Missing the Bus
2022
Olivia Macdonald Mager, Dr. Adele Perry, Dr. Jocelyn Thorpe, Dr. Karine Duhamel

Dr. Adele Perry, Director of the Centre for Human Rights Research worked alongside Co-Investigator Jocelyn Thorpe and Collaborator Karine Duhamel in this SSHRC and Infrastructure “Knowledge Synthesis” project that examines the connections between public transit, especially intracity or long distance transit, and Indigenous women and Two-Spirit Plus people in Western Canada.

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Missing the Bus: Indigenous Women and Two-Spirit Plus People and Public Transit in Western Canada
2022
Dr. Adele Perry, Dr. Jocelyn Thorpe, Dr. Karine Duhamel

Dr. Adele Perry, Director of the Centre for Human Rights Research worked alongside Co-Investigator Jocelyn Thorpe and Collaborator Karine Duhamel in this SSHRC and Infrastructure “Knowledge Synthesis” project that examines the connections between public transit, especially intracity or long distance transit, and Indigenous women and Two-Spirit Plus people in Western Canada.
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Human Rights and Historic Wrongs in Canada: An Annotated Bibliography
2022
Lilja Best, Karen Brglez, Issac Hudson Foy, Ebrahim Jarkas, Kyla-Gabrielle Kent, Jayson Gislason, Cooper Grift, Victor Kliewer, Jonathan Hildebrand, Olivia Macdonald Mager, C. Papaioannou, Blake Mueller, Halle Rempel, Bailey Rostek, Ericka Santos, Thea Wortley
This annotated bibliography is a collaborative project of History 4000/7772, Human Rights and Historic Wrongs in Canada, University of Manitoba, Winter 2022, professor Adele Perry. Entries are in alphabetical order, and you can navigate by searching for keywords.

Canadian Aboriginal Law
2024
Carlie Kane

Canadian Aboriginal law is a body of law in Canada that focuses on the rights and issues of Indigenous peoples (First Nations, Métis and Inuit) in Canada. Aboriginal law is different from Indigenous law. Indigenous law refers to legal traditions, customs and practices of Indigenous peoples. To further clarify, Aboriginal law is generally considered to be the law of the state (Canada), and comes from legislation and the common law through the courts and the Constitution; whereas, Indigenous law refers to Indigenous peoples’ own law, such as customs, songs, dances, stories, language, and ceremonies.
– Carlie Kane, J.D., Former Research Assistant, Centre for Human Rights Research
This document is a compilation of Indigenous legal resources from various scholars and resources. A full reference list is available at the end of the resource guide.
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Research in the Age of COVID
2022
Dr. Pauline Tennent

On Sept. 21, 2022, researchers from a variety of disciplines discussed their experiences – good, difficult, surprising – in conducting research in the age of COVID. This was an opportunity to reflect, learn, grow & move forward as we figure out how to do research in the middle of a pandemic with far reaching and long lasting human rights implications.
In March 2020, when the World Health Organization declared the novel coronavirus outbreak a global pandemic, almost every aspect of our lives abruptly changed. For researchers across diverse disciplines, this included not only the research we do, but importantly, the way we do research. Lockdowns meant the cancelling of overseas travel plans, as well as plans to work in many rural and remote communities. A commitment to social distancing meant that building research relationships and collecting data, which typically relies on face-to-face interactions, moved to virtual settings bringing with it a host of barriers including access and availability of internet and communication networks, use of communication technologies, as well as technical know-how and skill for researchers and community members alike. Many researchers also shifted to new areas of inquiry in response to not only the pandemic but other human rights crises that were occurring alongside.

