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Marsha Hanen Global Dialogue and Ethics Award

Headshot of Marsha Hanen

We are now accepting applications for the Fall 2018 submission period.

Please click here to download the application form.


Global College invites submissions from members of the University of Winnipeg faculty for the Marsha Hanen Global Dialogue and Ethics Program.                   

The Marsha Hanen Global Dialogue and Ethics Program was established in 2007 with a generous donation from former University of Winnipeg President Dr. Marsha Hanen, C.M.  Dr. Hanen’s gift supports interdisciplinary research and dialogue.

The Global Dialogue and Ethics Program promotes the open expression and dissemination of ideas and respectful discussion, by supporting U of W faculty-initiated research and providing an interdisciplinary forum for research and dialogue on topics that include an ethical dimension such as:

  • Human rights and responsibilities;
  • Women’s issues and women’s global roles;
  • Local and international community needs;
  • Freedom of expression and civil liberties;
  • Citizenship and participation in globalization and democracy; responsibility and security;
  • Global corporate responsibility, ethics, and governance; impacts of science and technology; or
  • Global public health issues.

Projects with community and student participation are encouraged wherever appropriate.

One of the goals of the program is to provide seed money for University of Winnipeg faculty members that will allow the recipient to obtain additional funding from other sources, and to develop larger or on-going projects that will have broad impact - both within the University and beyond.


Past Winners:


Dr. Jobb Arnold: 

Marsha Hanen Global Dialogue & Ethics Award 2017 Recipient

Michael Redhead Champagne leads youth from Hugh John McDonald School and RB Russell Vocational High School on a place-based “Village Walk” through Winnipeg’s Inner City

Dr. Jobb Arnold describes his exciting work on his project, The Collaborative Village: Establishing and Maintaining Community Relations:

“The old saying “it takes a village to raise a child” is one of those great maxims that resonates across diverse traditions of wisdom and is reflected in cultural practices around the globe. In Winnipeg’s North End and inner-city neighbourhoods, “The Village” has become a popular moniker for the informal webs of friendships, associations, safe spaces, cultural teachers, art, music, community supports and more, that people rely on to navigate day-to-day life. Our group of academic and community partners, including Aboriginal Youth Opportunities, Immigration Partnership Winnipeg and the Circle of Life Thunderbird House, have been working to facilitate community-based dialogues and workshops that engage youth in thinking about how we should respond to the growing uncertainties associated with global climate change.

The Collaborative Village project calls attention to the importance of nurturing informal relationships based on common goals and mutual understandings. These connections enable people to navigate systems that affect their lives everyday while building relationships that can bridge networks, facilitate effective knowledge transfer, and coordinate material responses to regionally specific facets of climate change. The Village is grounded in many of the same tenets that were supposed to anchor treaties, including: Indigenous ceremony, laws and cultural teachings that prioritize right-relationships between humans, with the Land and with our other-than-human relatives. Reimagining these relationships while honouring agreements and building trust is a necessary part of creating and sustaining positive rapport between Indigenous, Settler and Newcomers communities.

At our “Connecting Cyber Space and the Land Base” event held at Thunderbird House there were workshops from media experts who have been critical to establishing what Michael Redhead Champagne calls digital sovereignty in the Village. An important feature of the Village’s hybrid cyberspace - land based nature is that there is space to grow. For instance, youth from the Immigrant and Refugee Community Organization (IRCOM) are an active Village community. Sharing their perspectives on coming to Winnipeg, it’s not uncommon to encounter stories of having fled unstable regions in search of a better life. Indeed, a uniting theme to emerge from the Collaborative Village Project is the desire to create and sustain both the social and ecological conditions needed to make “a better life” possible. We’d like to thank the Marsha Hanen Fund for supporting these ongoing dialogues concerning how we might meet the foreseeable challenges associated with climate change, at least in part, by reconnecting with and adapting wisdom from the local and global villages we are all a part of.”


