CASIE
Executive Members
Co-President: Aubrey Hanson
Aubrey Jean Hanson is a member of the Métis Nation of Alberta and grew up in Calgary. Her ancestors trace back to Métis, German, Icelandic, French, Irish, Scottish, and English communities. Aubrey earned a BA (Honours) in English from the University of Victoria. She graduated from her BEd at OISE/UT and subsequently taught for the Toronto District School Board while completing her MEd at OISE/UT. After returning to Calgary, Aubrey taught in the Calgary Board of Education and then completed a PhD in Curriculum and Learning here at the University of Calgary. She joined the Werklund School of Education as a faculty member in 2015. Aubrey’s current research focuses on Indigenous literary arts, language arts curriculum, and Indigenous education.
Aubrey Jean Hanson is a member of the Métis Nation of Alberta and grew up in Calgary. Her ancestors trace back to Métis, German, Icelandic, French, Irish, Scottish, and English communities. Aubrey earned a BA (Honours) in English from the University of Victoria. She graduated from her BEd at OISE/UT and subsequently taught for the Toronto District School Board while completing her MEd at OISE/UT. After returning to Calgary, Aubrey taught in the Calgary Board of Education and then completed a PhD in Curriculum and Learning here at the University of Calgary. She joined the Werklund School of Education as a faculty member in 2015. Aubrey’s current research focuses on Indigenous literary arts, language arts curriculum, and Indigenous education.
Co-President: Dustin Louie
Dr. Dustin Louie is a First Nations scholar from Nee Tahi Buhn and Nadleh Whut’en of the Carrier Nation of central British Columbia. He is a member of the Beaver Clan. Dustin’s education background includes a degree in Canadian history, a Master’s in International Relations, and a PhD in Educational Research. The topic of Dr. Louie’s dissertation was Sexual Exploitation Prevention Education for Indigenous Girls. He has worked as an historian in a land claims law firm, studied Indigenous homelessness in Western Canada, worked internationally for non-governmental organizations in Uganda and Australia, and is now at the Werklund School of Education in the University of Calgary. As a tenure-track Assistant Professor, he teaches primarily in courses related to Indigenous education, social justice, and educational philosophy. Further research interests include practical approaches to Indigenizing education, decolonizing education, Indigenous pedagogies, and critical theory.
Dr. Dustin Louie is a First Nations scholar from Nee Tahi Buhn and Nadleh Whut’en of the Carrier Nation of central British Columbia. He is a member of the Beaver Clan. Dustin’s education background includes a degree in Canadian history, a Master’s in International Relations, and a PhD in Educational Research. The topic of Dr. Louie’s dissertation was Sexual Exploitation Prevention Education for Indigenous Girls. He has worked as an historian in a land claims law firm, studied Indigenous homelessness in Western Canada, worked internationally for non-governmental organizations in Uganda and Australia, and is now at the Werklund School of Education in the University of Calgary. As a tenure-track Assistant Professor, he teaches primarily in courses related to Indigenous education, social justice, and educational philosophy. Further research interests include practical approaches to Indigenizing education, decolonizing education, Indigenous pedagogies, and critical theory.
Second Vice-President: Lindsay Morcom
Dr. Lindsay Morcom is an interdisciplinary researcher with experience in education, Aboriginal languages, language revitalization, and linguistics. She earned her Master’s degree in Linguistics at First Nations University through the University of Regina in 2006. She then completed her doctorate in General Linguistics and Comparative Philology as a Rhodes Scholar at Oxford University in 2010. From 2014-2019 she coordinated the campus-based and community-based iterations Aboriginal Teacher Education Program at Queen’s University in Kingston, Ontario, Canada. During this time she was also a professor in the Faculty of Education. She is now an associate professor and Canada Research Chair in Language Revitalization and Decolonizing Education. She is of Anishinaabe heritage and is a member of Ardoch Algonquin First Nation.
Dr. Lindsay Morcom is an interdisciplinary researcher with experience in education, Aboriginal languages, language revitalization, and linguistics. She earned her Master’s degree in Linguistics at First Nations University through the University of Regina in 2006. She then completed her doctorate in General Linguistics and Comparative Philology as a Rhodes Scholar at Oxford University in 2010. From 2014-2019 she coordinated the campus-based and community-based iterations Aboriginal Teacher Education Program at Queen’s University in Kingston, Ontario, Canada. During this time she was also a professor in the Faculty of Education. She is now an associate professor and Canada Research Chair in Language Revitalization and Decolonizing Education. She is of Anishinaabe heritage and is a member of Ardoch Algonquin First Nation.
Secretary-Treasurer: Jan Hare
Jan Hare is an Indigenous scholar and educator from the M’Chigeeng First Nation in Northern Ontario, Canada. She the current holder of the Professorship of Indigenous Education in Teacher Education, integrating Indigenous perspectives across programs in teacher education. Her research and teaching are committed to improving educational outcomes for Aboriginal learners and aimed at centering Indigenous knowledge systems within educational reform from early childhood education to post-secondary.
Jan Hare is an Indigenous scholar and educator from the M’Chigeeng First Nation in Northern Ontario, Canada. She the current holder of the Professorship of Indigenous Education in Teacher Education, integrating Indigenous perspectives across programs in teacher education. Her research and teaching are committed to improving educational outcomes for Aboriginal learners and aimed at centering Indigenous knowledge systems within educational reform from early childhood education to post-secondary.
