5 Mitacs Globalink (GRI) research projects for Summer 2027.
1. Assistanat pour 2 groupes de recherche: Réseau d'étude du Patrimoine de l'Université du Québec (RéPUQ) et OH (Observatoire de l'humour)
This project involves providing administrative support for the development of content related to the work of two research groups of which I am a member: RéPUQ (Réseau étude du patrimoine de l’université du Québec), and OH (Observatoire de l’humour) during the summer. The person selected for the internship will assist in seeking funding opportunities and collaborations, performing tasks such as transcribing interviews (verbatim), participating in a translation project, and other research tasks. They may be asked to help draft administrative documents (if necessary) in collaboration with the supervisor. They may also be asked to assist group members with document formatting or drafting informational sheets for students.
The selected intern will be invited to participate in the research of one of the lab members (depending on their field of interest).
Research area, student roles & skills
Research area: My research focuses on the connections between cinema and ethical reflection, through an analysis of how fiction is used to express relationships to place in film and comedy. I also have a strong interest in the role of women and other marginalized groups in education. In 2017, I co-founded the “UQTR Feminist Studies Laboratory” (a group bringing together feminist researchers from various disciplines) and joined Observatoire de l'humour (OH) in 2024 and Réseau d'études du patrimoine de l'Université du Québec (RéPUQ) in 2025. As part of this project, candidate will be expected to focus on promoting cultural rural heritage.
Student roles:
Depending on the progress of the work and the skills of the successful candidate, duties may include:
-to transcribe interviews (verbatim)
-to develop bibliographies
-to write reading summaries
-to assist in the preparation of the annual report and updating the laboratory's web page
-If necessary: work on bibliographic collection (printing, scanning, compiling articles in databases & books)
-to prepare clerical documents (updating of the CVs of the members, etc.)
-communication with the supervisor
Please note: the timeline will be realistic and established *with* the person selected for the internship, according to her interests and level of progress.
Skills required:
-Background in social sciences or humanities (with an interest in feminist topics).
-Excellent written French
-English language proficiency (reading and comprehension)
-Ability to use the main word processing software, bibliographic tools (Zotero), internet tools.
-Sense of detail, concern for work well done
-Awareness of and respect for standard editorial presentation standards
-Maturity, professionalism and adaptability to the host environment
-Ability to meet expected delivery deadlines (delivery deadlines will be realistic and will respect the abilities of the person selected for the internship).
2. Bridging Divides: Exploring the Need for Black Teacher Candidates Through a Youth Participatory Action Research Study
The Black teacher pipeline in Alberta continues to be leaky. While the racial diversity in the teacher population has increased, there is a continuing discrepancy between the recruitment of racialized teachers in general and Black teachers in particular.
The aim of this project is to involve Black youth across Alberta into dialogue regarding the underrepresentation of Black teachers. While also presenting an opportunity for them to create solutions that would be effective in increasing the recruitment and retention of Black youth in teacher education programs across the province. In collaboration with teacher advocacy groups and associations in Alberta such as The Black Teachers’ Association, this project will design and deliver workshops to Black youth in Alberta and provide mentorship from practicing Black teachers, school leaders, and faculty.
While policymakers and researchers have placed attention on increasing the representation of racialized teachers in K-12 schools, initiatives that address the significant challenges to retaining teachers once in the role is limited. Of the studies that address the leaky pipeline in Alberta, focus is placed on teacher experiences with scarce attention placed on the individuals who apply for the Bachelor of Education programs; the Black youth of Alberta. By omitting to examine the perspectives, lived experiences, and needs of Black youth for pursuing the teaching profession, a critical gap in existing discourse on Black teacher recruitment and retention, and culturally responsive mentorship remains.
Using youth participatory action research as a methodology, this project will identify and critically analyze the challenges and success that have contributed to the shortage of Black teachers in Alberta. Particular attention will be placed on interrogating how purposeful mentorship can strengthen relationships between Black youth, the Werklund School of Education, the Black Teachers’ Association, and the various school districts in Alberta.