Recognizing this time of immense change and its impact on the research landscape, on September 21, 2022, the Centre for Human Rights Research at the University of Manitoba focused its Methods and Mediums workshop series on “Research in the Age of COVID.”
Panelists included:
- Michelle Driedger, Rady Faculty of Health Sciences, University of Manitoba (UM)
- Stewart Hill, Manitoba Keewatinowi Okimakanak Inc.
- Kiera Ladner, Political Science and Mamawipawin, UM
- Shirley Thompson, Natural Resources Institute, UM, and
- Lori Wilkinson, Sociology, UM.
Panelists spoke briefly about their research projects – exploring health communication messaging around the pandemic, water governance in God’s Lake, food insecurity and housing crises in First Nations communities in Manitoba, the impact of the pandemic on Indigenous and newcomer communities throughout Canada, the US and Mexico, as well as the arrival of Afghan newcomers to Canada and their settlement needs and challenges in the midst of a global pandemic. And while these research projects utilized diverse methods (ex., participatory methods, survey data, content analysis, focus groups, in-depth interviews) and methodologies, they all had as a common thread a commitment to research that is critical, emancipatory in nature, ethical, responsive, and rooted in the community.

Our panelists, like other researchers working on issues related to equity and human rights in the context of COVID and neoliberalism, face pressures such as a demand for standardized research, controlled experiments, and a rapid turnaround of data into results. Such approaches are often rooted in colonial structures and frameworks that privilege positivist ways of knowing – they do not, and cannot, capture the complexity of lived experience.
Dr. Janet Smylie, a Métis scholar from the University of Toronto set up an Indigenous clinical research model to respond to unmet COVID-19 response needs for First Nations, Inuit, and Métis peoples living in Tkaronto. Alongside her team, she set up an Indigenous-specific testing centre that subsequently provided vaccination and used a wraparound support model for its clients, where everyone who came was treated in a good way, was supported as needed for their unmet material, health and social service needs, and all received a call back about the test result (even when it was negative). Smylie and her colleagues referred to this approach as “feast testing” as opposed to the “fast food testing” model that was happening at other centres. Echoing the words of Dr. Smylie, panelists shared their concerns over the risk of prioritizing “fast food research” resulting from pressures from government, academia, and from funding agencies. Panelists instead advocated for research that is rooted in an ethics of care, and that can has the time and resources necessary to build trust with communities and develop genuine relationships – virtual or otherwise. They spoke of a need for longitudinal research that can capture that changing complexity of people’s lives in a context of growing inequalities.
“Human rights are our best guide through this crisis and must be embraced in its aftermath.”Alex Neve, Former Secretary General of Amnesty International Canada
COVID-19 is a human rights crisis. It has exposed pre-existing inequalities and inequities in our society and exacerbated those fault lines. Moving forward, research on human rights must account for the ways that the social determinants of health intersect and interact impacting individuals, communities, and society. In the context of not only the pandemic but also in the colonial context that is Canada, there is a particular need for data sovereignty for Indigenous communities to ensure that research works for the needs and desires of the community and contributes to their self-determination.
For more information on ‘Research in the Age of COVID’, please see here as a starting point.

