Place-Based Indigenous Student Mentorship: Storying the Process of the Atlantic Indigenous Mentorship Network

• Published in: International Journal of Indigenous Health 2024-09, Vol.20 (1), p.1-14
• Main Authors: Pride, Tara, Amirault, Marni, Rand, Jenny, McMillan, Jane, Cunsolo, Ashlee, Worden-Driscoll, Iona, Martin, Debbie
• Format: Article
• Language: English
• Subjects: Collaboration; Colonialism; Education; Health research; Higher education; Indigenous peoples; Inuit; Leadership; Learning; Marginality; Medical research; Mentoring; Mentors; Native North Americans; Native students; Regions; Secondary education; Social exclusion; Social networks; Students; Success
• ISSN: 2291-9368; 2291-9376
• DOI: 10.32799/ijih.v20i1.42217

Introduction. Indigenous post-secondary education students bring unique insights, knowledges, and expertise into post-secondary education spaces. Yet, post-secondary education in Canada is often a site of marginalization for Indigenous students given its’ colonial underpinnings. Targeted mentorship initiatives can be a way to support Indigenous learners through their post-secondary education journeys. Purpose. This manuscript chronicles the creation and ongoing work of the Atlantic Indigenous Mentorship Network and shares insights, challenges, and goals for the network as it continues to support Indigenous students in the Atlantic region. Implications. Our network utilizes a multi-pronged mentorship approach through offering financial, learning, and mentorship opportunities guided by the voices of Indigenous students in the region. Notably, our ability to build relationships with and amongst Indigenous students is strengthened through having an Indigenous graduate student coordinating the network over more than four years. Given the diversity of Indigenous Peoples in the Atlantic, our network has and continues to capture and engage with diverse Indigenous learners in a way that pays respect to their unique knowledges and challenges through continuous consultation and engagement. Our success is demonstrated through the increase in funded students conducting Indigenous health research in the region and through feedback gathered directly from students engaged with the network. Conclusion. By sharing the story of the Atlantic Indigenous Mentorship Network, we hope that learnings and insight can be gleamed to create and continue to strengthen other mentorship initiatives directed towards supporting Indigenous students.