Research area, student roles & skills
Research area: My research employs qualitative approaches to understanding and advancing research in the field education. Notably, I conduct studies on kindergarten to grade 12 school settings and frequently interrogate how the constructs of race-and-gender inform school leaders' preparation, professional identities, well-being, policy enactment, and sensemaking. Particular attention is paid to examining the historical, socio-cultural, political, and colonial dimensions that inform contemporary discourse of school leadership and governance. Upholding a commitment to mobilizing community-based research and equity-focused scholarship, my projects enact critical theories centered on equity, diversity, and inclusion; anti-racism; and anti-oppression.
Student roles:
Engagement in this project provides the opportunity to apply the theoretical knowledge learned in coursework towards addressing real-world questions/problems. The research intern will play an integral role in managing the operations of the project while fostering relationships that further their understanding of the field of education within a Canadian context.
In particular, four core pillars underpin this role:
1. Enhance Research Skills
The intern will identify key databases used in the field of education to find relevant literature for review. Working in collaboration with the supervisor, the intern will finetune their approach to synthesizing published literature. A component of this project involves the development of infographics and posters using design software. While not a requirement, training on using these platforms can be added to the intern’s research portfolio.
2. Data Collection and Analysis
Play a lead role in experiential discovery by conducting data collection and analysis which is not limited to participant interviews, surveys, and leading focus groups with Black youth.
3. Team Communication and Study Coordination
Work collaboratively with a team of researchers. The intern will assist in developing project resources and coordinate communication among members working on the same task(s). Autonomy can be exercised in determining how best to navigate communication.
4. Build Networking Skills
In addition to engaging with research participants, the intern may exercise their interpersonal skills by fostering relationships with faculty across the University of Calgary, community groups in Alberta, and/or education advocacy groups. Establishing connections will provide an opportunity for expanding one’s mentorship network to include practitioners and researchers in a global context. Interns can connect their personal, academic, and professional experiences in relation to the project. As well, interns will have the opportunity to present study findings at local conferences, to K-12 leaders and teachers from Alberta’s school districts, and at faculty meetings.
Skills required:
Research interns would benefit from possessing academic and/or professional experience in a kindergarten to grade 12 school setting. Given the project’s intersection of multiple areas of inquiry, interns with a background and/or interest in education, Black youth, and teaching would be a strong fit.
Briefly:
Excellent written and verbal communication (including email correspondence)
Ability to use Microsoft Office products
Meticulous attention to detail
Strong organizational skills
Time-management skills (manage multiple tasks and deadlines)
Ability to work in a collaborative team environment
Data management (entering information into a data analysis and/or learning management system)
Literature navigation (search and critically evaluate databases)
3. Critically analyzing texts, including children’s literature
Writers or authors of texts, including authors of children's literature (i.e., children's books), bring their own experiences and identities which impact their writing and the texts they produce. This means all authors are biased; no text is neutral. Children's books constitute one important type of text. While children’s literature is a highly-used instructional resource in elementary classrooms to support language development and entertain and educate readers, it is also an ideologically-charged medium through which authors can reproduce unjust or unfair social structures. This project is premised on the critical importance of equipping university students in general, and pre-service teachers (as future educators) in particular, as critical text analysts who can guide students in their future classrooms to engage with children’s literature (and any other texts) critically. The project will focus on critically analyzing texts, predominantly children's literature. Another aspect of the project will be searching for and synthesizing literature in the areas of critical literacy and children's literature.
Research area, student roles & skills
Research area: My research is in the areas of language, literacy, culture, identities, and teacher education. Therefore, I publish studies in teacher education (the experiences of pre-service teachers), discourse analysis, reading, literacies, and intercultural learning or intercultural understandings (especially the experiences of in-service teachers in classrooms with students from diverse backgrounds).
Student roles:
The student / pre-service teacher will: (1) Conduct (and synthesize) literature reviews on critical literacy and children's literature. (2) Critical analyze a substantial amount of documents, predominantly children's books, and including other texts such as videos, posters, news articles. (3) Organize and write out the findings/results of the critical analysis of texts. The student/pre-service teacher may also attend a few classes if appropriate.