Research in the Age of COVID: Resource Guide
2022
CHRR

On Sept. 21, 2022, researchers from a variety of disciplines discussed their experiences – good, difficult, surprising – in conducting research in the age of COVID. This was an opportunity to reflect, learn, grow & move forward as we figure out how to do research in the middle of a pandemic with far reaching and long lasting human rights implications.
Doing Fieldwork in a Pandemic. A Crowdsourced document initiated and edited by Deborah Lupton in 2020; revised by Deborah Lupton 5 July 2021. Available at:
https://docs.google.com/document/d/1clGjGABB2h2qbduTgfqribHmog9B6P0NvMgVuiHZCl8/mobilebasic
Adegun, A., & Thompson, S. (2021). Higher COVID-19 rates in Manitoba’s First Nations compared to non-First Nations linked to limited infrastructure on reserves. The Journal of Rural and Community Development, 16(4). ISSN: 1712-8277. https://journals.brandonu.ca/jrcd/article/view/2062
Blacksmith, C., Thompson, S., Hill, S., Thapa, K. & Stormhunter, T. (2021). The Indian Act virus worsens COVID-19 outcomes for Canada’s native people. In Alex Neve (Ed), Canadian Year Book on Human Rights’ special issue on COVID-19, 2021. Ottawa: University of Ottawa Centre for Human Rights Press.
Centre for Critical Qualitative Health Research. (2021, Sept. 28). COVID-19 Resources. Retrieved from: https://ccqhr.utoronto.ca/resources/covid-19/.
Hill, S. Bonnycastle, M. & Thompson, S. (2020). COVID-19 Policies Increase the Inequity in Northern Manitoba’s Indigenous Communities. In Rounce and Levasseur (Eds), COVID-19 in Manitoba: Public Policy Responses to the First Wave. Winnipeg, University of Manitoba Press. https://uofmpress.ca/files/9780887559501_web.pdf
Hill, Stewart. 2020. The Autoethnography of an Ininiw from God’s Lake, Manitoba, Canada: First Nation Water Governance Flows from Sacred Indigenous Relationships, Responsibilities and Rights to Aski. (Unpublished doctoral dissertation). University of Manitoba, Winnipeg.
Love, R.P., Hardy, B.J., Heffernan, C., Heyd, A., Cardinal-Grant, M., Sparling, L., Healy, B., Smylie, J., Long, R.. (2022). Developing Data Governance Agreements with Indigenous Communities in Canada: Toward Equitable Tuberculosis Programming, Research, and Reconciliation. Health and Human Rights Journal 24(1):21-33.
Marino, E., Rivera-Gonzalez, J., Benadusi, M., Dietrich, A., Hamza, M., Jerolleman, A., Adams, K. (2020). COVID-19 and All the Things That Kill Us: Research Ethics in the Time of Pandemic. Practicing Anthropology 42(4): 36–40. doi: https://doi.org/10.17730/0888-4552.42.4.36
National Centre for Research Methods. 2020. Changing Research Practices. Retrieved from: https://www.ncrm.ac.uk/research/socscicovid19/
Polyzois, P. & Thompson, S. (2021) Practical Mitigation Strategies for Countering the Spread of Aerosolized COVID-19 Virus (SARS-CoV-2) Using Ventilation and HEPA Air Purifiers: A Literature Review. Journal of Geoscience and Environment Protection, 9, 166-197. doi: 10.4236/gep.2021.99010.
Roy, R., & Uekusa, S. (2020). Collaborative autoethnography: “self-reflection” as a timely alternative research approach during the global pandemic. Qualitative Research Journal, 20(4): 383-392. https://doi.org/10.1108/QRJ-06-2020-0054
Singh, N., Lokot, M., Undie, C., Onyango, M., Morgan, R., Harmer, A., Freedman, J., and Heidari, S. (2021). Research in forced displacement: guidance for a feminist and decolonial approach. The Lancet 397(10274): 560-562.
Surmiak, A., Bielska, B., Kalinowska, K. (2022). Social Researchers’ Approaches to Research Ethics During the COVID-19 Pandemic: An Exploratory Study. Journal of Empirical Research on Human Research Ethics, 17(1-2):213-222. https://doi.org/10.1177/15562646211055056
Teti, M., Schatz, E., & Liebenberg, L. (2020). Methods in the Time of COVID-19: The Vital Role of Qualitative Inquiries. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920920962
Thompson, S., Bonnycastle, M. & Hill, S. (2020). COVID-19, First Nations and Poor Housing: “Wash hands frequently” and “Self-isolate” akin to “let them eat cake” in First Nations with Overcrowded Homes lacking Piped Water. CCPA: Winnipeg. ISBN: 978-1-77125-505-9. Retrieved from: https://www.policyalternatives.ca/publications/reports/covid-19-first-nations-and-poor-housing
Tuhiwai Smith, L. (2020). A story about the time we had a global pandemic and how it affected my life and work as a critical Indigenous scholar. In Routledge Handbook of Critical Indigenous Studies, 1 st ed. Routledge

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Research Questions, Academic Writing, and Presenting
2022
Ha Bich Dong, Carlie Kane, Corey Petsnik, Dr. Shayna Plaut

