In Canada, June is National Indigenous History Month, a time to collectively celebrate the rich cultural heritage of First Nations, Inuit, and Métis peoples, while also acknowledging the long and complex history that connects these nations to the Canadian land.

Every year, academic and cultural journals across disciplines publish texts and dedicate thematic issues to Indigenous studies. The reading list below brings together issues and articles published exclusively in the past year. These works emerge from diverse disciplines, ranging from education sciences to theater, and address contemporary topics such as digital sovereignty and mass media.

The International Indigenous Policy Journal, Volume 16, Issue 2, 2025.

This special issue stands out for the diversity and relevance of its themes and subjects. The articles it features touch on real-life issues facing Indigenous communities, as well as pathways toward healing. “Evaluation of an Indigenous Traditional Healer and Medicine Program in a Canadian Correctional Facility” explores the provision of traditional healing and medicinal practices within the Canadian correctional system. In “Understanding Sources of Suffering and Pathways to Healing in Mi’kmaq Communities”, the authors consulted knowledge keepers from certain Mi’kmaq communities to identify systemic causes of their suffering—both historical and political—as well as potential solutions, such as holistic healing practices, spirituality, and strengthening community ties.

Nouvelles pratiques sociales, Volume 35, Issue 1, 2025. “Peuples autochtones et souveraineté des données : enjeux de recherche et souveraineté numérique”

Edited by Suzy Basile, Ioana Radu, and Emmanuelle Piedboeuf, this special issue of Nouvelles pratiques sociales draws on current and historical examples to shed light on the various facets of research in Indigenous studies. The authors address topics such as navigating the ethics of archaeological sites, the valorization of cultural and informational heritage, and the specific challenges preventing Indigenous communitises from taking part in research. Please note that this issue is available in French only.

It Flows/Runs Wildly/Crazily: Unravelling Settler Legacies on Stolen Mi’kmaq Land

Excerpt: For most of my life, I never questioned what it meant to belong to this land where my white settler family settled and passed down its stories through many generations. I spent my childhood feeling deeply connected to this rugged land by the Atlantic, hunting mte’skm (snakes), picking klitaw (raspberries), catching aboodawejit (chubs), and building forts with moss and fallen logs. Like many who grew up in Eskíkewaq, I, too, inherited a nostalgia for the hard life that so many of us must lead to “earn our place.” And I spent nearly two decades within an environmental organization advocating for policies on fishing, forestry, and climate that, I hoped, could ensure a sustainable future here.

Kwe l’Université! Student Profession Competency Profile

Abstract: As part of the Kwe l’Université! project, an initiative aimed at supporting the perseverance and success of Indigenous students at the university level, a competency profile for the role of a student was developed. This initiative addresses an identified need: few frameworks explicitly focus on the competencies required for student success, particularly in Indigenous contexts. Developed between 2019 and 2025, this profile was created using a rigorous approach that combined the analysis of existing frameworks, a review of literature on academic perseverance in Indigenous settings, and consultations with students, researchers, and professionals from both Indigenous and non-Indigenous backgrounds.

Decolonization and Indigenous Affirmation in Museum Collection Practices

Abstract: This article aims to explore the decolonization of museums and the expression of genuine Indigenous sovereignty within these institutions through two exemplary cases. It questions the actual ability of museum institutions to deeply and respectfully integrate Indigenous knowledge, beyond mere declarative intentions. It also demonstrates the limits of museum decolonization without true empowerment of Indigenous institutions, which must (re)build the foundations of a museology rooted in community values. The article revisits recent events, such as the controversial departure of Wanda Nanibush from the Art Gallery of Ontario, to illustrate the concrete limits of Indigenous inclusion in major cultural institutions.

Teaching in Nunavik: Teacher Benevolence and Adaptation in Professional Integration as a Lever for Student Motivation

Abstract: From the perspective of non-Indigenous teachers in professional integration, this article explores their role in motivating and engaging secondary school students in the northern context of Nunavik. Based on accounts of their integration journeys, reflections and potential solutions emerge to address these challenges. Personal, professional, and social adaptation acts as a lever to foster student engagement in their educational success.

Integrating Indigenous Knowledge in Science Education: A Systematic Review of Strategies, Models, and Impacts

Abstract: This study systematically reviews empirical research on the integration of Indigenous Knowledge (IK) programs in science education. The results indicate that research and development predominates among the methodologies used, followed by experimental research and qualitative descriptive research. The implementation of integrated science education programs falls into several categories, including project-based learning, discussions, technological applications, field research, integration of local knowledge, cultural practices, and reflective exercises.

Lessons from the Street: Using Street Art to Disrupt Misrepresentations and Invisibility of Indigenous Women and Girls in Canadian Mass Media

Abstract: This article examines the potential of street art to counter the misrepresentations of Indigenous women and girls in Canadian media, where recurring stereotypes persist. I analyze examples of street art that depict Indigenous women as kind, autonomous, and knowledgeable individuals. These artistic expressions not only produce alternative narratives about Indigenous motherhood but also provide visibility, as the stories of Indigenous women and girls are not regularly present in Canadian media. Negative representations of Indigenous women and girls have been linked to the violence they experience in Canada; it is therefore vital to disrupt these misrepresentations and stereotypes.

The Heirs of Ushashûmek or Theatre as a Spawning Ground

Abstract: During their residency at Zones Théâtrales, Pierrot Ross-Tremblay, Julie Burelle, and Geneviève Bélisle spent a week exploring and testing their initial artistic intuitions, which were presented to the public during a meeting organized on the final day of the festival.