transforming our collective work along the way. I view my role as "facilitator" supporting learners to discover for themselves some ways in which to play an active role in social justice education. Freire states "through dialogue...the teacher is no longer merely the one-who-teaches, but one who is him(her)self taught in dialogue with students, who in turn while being taught also teach" (p. 67). Freire continues, "The teacher presents the material to the students for their consideration, and re-considers his(her) earlier considerations as the students express their own" (p. 68). It is my intention to create the conditions for dialogue and mutual growth. (Pedagogy of the Oppressed, 1974). 

Administrative appointments

2013 – Executive Lead: Indigenization, U of R

2010 – Interim President, First Nations University of Canada (FNUniv)

2007 – Vice-President (Academic), FNUniv

2001 – Administrative Secondment to the VP Academic, University of Saskatchewan

Nominations and awards

2012 - YWCA Women of Distinction Award Recipient (Award for Cultural Heritage)

2012 - Inaugural Tribal Scholar in Residence, New Mexico State University

2010 – Canada’s Most Powerful Women: Top 100 (Nomination)

2002 – Little Pine First Nations Achievement Award (Recipient)

1998 – National Aboriginal Achievement Award Scholarship

1989 – Aurora Award for Academic Excellence, University of Saskatchewan

Courses taught (Last 5 years)

ECS 110 Self & Other

ECS 301 Pedagogy: Theory & Practice I

ECS 350 Pedagogy: Theory & Practice II

EC & I 804 Curriculum Development

ED 870 Trends & Issues in Aboriginal Adult Education

Research projects and interests

Current research is centered on the Indigenization project at the University of Regina. Indigenization “refers to the transformation of the existing academy by including Indigenous knowledges, voices, critiques, students, and materials as well as the establishment of physical and epistemic spaces that facilitate the ethical stewardship of a plurality of Indigenous knowledges and practices so thoroughly as to constitute an essential element of the university.  It is not limited to Indigenous people, but encompasses all students and faculty, for the benefits of our academic integrity and our social viability” (U of R President's Indigenous Advisory Circle).  My interests in decolonizing faculty work will be explored through my committee and research endeavors.  Some of my research efforts to support Indigenization include:

Presidents Conference Fund, U of R
Indigenizing our Teaching Series

Dr. Barbara McNeil & Dr. Shauneen Pete, SIDRU Research Fund, U of R
Self-Study of a Journey of Indigenization

Dr. Shauneen Pete & Sean Lessard, SIDRU Research Fund, U of R
Indigenizing Practices in Canadian Faculties of Education

SSHRC Cohort Development Grant, Office of Research Services, U of R
Indigenizing our Teaching” 

Publications

Pete, S. (Summer 2013).  First Nations & Métis Education: the Role of Parents.  In RezXSouth (Special Edition).  Retrieved from the RezXSouth website: http://issuu.com/rezxmagazine/docs/rezxsouth_digital_edition__1/9?e=1132338/4325581

Pete, S. (2013).  Attitudes and perceptions of Saskatchewan educators and non-educators towards the importance of First Nations and Métis achievement (Research Report No. 13-01).  Retrieved from the Saskatchewan School Board Association website: http://www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReports/IndianAndMetisEducation/13-01.pdf (1.1 MB) PDF

Pete, S.; Schneider, B. & O’Reilly, K. (2013).  Decolonizing our practice: Indigenizing our teaching.  First Nations Perspectives: The Journal of the Manitoba First Nations Education Resource Centre, Vol. 5, 99-115.

Pete, S. (2013).  Speaking up: Self-advocacy for a safe place to work. Honouring Indigenous Women, Vol. 2.  http://ipsmo.files.wordpress.com/2012/11/honouring-indigenous-women-vol2-final_2.pdf (735 KB) PDF

Pete, S. & Longman, S. (2012).  Elders in Schools: Towards Culturally Competent Learning Environments.  A report commissioned by Regina Public Schools (Elders in Schools Program).

Goulet, L., Pete, S., Longman, S., Racette, C., Pelletier, J., & Fayant, R. (2009).  Ochapan: Students perspectives on Elder’s in Residence Programs in the Regina Public School Division.  Funded by a Dr. Stirling McDowell Foundation for Research into Teaching Grant.

Sammel, A. & Pete, S. (2008).  Re(a)d and white: Discussing ethnicities and the teaching of whiteness.  In G. Martin, D. Houston, P. McLaren, & J. Suoranto. (Eds.), The Havoc of Capitalism: Publics, pedagogies and environmental crisis (pp. 157-168).  The Netherlands: Sense Publishers.

Goulet, L., Pete, S., Longman, S., Racette, C., Pelletier, J., & Fayant, R. (2008).  Asokan: Teachers perspectives on Elder’s in Residence Programs in the Regina Public School Division.  Funded by a Dr. Stirling McDowell Foundation for Research into Teaching Grant. 

Pete-Willett, S. (2003).  Healing from within: Experiences as a district consultant. In A. Ward, & R. Bouvier (Eds.), Resting lightly on Mother Earth:  The Aboriginal experience in urban educational settings (pp. 105-115).  Calgary: Detselig.

Presentations (last 5 years)

Pete, S. & Adam, D. (June 2013).  “FNUniv 2010: At the Edge”.  Presentation to the Canadian Association for the Study of Higher Education “At the Edge” Conference (Victoria, BC).

Pete, S. & Schneider, B. (June 2013).  “First Nations University of Canada: Searching for an Institutional Identity within Indigenous Higher Education”.  Presentation to the Native American/Indian Studies Association Conference (Saskatoon, SK).  

Graduate Student Supervision and Committee Membership (Current)

David Benjoe, Interdisciplinary Fine Arts Masters (Co-supervisor with David Garneau). 

JoAnne Goodpipe, PhD Candidate (Committee member)

Terrance Pelletier, PhD Candidate (Co-supervisor with Paul Clark)

Tamara Smith, Masters Student (Committee member)

Vanessa Lewis, Masters Student (Committee member)

Dustin Brass, Masters Student (Committee member)

Carman Buschow, Masters Student (Committee member)

Valerie Brooks, Masters Student (Committee member)

Graduate Student Responsibilities (Past)

Holly Ann McKenzie (2012).   "The different stories of Cree Woman, Daleen Kay Bosse (Muskego) and Dakota-Sioux Woman, Amber Tara-Lynn Redman: Understanding their Disappearances and Murders through Media Representations and Family Members Narratives".  PhD.   (External Examiner)

M.J. Barrett (2010).  "Beyond Human-Nature-Spirit Boundaries: Research with Animate Earth".  PhD.  (Committee Member)

Yvonne McLeod (2009).  "Learning to Lead: A Qualitative Study of Eight Intergenerational First Nations Women".  PhD.  (Committee Member)

Alan Asapass (2008).  "Renewing Education Using the Teachings of Elder Lawrence Tobacco to Explore New Possibilities for Teaching and Learning in First Nations Schools".  Masters.  (Thesis Supervisor). 

Anna Leah King (2004).  "Singing Ourselves In".  Masters.  (External Examiner). 

Brenda Green (2002).  "Redefining Parental Involvement: The Experiences of Wahpeton Dakota Caregivers".   Masters.  (External Examiner). 

Community Service (Faculty of Education)

Member, Dean's Aboriginal Advisory Circle

Member, Professional Development and Field Experience Committee

Member, Joint Field Experience Committee

Member, Elementary Program Committee

Member, Secondary Program Committee

Community Service (University of Regina)

Vice-Chair, President's Indigenous Advisory Circle (IAC)

Member, IAC – Academic Team