Dr. Angela Failler:

Marsha Hanen Global Dialogue & Ethics Award 2014 Recipient

Outdoor Portrait of Dr. Angela Failler


 

Dr. Angela Failler explains and reflects upon her project Caring for Difficult Knowledge: The Canadian Museum for Human Rights in Focus:

 “Caring for Difficult Knowledge: The Canadian Museum for Human Rights in Focus was a collaborative project I led with the involvement of scholars and student Research Assistants from across the Faculty of Arts at the University of Winnipeg, including the Global College. It represented the early stages of research on how the Museum (in its inaugural phase at that point) was grappling with "difficult knowledge" -- in particular, knowledge and histories with the potential to disrupt dominant, celebratory narratives of Canada and Canadian benevolence. One of the conclusions of this research is that a tension exists within the new national museum between providing "positive visitor experiences" that can be counted on by tourism partners, corporate donors, and government sponsors to generate public appeal and revenue, and a serious examination of Canada's implication in human rights and Indigenous rights abuses.  

This research was undertaken through site visits to the Canadian Museum for Human Rights (CMHR), scholarly workshops, conversations with museum staff, and also tours of the Museum of Canadian Human Rights Violations -- a community counter-museum launched by Shoal Lake 40 First Nation in response to the establishment of the CMHR and Canada's lack of attention to its community's ongoing water security crisis. The results of this stage of research were published in a special double issue of the Review of Education, Pedagogy and Cultural Studies edited by myself and UWinnipeg's Drs Peter Ives and Heather Milne. 

The project has since become enfolded within a larger, SSHRC funded Partnership Development project that I direct called Thinking Through the Museum: Difficult Knowledge in Public (TTTM). TTTM is similarly concerned with seeking new terms of engagement for learning from histories of violence and conflict in the context of museums (http://thinkingthroughthemuseum.org/). This project brings the University of Winnipeg into partnership with Concordia and Carleton Universities, undertaking activities focused on how museums can deepen public debate on difficult historical and cultural issues, increase public access to knowledge including the involvement of historically marginalized peoples, and help contribute to positive social change.

Also emerging from this initial research is a new project that I co-lead with Dr. Heather Milne (UWinnipeg) called Museum Queeries (http://museumqueeries.org/). This project prioritizes Two Spirit, Lesbian, Gay, Bisexual, Transsexual, Transgender and Queer contributions and interventions into museums and museum studies both as a means of addressing structural exclusions and opening new modes of productive inquiry and activism. The idea of “queerying” the museum in this case is not only about addressing the museum’s representation of gender and sexuality; it is also about challenging normative systems of oppression with a particular interest in how queering, decolonizing, and anti-racist strategies might work together to bring about change in and beyond museums. 

I'm very grateful for the support that the Marsha Hanen Global Dialogue and Ethics Award provided at the early stages of this research. It has allowed for the development of critical and generative engagements that both the museum and its publics deserve if museums are to contribute meaningfully to the vitality of civic life.”


All Previous Winners

2017
The Collaborative Village: Establising and Maintaining Community Relationships
Principal Applicant: Jobb Arnold (Conflict Resolution Studies)
Award: $5,000
Winnipeg is an epicentre for building Newcomer-Indigenous relations, and this initiative will
contribute to this important dialogue while strengthening community partnerships. The
Collaborative Village project will work through existing connections at two Winnipeg schools to
deliver six half-day community activities for twenty-six students from diverse Indigenous,
Newcomer and Settler backgrounds. Through dialogue and experiential learning, students will
explore what climate change means for their futures and what education and career options can
help prepare them for changing local and global dynamics. University mentors will facilitate
constructive spaces for establishing and maintaining positive relationships.