Skills required:
Students from diverse backgrounds are eligible. Priority will be given to students who are currently pre-service teachers in the Kindergarten through Grade 6 (K-6) contexts. Skills or abilities with prior research experience will be an asset, but pre-service teachers are eligible even without prior research experience provided that they are willing to learn about qualitative research and text analysis.
4. Designing a a framework for Understanding Key Elements of Culturally Appropriate Interventions/Strategies for Black Older Adults
Canada is becoming more multicultural, which means it is very important to not only recognize but also support these culturally diverse populations across different areas, such as through services and programs. Recently, there has been a growing focus on cultural sensitivity and the use of culturally appropriate (CA) strategies; however, what makes a program culturally appropriate has not been properly defined, especially when working with Black older adults (BOAs). Though many researchers assume that it means community involvement, trust-building, and relevant cultural content, there is still little agreement about what it means. Our research aims to clarify this by examining how CA programs are defined in the broader literature, identifying key features of CA programs for Black communities, and assessing whether these features are relevant to Black Older Adults. The study will be carried out in three phases within two years: (1) reviewing existing research (which does not need ethics approval), (2) conducting 10-20 interviews, and (3) holding a 2-3-hour focus group discussion in Winnipeg, working closely with some Black Community organizations and representatives.
Consequently, we hope that the outcome of this study will help improve how cultural appropriateness is understood and considered when designing programs in the future, ensuring that the voices of Black older adults are not only heard but also represented in planning and designing future programs. The study will be guided by representational Intersectionality theoretical framework.
Objective: - To review how the broader literature defines culturally appropriate programs and identify what is outlined as the critical elements of culturally appropriate programs
while working with Black communities. - To co-design a framework for understanding culturally appropriate care, support and intervention as perceived by Black older adults, families, and service providers.
Research area, student roles & skills
Research area: My educational background bridges Social Work and Gerontology. My research area broadly explores social relational health, social determinants of aging, health equity, access, and representation for Black older adults and other racialized older adults across their life course. Collectively, my research questions the invisibilization of Black, racialized, and other equity-seeking older adults, creating an awareness of possibilities and opportunities for improving their overall quality of life and well-being.
In this current project, I am working on co-developing a framework for culturally appropriate care, support and intervention for Black older adults and the Black community.
Student roles:
The student is expected to have the skills that will enable them to complete the following roles:
• Support the conceptual clarification and co-development of a framework for culturally appropriate care, support, and intervention grounded in the study findings and theoretical approach.
• Engage with Black community organizations to build and maintain respectful, reciprocal partnerships that support the research process.
• Where necessary, support qualitative data collection by helping to organize, prepare for, and assist with interviews and focus group discussions.
• Manage and prepare qualitative data through accurate transcription, organization, and secure handling of research materials.
• Contribute to qualitative data analysis by coding and identifying themes using an interpretive and intersectionality-informed approach.
• Support knowledge mobilization activities by translating research findings into accessible formats for academic, community, and policy audiences.
• Engage in ongoing reflexive and ethical practice by critically examining positionality and ensuring respectful representation of participants’ voices throughout the research process.
Skills required:
I am seeking students in the following disciplines: Social Work, Sociology, Cultural Studies, Social Sciences, Nursing and Health, Gerontology or Aging.
5. Voices of Resurgence: Indigenous Language, Storywork, and Cultural Knowledge Transmission in Canada and Mexico
Indigenous communities across Canada and Mexico are actively working to revitalize Indigenous languages, strengthen cultural knowledge systems, and support intergenerational knowledge transmission. Central to these efforts are stories, oral histories, language use, community relationships, and connections to land.
This project investigates how Indigenous communities maintain and transmit language, cultural knowledge, and identity through storytelling, oral traditions, community education, and language revitalization initiatives. Using Indigenous research methodologies and community-engaged approaches, students will examine how knowledge is shared across generations and how communities are responding to the challenges of language loss and cultural disruption.
