Relationality in respecting Indigenous voices when writing: Citation templates to cite Indigenous Elders and Knowledge Keepers and the Four Feathers Writing Guide 

Through sharing the stories of developing and publishing the Four Feathers Writing Guide and citation templates to cite Indigenous Elders and Knowledge Keepers, we will discuss our efforts to challenge the academic status quo and put Reconciliation into action. In doing so, we also hope to share the spirit of respect that is at the core of both projects and potentially inspire others about changes they could make to continue down the path of reconciliation with their communities. 

Please note: This keynote address is being offered as part of a larger two-day Graduate Publishing Retreat. If you are a graduate student already registered for the retreat, there is no need to register for this event separately.

Speakers:

Theresa Bell is a fourth generation Canadian who has lived and worked as an uninvited guest on the Traditional lands of the Lekwungen People in Colwood, British Columbia, since 2003. Theresa started the Writing Centre at Royal Roads University in 2007, and she manages the Writing Centre within her current role as Manager, Blended Learning Success. She collaborated with Cowichan and T’Sou-ke Elder THE-LA-ME-YÉ Shirley Alphonse and SC’IÁNEW̱ Nation Elder TEȺȽIE D. Nadine Charles to co-create the Four Feathers Writing Guide, which respectfully presents Coast Salish Teachings to support Indigenous students develop as academic writers.  

Lorisia MacLeod is a proud member of the James Smith Cree Nation and a Learning Services Librarian at The Alberta Library. In 2018, while working at NorQuest College she worked with the folks in the Indigenous Student Centre to develop citation templates for Indigenous Elders and Knowledge Keepers after years of finding current citation styles lacking in how they engaged with oral Indigenous teachings. These templates are now linked to at over 25 institutions across North America and she hopes continue to encourage a conversation about respectful inclusion of Indigenous ways of knowing in academia.