The Healing Forest
Principal Applicant: Lee Anne Block (Education)
Award: $3,400
The Healing Forest Project plans to create a place for learning and healing in St. John's Park in the North End of WinnipegThe site in now part of the City of Winnipeg's master plan for the redevelopment of the park. The Healing Forest is a living memorial to Indigenous children lost to the residential school system and lost in child welfare systems. Together with nearby schools, we will develop place-based learning and inter-generational learning programs to connect students to their histories and cultivate citizenship and sustainability.

The Effects of Animal-Assisted Activities (AAA) on the Well-being of Minority Students
Principal Applicant: Laura Sokal (Education)
Award: $1,000
While mental health issues in children are a growing concern internationally, little is known about universal, preventative interventions that foster mental health and well-being in minority children and children of immigrants, especially those who have experienced anti-Muslim discrimination in schools. Building on an ongoing practicum partnership established 10 years ago between the University of Winnipeg and a Turkish-German school, we will investigate the effects of animal assisted activities (AAA) on students’ mental health and well-being at the boarding school in Germany with the intent of learning more about the effects of AAA and their application to minority and immigrant students.

De-Colonizing Criminal Justice Outcomes: Role of Indigenous Innovation in Manitoba
Principal Applicant: Shailesh Shukla (Indigenous Studies)
Award: $5,000
There continues to be an over-representation of Aboriginal people involved at all levels of the criminal justice system despite decades of studies and recommendations. This research study will generate new insights through a case study to explore criminal justice as it relates to Indigenous peoples from human-rights approach, and will contribute to a scholarly understanding of local Indigenous innovation with self-determined criminal justice outcomes. A community-based workshop will be organized to facilitate dialogue and share findings. This dialogue can be used to strengthen and re-create systems and models of community-led action, and decolonize criminal justice systems.  

2016
Postcolonial Child Rights: Ethics, Identity and Migration
Principal Applicant: Emma Alexander (History)
Award: $1,500
This project investigates the child rights associated with identity, naming and documentation in a postcolonial context. It examines the causes, impacts, and will suggest possible solutions and ways of championing these rights in the contexts of Canada, DR Congo and India.

Diaspora Engagement in International Intergenerational Gender Alliances Countering Violence Against Women in South Sudan: Phase 2
Principal Applicant: Marilou McPhedran (Human Rights)
Award: $5,580
Phase 1 of this project was very lucky to receive $6000 from the Marsha Hanen Fund in 2014, to create the fledgling NGO, Manitoba Women 4 Women South Sudan here in Winnipeg. Phase 1 worked on capacity building here in Winnipeg, as well as strengthening cooperation at the international level - specifically the Global Network of Women Peacebuilders. Phase 2 will focus on administrative and research support for ongoing dialogue and action regarding the sexualized gender-based violence in South Sudan, with emphasis on identifying, engaging and supporting youth leaders in Manitoba and the girl ambassadors for peace in South Sudan.

Inuit Education Forum: A Gathering to Harness Knowledge of Inuit Education Leaders
Principal Applicant: Melanie O'Gorman (Economics)
Award: $6,900
This Inuit Education Forum will allow leaders in Inuit education to gather and share knowledge of key determinants of increased educational attainment and academic achievement in Inuit Nunangat. The forum will be held in Nain, NL in order to ensure community members take part in the knowledge synthesis. The proceedings of the forum will be summarized in a film and academic paper which will be disseminated widely across the North. The goal of this knowledge mobilization is to support improved education policy and practice in Inuit Nunangat, and consequently to contribute to improved socio-economic prosperity across the North.

Parents Be the Change Participants Inquiry Project
Principal Applicant: Sheri-Lynn Skwarchuk (Education)
Award: $3,000
This project will align three organizations (MERN, MAPC, and Austin Elementary School) with a researcher and students from the University of Winnipeg to understand the shared experiences and challenges faced by parents in a diverse range of personal experiences. Through the use of a new participatory inquiry research methodology, participants and researchers will align and collectively explore the issues facing today’s Manitoban parent, with supports for making change. It is hoped that targeted minority groups (i.e., women, rural participants, and parents of children with special learning needs) can feel empowered through this process of inquiry, change, leading to sustainable life improvements.

