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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.

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.

This paper seeks to link the extraordinary success of an aboriginal community called Membertou First Nation to the literature of entrepreneurship and small‐ and medium‐sized enterprises.

The paper recounts the remarkable case of the people of Membertou First Nation who have been very successful in the area of economic development. It then considers their objective to further promote entrepreneurship within in the community.

The literature informs us that fast growing firms contribute disproportionately to job creation, wealth creation, and longer term support systems of local economies. The paper suggests that some of the unique circumstances that would appear to favor efforts to raise rates of new firm formation may ultimately constrain growth.

The findings are limited by the unique circumstances operating within Canada and may not apply to other situations. Moreover, as Membertou First Nation is an urban‐based reserve it faces a different set of opportunities and constraints than rural‐based communities within Canada.

At one level, the story of Membertou First Nation is inspirational. But, this paper identifies some of the unique challenges and barriers faced by First Nations people pursuing opportunities as entrepreneurs. Challenges include issues of political stability; the need to respect the value placed upon community, conservation and sustainability by the culture the limited access to traditional sources of capital and other possible barriers. It attempts to foresee some potential barriers and underscore the real complexity of issues that arise when development and entrepreneurship are linked.

The purpose of this paper is to provide a community perspective on partnerships with the goal of researching, designing, developing and commercializing non‐timber forest products (NTFPs) based on indigenous knowledge and resources from Pikangikum First Nation, northwestern Ontario, Canada.

Framed by the Whitefeather Forest Research Cooperative agreement, a collaborative and ethnographic research design was adopted with the Whitefeather Forest Management Corporation and the Whitefeather Forest Elders Steering Group in Pikangikum First Nation. Over the period of two years, initial research planning meetings were held with community representatives, fieldwork and interviews with community Elders and leaders were conducted, and three community workshops were held.

Community Elders and leaders articulated a cautious interest in developing ethical, collaborative partnerships that support the Whitefeather Forest Initiative and the community's social, cultural, economic and environmental goals. Developing NTFPs through partnerships is a procedural issue that requires giving Elders a primary role in advising and guiding partnerships at all stages of NTFP planning, research and development. Partners would be expected to build respectful and diligent partnerships that interface knowledge systems, maintain good relations, and generate mutually defined benefits.

This community‐specific approach provides insight for Aboriginal groups, governments, universities, and corporations seeking to develop access and benefit sharing agreements, policies, or protocols in light of the Convention on Biological Diversity and the Nagoya Protocol.

This paper offers perspectives, principles, and community member narratives from a Canadian indigenous community, Pikangikum First Nation. These perspectives describe how this community envisions potential research, development and commercialization of NTFPs through joint and mutually beneficial partnerships.

One’s standpoint and consequent research paradigm impacts how we conduct research, including study design, analyses interpretation and dissemination of results. In 2017, the authors began PhD, studying the potential barriers to aftercare treatment for Aboriginal and Torres Strait Islander children aged under 16 who had sustained a burn injury in one of five major hospitals in Australia. The paper aims to discuss this issue.

As Aboriginal PhD students, the authors are conducting research using Aboriginal ontology as a framework, which is based on a holistic framework with interconnectedness, person-centred care and Aboriginal ways of knowing as the foundation. The framework has been shaped by the first author’s knowing, being and doing, and the authors’ worldview has informed and shaped the standpoint and the way the research has been developed and conducted.

It was important for the authors to have a connectedness to each aspect of the research and to each individual person that shared their story: this was paramount to the ways of being.

This connectedness stems from growing up on the authors’ country and learning from elders, from the connection to all entities living around, within and with the authors. The Indigenous research methodology was used throughout the study, including yarning and Dadirri, a way of deep listening and learning, as the basis for interviewing.

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.

This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.

The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.

The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.

This paper examines the discourse of consumers as they attempt to define and create consensus on the meaning and significance of cultural appropriation within a fashion context.

Data were collected via consumer comments posted to an article from The Guardian about the banning of headdresses from a large-scale music festival in Canada. Data were analyzed according to protocols for grounded theory.

Four themes emerged from the data: values consensus, ideological control, social and symbolic boundaries and social impact and change. These themes captured consumers' perspectives on the debate of cultural appropriation in fashion.

Cultural appropriation has become an increasingly important topic of interest as consumers share their voices online and demand companies increase their cultural competence.

Few researchers have examined cultural appropriation in fashion and captured the various perspectives of consumers on this phenomenon.

Undertakes a historico‐theoretical study to outline the constitutional and developmental predicament of the Native Indian people in Canada against the hegemonic models instituted by the Federal Department of Indian Affairs and Northern Development. Analyses a factual survey done by Statistics Canada to highlight the various kinds of socio‐economic problems being faced by Native Indians and to point out the prospects before them. Recommends an ecological alternative in the light of the new land rights being signed between the Federal Government and the Native Indians in Canada. Introduces a concept of social wellbeing and formalizes this as a criterion for evaluating the economic, social and political factors in an interactive and consensual way to generate better futures with conflict resolution.