This resource guide is for students to help them get started on a writing project with tips on how to generate your research question and present your work for different audiences.
Research Questions, Academic Writing, and Presenting
Start with the audience. Who IS your audience?
- Do they have previous knowledge of the issue?
- Are they coming from an academic background?
- Demographic questions – ages, linguistic backgrounds
Thinking about your audience will help shape both the content and the style of your presentation. It will impact the language you use including the amount of slang/jargon used in your presentation as well as the length and formality/informality of the presentation.
Don’t assume that the presentation needs to be formal – it depends on the goals of the presentation, as well as the audience. Don’t be afraid to adapt your language/medium depending on the goals and audience of the presentation.
Think about the different ways you can share your information and your research. There are multiple formats such as:
- Podcasts
- Infographics
- Roundtables
- Powerpoint/Prezi
- Video
When planning your presentation, think about how much information you want people to walk away with. A useful exercise is to consider what are the three most important things the audience should know after listening to your presentation.
Often LESS text is worth more! Any text that you have on a presentation should be complimented by visuals that will trigger thought and the ability to remember the information presented.
Remember to define your terms in the way that you are using them because, if you fail to do that, the audience will use their definition which may, or may not, be the same.
When first beginning to start research, ask yourself:
- How to plan / outline this research report?
- Who is the audience?
- What do I want to convey to the audience reading the research? Or what three things do I want to make sure they walk away knowing.
The beautiful thing about research is that it often doesn’t stick to the same path you initially had in mind rather it changes as the research changes. This is NOT a bad thing – it shows growth through the research process. In other words, the goal of your research will most likely remain steady but the research process, and findings, and analysis will be dynamic
Some things that would be a hiccup or challenge would be:
- to make sure the research is thorough but succinct. It should answer the question or address the research goal but also be digestible to the audience
- Linking research with previous research (the research itself tells a story; tell a story with the research) but also recognize you are not going to know everything
- Stimulating questions that engage the audience and the researcher
- Why is your research important?
- How would you expand your research?
- How could the findings be used?
- What would you improve?
- “Am I on the right track?” When writing bigger research reports, there is often a lull period and it can be a bit discouraging. Don’t worry! This is part of the process. Having another person (or 2 or 3) to help read your work and ask the questions you may not even be able to see is important. It can also help you with motivation
- Setting deadlines; deadlines can enable motivation, goal setting and accountability. Speaking of accountability, if you are in a writing group or working collaboratively with others this form of external accountability can be helpful.
- Be familiar with the platform that will be used (e.g., Teams, Zoom, Google Meet, BlueJeans, etc.)
- Double-check audio, speaker, and camera prior to the presentation
- If need to share screen, make sure the host has enabled that function
- Avoid places with lots of background noise (e.g., construction)
- Make sure to have a stable internet
- Use virtual background or blur background if needed
- If possible, enable closed caption to increase accessibility
For other types of presentations that include visuals:
- Be mindful of accessibility
- This could mean making sure the font size is large enough (for printed materials, typically no font size smaller than 9 points);
- Or to use images and colours with high contrast. Colour combos like red and blue or red and green have similar contrast and thus can be very difficult for people with colour vision deficiency;
- If information is not organized clearly or presented with no focal points, it could be difficult for some neurodiverse people. For example, use a title, heading, sub-heading, etc. if needed. Also, avoid using multiple typefaces (fonts) together (the rule of thumb is no more than 3) and avoid using typefaces that are hard to read.
Limit use of text, especially bulleted lists. What you have included on the slide and what you are saying out loud will compete for audience members’ attention and they will have difficulties focusing on both, particularly if there is a lot of text.
If it is necessary to use bullet points present items individually and allow audience members adequate time to digest each point before moving on. Make sure the text is an appropriate size (e.g., 24 point or larger) and presented in a font type and colour that is easier for all audience members to see (e.g., sans serif fonts, such as Arial, Calibri, Tahoma are particularly good). Also avoid clutter and overwhelming the audience by ensuring that each item is concise (e.g., not more than 2 lines per bulleted item).
Instead of lots of text and bulleted lists utilize images, graphics, video clips, figures, tables, diagrams, or some other sort of visual to capture the main idea for each slide. If possible, select a visual that is relevant and familiar to the audience. This will help the audience connect your work to their own experiences and prior knowledge and enhance the likelihood that they engage with and remember it. Also focus their attention on the most important elements either verbally or through the use of colours, shading, or animation and break down complicated images (e.g., graphs, tables, statistical or theoretical models) piece-by-piece.
Much like PowerPoint slides, it is best to try to limit the amount of text on a poster. Posters should be clear and concise and highlight only the most essential information about your research. You can elaborate on other details as you “walk people through” the poster and answer questions or you could include them in a separate handout. The 20-40-40 rule is a good guide for how to structure a poster: 20% text, 40% graphics, 40% empty space.
The poster should be organized in an easy to follow and logical layout with information arranged in different sections (e.g., Introduction, Results, etc.) offset and accentuated by empty space.
One way to organize a poster is referred to as “pure column” wherein the information is presented in columns starting from the top left through to the bottom right and the reader/audience works down and up the columns from left to right (see image below).
An alternative way to organize a poster is referred to as “pure row” wherein information is again presented starting from the top left through to the bottom right, but is organized in rows rather than columns and the reader/audience works across the rows from left to right (see image below).
Pure Column Layout