The project forms part of an emerging international partnership between Indigenous scholars and communities in Canada and Mexico, creating opportunities for comparative research and intercultural learning.
Central Research Question: How do Indigenous communities in Canada and Mexico transmit language, cultural knowledge, and identity across generations, and what strategies are supporting contemporary cultural resurgence?
Each Globalink student will undertake an individual project within one of three interconnected areas.
Project Option 1: Language, Identity, and Cultural Continuity
Students will investigate the relationship between Indigenous language use, identity formation, and cultural belonging.
Research activities include: a) Literature review, b) Interviews and narrative analysis, c) Comparative case study development, d) Educational resource creation.
Project Option 2: Oral Histories and Community Knowledge
Students will explore how life stories and oral histories preserve and transmit Indigenous knowledge.
Research activities include: a) Oral-history methodology training, b) Narrative analysis c) Life-story interviewing, d) Digital archiving and documentation.
Project Option 3: Storywork, Place, and Cultural Memory
Students will examine the relationship between stories, land, and cultural identity.
Research activities include: a) Storywork analysis, b) Community-engaged research, c) Comparative analysis of Canadian and Mexican examples, d) Development of educational materials.
Research area, student roles & skills
Research area: This projects will be overseen by four faculty members of the Department of Indigenous Studies
Dr. Michelle M. Hogue: Associate Professor & Coordinator, Indigenous Student Success. Her work focuses on bridging Indigenous and Western cultures through two-eyed seeing for both ways knowing and STEM.
Dr. Conor Snoek: Associate Professor is a linguist whose work focuses on language revitalization and language learning through a linguistic lens.
Dr. Tara Million: Assistant Professor. Her work focuses on Indigenous literature, literacies, land-based learning and cultural ways of knowing.
Dr. Henrie Beaulieu: Chair & Assistant Professor focuses on Indigenous oral histories and culture.
Student roles:
The Globalink Research Intern will join an interdisciplinary research team examining Indigenous language revitalization, storytelling, oral histories, and cultural knowledge transmission within Indigenous communities in Canada and Mexico. Working under the supervision of faculty researchers and in collaboration with community partners, the student will contribute to a defined research project aligned with one of the project's research themes: Indigenous language revitalization, oral histories and community knowledge, or storywork and cultural memory.
The student will participate in all stages of the research process, including conducting literature reviews, assisting with the development of research questions, and participating in workshops on Indigenous research methodologies, ethical community engagement, oral history interviewing, and qualitative research methods.
Depending on the selected project stream, students may assist with oral history and life-story research, document language revitalization and educational initiatives, support the organization and management of qualitative data, and contribute to the development of digital resources and narrative collections. Students will analyze qualitative data using narrative and thematic approaches, identify key themes related to language, identity, and cultural continuity, and contribute to comparative analyses across Canadian and Mexican contexts.
The student will also participate in knowledge mobilization activities by preparing research summaries, educational resources, presentations, and other materials for academic and community audiences. Throughout the internship, students will engage in weekly research meetings and receive mentorship from faculty researchers, graduate students, Indigenous Knowledge Keepers, and community collaborators.
By the end of the internship, students will have completed an independent research project and gained practical experience in Indigenous research methodologies, qualitative research, oral history and narrative inquiry, academic writing, knowledge mobilization, and intercultural research collaboration. Students will produce a final research report, conference-style presentation, and a knowledge mobilization product suitable for academic and community use.
Skills required:
Students with interdisciplinary backgrounds and interests in Indigenous communities, culture, language, education, or community-engaged research are particularly encouraged to apply. Applicants should demonstrate: Strong academic standing; good written and verbal communication skills;
interest in Indigenous cultures, languages, education, and community development; ability to work independently and collaboratively within a research team; strong organizational and time-management skills; respect for cultural diversity and community knowledge systems; willingness to engage in reflexive and ethical research practices.
No prior knowledge of Indigenous languages or Indigenous communities is required. Students will receive training in Indigenous research methodologies, ethical community engagement, and culturally responsive research practices