Co-Principal Investigator | Pillar 1: Indigenous Internationalism & Nationhood

Jeff Corntassel


Dr. Jeff Ganohalidoh Corntassel is a writer, teacher and father from the Cherokee Nation. He is a Professor in Indigenous Studies, and cross-listed Professor in the Political Science Department at the University of Victoria as well as Associate Director of the Centre for Indigenous Research and Community-Led Engagement (CIRCLE). Corntassel is a Co-PI with Dr. Emmanuel Brunet-Jailly on the 7-year SSHRC partnership grant entitled “21st Century Borders” and is the lead of Pillar 1 for that grant focusing on Indigenous Internationalism.  Jeff’s research and teaching interests focus on “Everyday Acts of Resurgence” and the intersections between Indigenous internationalism, community resurgence, climate change, gender, and community well-being.  situates his work at the grassroots with many Indigenous led community-based programs and initiatives ranging from local food movement initiatives, land-based renewal projects to gendered colonial violence and protection of homelands. He is currently completing work for his forthcoming book on Sustainable Self-Determination, which examines Indigenous climate justice, food security, and gender-based resurgence.

Jeff Corntassel

Publication Highlights

AlterNative An International Journal of Indigenous Peoples

Everyday Indigenous Resurgence During COVID-19: A Social Media Situation Report

For Indigenous Nations on Turtle Island (Canada and the USA), the onset of COVID-19 has exacerbated food insecurity and adverse health outcomes. This situation report examines ways that Indigenous peoples on Turtle Island have met the challenges of the pandemic in their communities and their daily practices of community resurgence through social media. Drawing on the lived experiences of four Indigenous land-based practitioners, we found that social media can offer new forms of connection for Indigenous peoples relating to our foods, lands, waterways, languages, and our living histories.

Decolonization: Indigeneity, Education & Society

Re-envisioning Resurgence: Indigenous Pathways to Decolonization and Sustainable Self-determination

By drawing on several comparative examples of resurgence from Cherokees in Kituwah, Lekwungen protection of camas, the Nishnaabe-kwewag “Water Walkers” movement, and Kanaka Maoli (Native Hawaiian) revitalization of kalo, this article provides some insights into contemporary decolonization movements. The politics of distraction is operationalized here as a potential threat to Indigenous homelands, cultures and communities, and the harmful aspects of the rights discourse, reconciliation, and resource extraction are identified, discussed, and countered with Indigenous approaches centered on responsibilities, resurgence and relationships. Overall, findings from this research offer theoretical and applied understandings for regenerating Indigenous nationhood and restoring sustainable relationships with Indigenous homelands.

International Review of Education

Educate to Perpetuate: Land-based Pedagogies and Community Resurgence

The authors of this article examine ways in which land-based pedagogies can challenge colonial systems of power at multiple levels, while being critical sites of education and transformative change. Drawing on a multi-component study of community practices in the Cherokee Nation conducted by the second author, this article examines strategies for fostering what have been termed “land-centred literacies” as pathways to community resurgence and sustainability. The findings from this research have important implications for Indigenous notions of sustainability, health and well-being and ways in which Indigenous knowledge can be perpetuated by future generations.