Pure Row Layout

Text size should be large to ensure that your poster is easy to read from a distance. See guides for size of text of different elements below:
- Title: 96 point
- Author names: 72 point
- Affiliations: 36-40 point
- Section headings (e.g., Introduction, Methods): 36 point
- Supporting text: 24 point
- Conclusion: 36 point
- Methods/references (if applicable): 18 point
Employ sans serif fonts (e.g., Arial) that are simple and easy to read.
Boldface, capitalization, underlining, or colour can be used judiciously to emphasize certain key pieces of information.
Figures and tables should only highlight the most essential information. Font should be large, lines and labels should be big/thick and colour coded. A summary can be helpful to highlight the “take home message” from the figure or table.
Figures, tables, and any other included visual elements should be relevant to the work highlighted by the poster and be clear and of a high resolution/quality.

Human Rights Cities: A Resource Guide
2022
Dr. Pauline Tennent

Human Rights Day is celebrated by the international community every year on 10 December. It commemorates the day in 1948 that the United Nations General Assembly adopted the Universal Declaration of Human Rights.In recognition of Human Rights Day, the CHRR alongside the Centre for Social Science Research and Policy at the University of Manitoba will host a virtual conversation entitled ‘Imagining the ‘Peg as a Human Rights City.’
For more information on Human Rights Cities, please see as a starting point:
Legal Conventions, Declarations, Frameworks
Canadian Charter of Rights and Freedoms, Part 1 of the Constitution Act, 1982, being Schedule B to the Canada Act 1982, 1982, c 11.
United Nations (UN) General Assembly. The Universal Declaration of Human Rights (UDHR). New York: United Nations General Assembly, 1948.