2015
Children's Rights and Online Privacy Practices
Principal Applicant: Fiona Green (Rhetoric, Writing, and Communications)
Award: $7,000
There is a lack of uniform regulation governing acceptable content in the representation by adults of children online, and a variety of practices when it comes to posting identity-revealing stories and images. While multiple sources provide guidelines to help adults regulate the actions of children online, there is no canonical consensus governing what adults and parents should say/show online about their own children or dependent minors in their care. This project takes a leadership role in developing and archiving conversations about online ethical practices and goals, preferring an approach that encourages ongoing negotiating and dialogue from multiple stakeholders to one aimed at generating a template of rules. This will be done through: 1) the establishment of an interactive website, 2) holding a face-to-face day of dialogue and a symposium, 3) publishing findings, and 4) developing a course.

Cloud-Based Schizophrenia Recovery Aide and Research Tool
Principal Applicant: Renée Douville (Biology)
Award: $7,000
The adoption of phone apps for mental wellness is becoming increasingly popular. We are beginning production of a phone app for individuals and families living with schizophrenia. We are engaging with the Manitoba Schizophrenia Society (MSS), Sara Riel Inc. and the University of Winnipeg community as our knowledge users to develop an app customized with features such as a reminder system for clinic visits and medications adherence, symptom severity tracker and pre-programmed emergency and community health and social services contact information for Manitoba.

Experiential Learning and Global Citizenship in the 21st Century
Principal Applicant: Marc Kuly (Education)
Award $2,000
This symposium will connect and communicate diverse perspectives on developing global citizens through experiential learning abroad. Researchers, scholars, educators, and students from the fields of Education and Sociology will examine and discuss each other's perspectives on and experiences with the ideas and practices associated with promoting global citizenship. Based on their common experiences with organizing and participating in learning in the global South, participants offer attendees an exploration of pedagogy, globalization, civil society, and cosmopolitanism along with the personal stories that emerge from these transformational learning experiences. This symposium builds on the interest, questions and insights developed during the Global Citizenship Teach-Ins held by Global College and the Experiential Learning Network during the 2013-2014 academic year.

Capacity Building for Equitable Partnerships in Global health Research: Reconsidering the Values Formation
Principal Applicant: Sandra Tomsons (Philosophy)
Award: $7,000
According to previous research, global health’s value framework is problematic. Southern epistemological, moral and political values are invisible in a Northern constructed bioethical paradigm.  Justice principles (equality, equity, human rights, and social justice) require a South-North assessment and perhaps revisions.  Our South-North research team is developing a South-North inter-philosophies dialogue (S-NIPDM) methodology to engage in this assessment. Constructing S-NIPDM and using it to determine the bioethical paradigm’s values content are the first steps to assessing the paradigm’s strengths and weaknesses and constructing a South-North paradigm. 

2014
Caring for Difficult Knowledge: The Canadian Museum for Human Rights in Focus
Principal Applicant: Angela Failler (Women's and Gender Studies)
Award: $6,000
This collaborative project of the University of Winnipeg’s Cultural Studies Research Group (CSRG) led by Dr. Angela Failler is designed to contribute new concepts and terms of ethical engagement for learning from histories of violence and conflict.
The project pays particular attention to the possibilities and limits of a human rights framework for grappling with “difficult knowledge” in the context of museums, curatorial practice, education, and research. The Canadian Museum for Human Rights (CMHR) serves as a catalyst and focal point for this project.

