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The purpose of this paper is to describe the process of transformation in the Northern Health region of British Columbia (BC), Canada, based on a new relationship between governments of BC, Canada, and First Nations.

Written from the perspective of four key participants in the transformation process, this paper highlights the ways in which partnership has been integral to the transformation of health service delivery to First Nations communities in Northern BC.

In sharing their experiences with health system transformation through partnership, the authors of this paper hope to contribute to a growing set of promising practices as indigenous health service organizations take a greater role in health service provision, and non-indigenous health service organizations improve their understanding of and relationships with indigenous communities.

This paper outlines a unique and leading edge transformation in health service delivery, told from the perspectives of key partners involved in the transformation process.

The purpose of this paper is to present a study of the transformation of First Nations’ health governance, describing the development of partnerships between First Nations and provincial and federal governments for co-creating solutions to address First Nations’ health inequities in British Columbia (BC). The paper frames this transformation in the context of a Canada-wide reconciliation initiative stimulated by the Truth and Reconciliation Commission.

This qualitative case study was a joint initiative between Simon Fraser University and the BC First Nations Health Authority (FNHA), involving interviews with senior leaders within the BC health system, FNHA and First Nations communities. In addition, a policy roundtable was held in February 2015 which gathered 60 participants for further dialogue on the process.

Key themes included: partnership and relationships, governance and reciprocal accountability, First Nations perspectives on health and wellness, and quality and cultural safety. Findings indicate that significant transformational changes have happened in the relationship between First Nations and the mainstream health system. The creation of the FNHA has led to more representation for First Nations people at all levels of governance and health service planning, which will ultimately lead to more culturally safe health services that incorporate a First Nations perspective of wellness.

The transformation of First Nations health governance in BC can serve as an example in other indigenous health settings both within Canada and internationally.

This paper describes a transformative health governance process in First Nations communities that is an historical first in Canada.

Despite ample international literature regarding the school-to-prison pipeline, researchers in the Australian context have remained relatively silent about this phenomenon. While there are several studies investigating the criminological characteristics of juvenile detention in Australia, a substantial gap exists examining the educational exclusion of young First Nations males from the education system and whether this has a direct bearing on their overrepresentation in juvenile incarceration. Highlighted in this chapter are the cultural complexities and inequitable practices associated with high rates of exclusion of First Nations boys from school resulting in the likelihood of potential incarceration for some. Finally, certain pragmatic solutions are offered so that educators may reflect upon their important role in disrupting the school-to-prison pipeline.

This paper aims to investigate how embedding accounting techniques of cost and budgeting within the Australian National Disability Insurance Scheme (NDIS) potentially perpetuates colonial practices for Australian First Nations people living in remote areas. Further, the paper aims to explore how accounting might help to integrate the unique modes of accountability First Nations people have over disability care into the NDIS funding system. Ultimately, the aim is to discern whether accounting practices can be mobilised as a means to decolonising the NDIS framework.

This study uses a qualitative methodology to analyse public hearings from the Australian Disability Royal Commission. Drawing on Bhabha's (1994) concept of the “third space”, this study investigates how accounting techniques can be used to potentially decolonise the NDIS. This study also borrows Bhabha's (1994) concept of the third space to explore the potential for decolonising the NDIS through accounting techniques.

Findings show that the accounting techniques pertaining to funding and costs embedded within the NDIS contribute to displacing and disconnecting First Nations people from their cultural practices and ways of life. Further, the analysis reveals that the NDIS funding system could help to decolonise the NDIS space if it were modified to incorporate First Nations' perspectives on accountability for disability care.

The case of the NDIS exposes glimpses of colonisation in contemporary Australia, where Western institutional and economic systems dominate over the structure and authority of the practice. In this paper, this study demonstrates that the accounting system used by the NDIS plays a role in marginalising First Nations people. However, accounting, as a technology of negotiation, could also be mobilised to enhance accountability for disability care outcomes and pave the way for decolonising public policies.

The purpose of this paper is to provide to First and non-First Nation educators, scholars, and policy makers alternative perspectives that can reshape research on educational leadership in First Nation education with new imaginings that question fundamentally the cultural-political-economic-space defined by Euro-centred notion of modernity.

The paper addresses two questions in dealing with issues of conceptions of educational leadership in a First Nations setting: first, in what socio-cultural paradigm and epistemic framework, should the paper ground the view of relations among persons and between them and their environment, in a way that opens up spaces for prospects for action of those located outside a Euro-centric epistemic and ontological field; second, how could this paradigm assist us in formulating a conception of educational leadership that increases the leverage of First Nations education in constructing alternative sociocultural and educational worlds not grounded in the Eurocentric modernity?

For non-First Nation educators, power brokers, and policy makers who want to create alliances with First Nation people, this paper outlines the necessity to consider cross-cultural dialogue about conceptions of educational leadership as an “opportunity to challenge conventional assumptions about knowledge, power, and a sense of place” (Marker, 2006, p. 21).

The originality of this paper resides in its presentation of alternative conceptual horizons for educational leadership, horizons that acknowledge power inequities between mainstream societies and institutions on the one hand and First Nations peoples and their institutions on the other.

In this book chapter, I focus on the epistemological, ontological and axiological practice traditions that help to reveal the taken-for-granted assumptions about the management of trust funds in First Nation communities. Informing this chapter is a qualitative research study involving 11 First Nation community members in Canada who were interviewed. Indigenous ways of knowing, being and doing and the theory of practice architectures are used to identify the cultural discursive, material-economic and social-political arrangements that enable and/or constrain practice. The findings reveal that Indigenous ways of knowing, being and doing collide adversely with trust account decision making due to the duties and obligations guiding trust settlement agreements. The ways in which trust account practices can be transformed to ensure greater alignment with Indigenous ways of knowing, being and doing are outlined.