{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/18357"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/18357","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"Inner Spirit/Fire and Indigenous Student/Researcher Identity: Differing Spaces from an Ojibway Perspective","abstract":"This research explored my personal journey as an Indigenous student traversing a doctoral program in a Canadian university. Contrary to ample literature on Indigenous students portrayed from a deficit standpoint, my research offers an alternative narrative by expounding on areas that kept my Inner/Spirit Fire burning and contributed to my success. In the spirit of reconciling educative spaces, I employed Etuaptmumk/Two-Eyed Seeing (E/TES) as a theoretical framework to bridge and equate Indigenous knowledge with western knowledge in the academy. Honouring oral traditions of the Anishinaabeg, I use Indigenous autoethnography (IA) coupled with arts-based research to tell my story. Gathering data, I engaged in ceremony and used creative images/artwork to convey my truths through lived experiences and realities. I thus employed reflexive thematic analysis (RTA) as it specifically draws from a researcher’s cultural background and personal experience to interpret the data, enabling me to present authentic Ojibway-Anishinaabe perceptions. This research offers insightful threads that cross time and space, acknowledge the power of relationships and story, and recognize other-than human “beings” and realms as part of our Earth Walk. Further, themes indicate educative institutions can become sites of reclamation for Indigenous persons and students in a Eurocentric academic environment. Thus, I situate myself within an Indigenous concept of Seven Forward Seven Back to honour my ancestors and welcome emerging and future Indigenous scholars to support cultural survivance.","abstract_html":"This research explored my personal journey as an Indigenous student traversing a doctoral program in a Canadian university. Contrary to ample literature on Indigenous students portrayed from a deficit standpoint, my research offers an alternative narrative by expounding on areas that kept my Inner/Spirit Fire burning and contributed to my success. In the spirit of reconciling educative spaces, I employed Etuaptmumk/Two-Eyed Seeing (E/TES) as a theoretical framework to bridge and equate Indigenous knowledge with western knowledge in the academy. Honouring oral traditions of the Anishinaabeg, I use Indigenous autoethnography (IA) coupled with arts-based research to tell my story. Gathering data, I engaged in ceremony and used creative images/artwork to convey my truths through lived experiences and realities. I thus employed reflexive thematic analysis (RTA) as it specifically draws from a researcher’s cultural background and personal experience to interpret the data, enabling me to present authentic Ojibway-Anishinaabe perceptions. This research offers insightful threads that cross time and space, acknowledge the power of relationships and story, and recognize other-than human “beings” and realms as part of our Earth Walk. Further, themes indicate educative institutions can become sites of reclamation for Indigenous persons and students in a Eurocentric academic environment. Thus, I situate myself within an Indigenous concept of Seven Forward Seven Back to honour my ancestors and welcome emerging and future Indigenous scholars to support cultural survivance.","abstract_has_math":false,"creators":["Trudeau, Lyn"],"institution":"Brock University","degree_name":"Ph.D. Educational Studies","degree_level":"Doctoral","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-04-02T14:45:19Z","date_published":"2024-04-02T14:45:19Z","updated_at":"2026-07-24T01:22:56Z","subjects":["Indigenous Autoethnography","Arts-based Research","Etuaptmumk/Two-Eyed Seeing","Storytelling","Epistolary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/18357","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Trudeau, Lyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-04-02T14:45:19Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-04-02T14:45:19Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-04-02T14:45:19Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D. Educational Studies"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Indigenous Autoethnography","Arts-based Research","Etuaptmumk/Two-Eyed Seeing","Storytelling","Epistolary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/18357"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research explored my personal journey as an Indigenous student traversing a doctoral program in a Canadian university. Contrary to ample literature on Indigenous students portrayed from a deficit standpoint, my research offers an alternative narrative by expounding on areas that kept my Inner/Spirit Fire burning and contributed to my success. In the spirit of reconciling educative spaces, I employed Etuaptmumk/Two-Eyed Seeing (E/TES) as a theoretical framework to bridge and equate Indigenous knowledge with western knowledge in the academy. Honouring oral traditions of the Anishinaabeg, I use Indigenous autoethnography (IA) coupled with arts-based research to tell my story. Gathering data, I engaged in ceremony and used creative images/artwork to convey my truths through lived experiences and realities. I thus employed reflexive thematic analysis (RTA) as it specifically draws from a researcher’s cultural background and personal experience to interpret the data, enabling me to present authentic Ojibway-Anishinaabe perceptions. This research offers insightful threads that cross time and space, acknowledge the power of relationships and story, and recognize other-than human “beings” and realms as part of our Earth Walk. Further, themes indicate educative institutions can become sites of reclamation for Indigenous persons and students in a Eurocentric academic environment. Thus, I situate myself within an Indigenous concept of Seven Forward Seven Back to honour my ancestors and welcome emerging and future Indigenous scholars to support cultural survivance."]},{"key":"dc:title","label":"Title","values":["Inner Spirit/Fire and Indigenous Student/Researcher Identity: Differing Spaces from an Ojibway Perspective"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["Trudeau, Lyn"],"dc:date.accessioned":["2024-04-02T14:45:19Z"],"dc:date.available":["2024-04-02T14:45:19Z"],"dc:date.issued":["2024-04-02T14:45:19Z"],"dc:description.abstract":["This research explored my personal journey as an Indigenous student traversing a doctoral program in a Canadian university. Contrary to ample literature on Indigenous students portrayed from a deficit standpoint, my research offers an alternative narrative by expounding on areas that kept my Inner/Spirit Fire burning and contributed to my success. In the spirit of reconciling educative spaces, I employed Etuaptmumk/Two-Eyed Seeing (E/TES) as a theoretical framework to bridge and equate Indigenous knowledge with western knowledge in the academy. Honouring oral traditions of the Anishinaabeg, I use Indigenous autoethnography (IA) coupled with arts-based research to tell my story. Gathering data, I engaged in ceremony and used creative images/artwork to convey my truths through lived experiences and realities. I thus employed reflexive thematic analysis (RTA) as it specifically draws from a researcher’s cultural background and personal experience to interpret the data, enabling me to present authentic Ojibway-Anishinaabe perceptions. This research offers insightful threads that cross time and space, acknowledge the power of relationships and story, and recognize other-than human “beings” and realms as part of our Earth Walk. Further, themes indicate educative institutions can become sites of reclamation for Indigenous persons and students in a Eurocentric academic environment. Thus, I situate myself within an Indigenous concept of Seven Forward Seven Back to honour my ancestors and welcome emerging and future Indigenous scholars to support cultural survivance."],"dc:identifier.uri":["http://hdl.handle.net/10464/18357"],"dc:language.iso":["eng"],"dc:subject":["Indigenous Autoethnography","Arts-based Research","Etuaptmumk/Two-Eyed Seeing","Storytelling","Epistolary"],"dc:title":["Inner Spirit/Fire and Indigenous Student/Researcher Identity: Differing Spaces from an Ojibway Perspective"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Education"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph.D. Educational Studies"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:22:56Z"}