Impact of International Intergenerational Gender Alliances Countering Violence Against Women and GIrls in South Sudan and the DRC
Principal Applicant: Marilou McPhedran (Human Rights)
Award: $6,000
Based in the Institute for International Women's Rights - Global College, this project is oriented to concerns shared by community leaders in Manitoba's South Sudanese and Congolese diaspora communities. This project aims to strengthen leadership capacity and gender alliances within the Winnipeg diaspora communities of South Sudan and the Democratic Republic of Congo in order to raise awareness and implement harm prevention and reduction strategies for gender-based violence in those countries. The work includes participatory action research and capacity-building workshops, in support of the Girl Ambassadors for Peace project of the Global Network of Women Peacebuilders. The focus is on adapting the 'peace camp' model pioneered by Canadian Voice of Women for Peace for use in French and English.

Returning Pisim Finds her Miskanow to O-Pipon-Na-Piwin Cree Nation
Principal Applicant: Doris Wolf (English)
Award: $4,000
Pīsim Finds Her Miskanow is a picture book published last year for young people, and tells a story about Kayasochi Kikawenow, a young Cree woman who lived in northern Manitoba in the late 17th Century. The book is based on a week in the life of thirteen year-old Pīsim, the fictional name that storyteller, William Dumas, chose for Kayasochi. This book incorporates archeology, maps, Cree wisdom and songs. It has already won awards and high praise for its educational and storytelling
excellence.
The grant provides support for events in O-Pipon-Na-Pwin Cree Nation (South Indian Lake, Thompson), the community with which Kayasochi Kikawenow and Pīsim Finds Her Miskanow is rooted. This fulfills the researchers’ objective to return the story to the community in which Kayasochi Kikawenow lived, honouring the elders who provided information for the book and educating young people about their cultural heritage.

The Autonomous Indigenous Intercultural University of Cauca Indigenous Regional Council (UAINN-CRIC): An Ethical Affirmation of Indigenous Values in a Globalized World
Principal Applicant: Gabriel Nemogá (Indigenous Studies)
Award: $6,000
This project focuses on the Indigenous Education programs of the UAIIN-CRIC in Colombia. The proposal addresses a unique experience in Indigenous education that has affirmed ethical principles, institutions and practices in the middle of a chronic armed conflict and governmental policies that emphasize the exploitation of nature. The experience of the UAIIN-CRIC can potentially further human responsibility in  globalized world that is striving for participation, democracy and human security. In practice, the UAIIN process that building awareness about respecting Mother Earth and forming connections with other cultures is not only viable but necessary.

2011
"God Did Not Create Us To Be Slaves...": Renewal and Hope in the South Sudanese Community
Principal Applicant: Jane Barter Moulaison
Award: $2,200
The preliminary part of this project represents the applicants research area in feminist and liberation theology. Specifically, this project examined the manner in which the biblical narrative and idiom, together with indigenous culture and religious beliefs, became profound sources of hope for South Sudanese during the civil war from 1983-2005. The translation and publication of the hymns was achieved through the assistance of Mary Aluel Garang.
The second portion of this project is the development of a multi-disciplinary conference of researchers, politicians and policy analysts on the post-war situation in the Republic of South Sudan. The conference focused on two issues: women's human rights, and economic development in South Sudan.

Pisim Finds Her Miskanow
Principal Applicant: Mavis Reimer and Deborah Schnitzer
Award: $5,300
Starting in 2008, with the help of a SSHRC grant, the applicants have worked on developing a book for young people about the life of Kayasochi Kikawenow, a young Cree woman from northern Manitoba in the late 17th Century, and whose burual site was discovered in 1993. This book is intended as a prototype, the first in a series spanning the six seasons of the Rocky Cree year: fall, freeze-up, winter, spring, break-up, and summer. The intent is to root the picture books in the specific regional geography, climate, and culture of the Rocky Cree of northern Manitoba; to build on the anthropological and historical record of the life of Kayasochi Kikawenow; to develop an engaging account of the kinship relations, cultural activities, and material artifacts of the Rocky Cree that can be used in relation to the Aboriginal Perspective in the curriculum program being developed by the Manitoba Department of Education and Youth; and to tell the story in a mixture of English and Cree, using the ofrms of English sentences, but making key concepts available through their Cree terms.