UN General Assembly. Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), 18 December 1979, United Nations, Treaty Series, vol. 1249, p. 13.
UN General Assembly, International Convention on the Elimination of All Forms of Racial Discrimination, 21 December 1965, United Nations, Treaty Series, vol. 660, p. 195.
UN General Assembly. Convention on the Rights of Peasants, 28 September 2018. United Nations, 39th session.
UN General Assembly. Convention on the Rights of Persons with Disabilities: resolution / adopted by the General Assembly, 24 January 2007, A/RES/61/106.
UN General Assembly, Convention on the Rights of the Child, 20 November 1989, United Nations, Treaty Series, vol. 1577, p. 3.
UN General Assembly. United Nations Declaration on the Rights of Indigenous Peoples. resolution / adopted by the General Assembly, 2 October 2007, A/RES/61/295.
UN General Assembly. International Covenant on Civil and Political Rights, 16 December 1966, United Nations, Treaty Series, vol. 999.
UN General Assembly. International Covenant on Economic, Social and Cultural Rights, 16 December 1966, United Nations, Treaty Series, vol. 993, p. 3
** For more information on the core United Nations human rights instruments and their monitoring bodies, see: https://www.ohchr.org/en/core-international-human-rights-instruments-and-their-monitoring-bodies
On Human Rights and Human Rights Cities
Danish Institute for Human Rights. 2020. Human rights impact assessment guidance and toolbox.
Global Charter – Agenda for Human Rights in the City: www.uclg-cisdp.org/sites/default/files/UCLG_Global_Charter_Agenda_HR_City_0.pdf
Human Rights Cities Alliance: www.uclg-cisdp.org/en/observatory/national-human-rights-cities-alliance
Human Rights Cities Network: https://humanrightscities.net/who-we-are/
McCracken, Molly. 2019. Poverty in the Hometown of Human Rights. Winnipeg: Canadian Centre for Policy Alternatives Manitoba Office.
Raoul Wallenberg Institute. 2020. What is a Human Rights City: https://rwi.lu.se/blog/what-is-a-human-rights-city/
Smith, Jackie and Joshua Cooper. 2019. Bringing human rights home: new strategies for local organizing. OpenGlobalRights.
US Human Rights Network: www.ushrnetwork.org/
University of Minnesota Human Rights Library: http://hrlibrary.umn.edu/
World Human Rights Cities Forum. 2014. Gwangju Guiding Principles for a Human Rights City.
MMIWG2S+
Aboriginal Justice Implementation Commission. 1999. The Deaths of Helen Betty Osborne and
John Joseph Harper. Commissioners A.C. Hamilton and C.M. Sinclair.
Amnesty International – Canada. 2004. Stolen Sisters: A Human Rights Response to Discrimination and Violence against Indigenous Women in Canada.
Gunn, Brenda. 2017. Engaging a Human Rights Based Approach to the Murdered and Missing Indigenous Women and Girls Inquiry. Lakehead Law 2(2): 89-116.
Ladner, Kiera and Shawna Ferris. A digital archive of the Walking With Our Sisters project initiated by Métis artist and activist Christi Belcourt.
National Inquiry into Missing and Murdered Indigenous Women and Girls. 2019. Reclaiming Power and Place: the Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls.
National Inquiry into Missing and Murdered Indigenous Women and Girls. 2019. Calls for Justice.
Native Women’s Association of Canada. 2009. Voices of our Sisters in Spirit: A Report to Families and Communities. 2nd ed.
Perry, Adele, Jocelyn Thorpe and Karine Duhamel. 2021. Missing the Bus: Indigenous Women and Two-Spirit Plus People and Public Transit in Western Canada. Podcast and report available here.
On Indigenous and Human Rights
At the Forks. A meeting place for conversation and information about the intersection between Indigenous rights and human rights, with a focus on the prairies and its neighbours led by Dr. Adele Perry and Dr. Kiera Ladner, University of Manitoba.
Aboriginal Law Resources, see: https://chrr.info/other-resources/aboriginal-law-resources/
Gunn, Brenda. 2011. Understanding and Implementing the Universal Declaration on the Rights of Indigenous Peoples: An Introductory Handbook. Winnipeg.
On Human Rights Education
Freire, Paulo, 1921-1997. Pedagogy of the Oppressed. New York: Continuum, 2000.
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Fighting for Reproductive Rights: Resource Guide
July 19, 2022
Ha Bich Dong, Women's Health Clinic
On July 13, 2022 the Centre for Human Rights Research at the University of Manitoba hosted an informative, webinar roundtable discussion “Fighting for Reproductive Rights in 2022.”
This discussion brought together a variety of scholars and advocates – and those who identify as both – including Karen Sharma, Nahanni Fontaine, Kemlin Nembhard, Dr. Sarah Elvins, and Dr. Lindsay Larios, to provide context, information and solidarity as we move forward.
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Whether you are passionate about interdisciplinary human rights research, social justice programming, or student training and mentorship, the University of Manitoba offers opportunities to support the opportunities most important to you.
Fighting for Reproductive Rights in 2022
July 13, 2022
Karen Sharma, Nahanni Fontaine, Kemlin Nembhard, Dr. Sarah Elvins, Dr. Lindsay Larios

On July 13, 2022 the Centre for Human Rights Research at the University of Manitoba hosted an informative, webinar roundtable discussion “Fighting for Reproductive Rights in 2022.”
This discussion brought together a variety of scholars and advocates – and those who identify as both – including Karen Sharma, Nahanni Fontaine, Kemlin Nembhard, Dr. Sarah Elvins, and Dr. Lindsay Larios, to provide context, information and solidarity as we move forward.

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