University of Calgary

Aubrey Hanson

  • Associate Professor

Currently Teaching

Not currently teaching any courses.


Aubrey Jean Hanson is a member of the Métis Nation of Alberta and grew up in Calgary. Her ancestors trace back to Métis, German, Icelandic, French, Scottish, and English communities. Aubrey earned a BA (Honours) in English from the University of Victoria. She graduated from her BEd at OISE/UT and subsequently taught for the Toronto District School Board while completing her MEd at OISE/UT. After returning to Calgary, Aubrey taught in the Calgary Board of Education and then completed a PhD in Curriculum and Learning here at the University of Calgary. She joined the Werklund School of Education as a faculty member in 2015. Aubrey’s current research focuses on Indigenous literary arts, language arts curriculum, and Indigenous education.

Research & Scholarly Activity

Aubrey Hanson’s research focuses on the relationships between Indigenous literatures, education, and the resurgence of Indigenous communities. She investigates how the imaginative work of the Indigenous literary arts matters to Indigenous peoples' ongoing efforts to sustain healthy communities. In this work, she focuses on gender, sexuality, resilience, and urban space in relation to Indigenous literary arts.

Current Projects:

  • Books to Build On: Indigenous Literatures for Learning (ii' taa'poh'to'p Indigenous Strategy Grant, WSE Intercultural Capacity Grant)
  • Indigenous Creativity and Presence in the City: Unsettling and Reframing Calgary (SSHRC Insight Development Grant)
  • Oo’mahn’istay Iikakimaaks: You’ve Got a Story - Next Steps to a New Beginning (Werklund School of Education, Welcoming Indigenous Students to Campus)
  • Investigating Student Experiences Learning in Indigenous Education with and through the Land (Teaching and Learning Grant)



PhD, Educational Research, 2017
University of Calgary

MEd, Sociology and Equity Studies in Education, 2008
Ontario Institute for Studies in Education of the University of Toronto

BEd, Secondary Education, 2004
Ontario Institute for Studies in Education of the University of Toronto

BA (Honours), English, 2001
University of Victoria

Professional & Community Affiliations

Dr. Aubrey Hanson is a member of the Métis Nation of Alberta and the President of the Canadian Association for the Study of Indigenous Education (CASIE), a constituent association of the Canadian Society for the Study of Education (CSSE). She Co-Coordinates the MEd Interdisciplinary Option Indigenous Education: A Call to Action. She has served as an Executive member of the Indigenous Literary Studies Association (ILSA), as a member of the Alberta Métis Education Council, and has organized a number of conferences and events focused on arts, education, and Indigenous community. She is, or has been, a member of the following scholarly organizations:

  • American Educational Research Association (AERA)

  • Association of Canadian College and University Teachers of English (ACCUTE)

  • Canadian Association for Commonwealth Literature and Language Studies (CACLALS)

  • Canadian Association of University Teachers of German (CAUTG)

  • Canadian Society for the Study of Education (CSSE)

  • Indigenous Literary Studies Association (ILSA)

  • Native American and Indigenous Studies Association (NAISA)

Recent Publications

 Hanson, A. (2020). Literatures, communities, and learning: Conversations with Indigenous writers. Wilfrid Laurier University Press. (Publisher listing)

Coupal, M., Hanson, A., & Henzi, S.,(Eds). (2020). Sovereign histories, gathering bones, embodying land [Special issue.] Studies in American Indian Literatures, 32(3-4). (Journal website)

Hanson, A. & McKegney, S. (2021). Indigenous studies in the United States and Canada. Oxford Research Encyclopedia of Literature. Oxford University Press.

Hanson, A. (2020). Reading Chrystos for feminisms that honour two-spirit erotics. In S. Nickel & A. Fehr (Eds.), In good relation: History, gender, and kinship in Indigenous feminisms (pp. 123-135). University of Manitoba Press. (Publisher listing)

Hanson, A. (2020). Teaching Indigenous literatures for decolonization: Challenging learning, learning to challenge. Alberta Journal of Educational Research, 66(2), 207-222. (Available online)

Poitras Pratt, Y., & Hanson, A. (2020). Indigenous instructors’ perspectives on pre-service teacher education: Poetic responses to “difficult” learning and teaching. Race, Ethnicity and Education. (Available online)

Morris, M., & Hanson, A.J. (2019). Remembrance across borders: A dialogue on one educator’s experience of studying Indigenous education in Germany. Seminar: A Journal of Germanic Studies, 55(4), 360-378. (Available online)

Hanson, A. (2019). Holding home together: Katherena Vermette’s The Break. Canadian Literature, 237, 27-45. (Journal website)

Hanson, A. (2018). Relational encounters with Indigenous literatures. McGill Journal of Education 53(2), 312-330. (Available online)

Hanson, A. (2018). On teaching queer Indigenous literatures. English in Australia: Journal of the Australian Association for the Teaching of English 53(2), 68-72. (Journal website)

Poitras Pratt, Y., Louie, D.L., Hanson, A.J., & Ottmann, J. (2018). Indigenous education and decolonization. Oxford Research Encyclopedia of Education. Oxford University Press. (Journal website)

Hanson, A.J. (2017). Reading for reconciliation? Indigenous literatures in a post-TRC Canada. English Studies in Canada 43(2-3), 69-90. (Journal website)

Louie, D.L., Poitras Pratt, Y., Hanson, A.J., & Ottmann, J. (2017). Applying Indigenizing principles of decolonizing methodologies in university classrooms. Canadian Journal of Higher Education 47(3), 16-33. (Journal website)

Poitras Pratt, Y., Lalonde, S., Hanson, A., & Danyluk, P. (2017). Responding to the TRC Calls to Action: Indigenizing a graduate program. In P. Preciado Babb, L. Yeworiew, S. Sabbaghan, & J. Lock (Eds.), Selected proceedings of the IDEAS conference: Leading educational change (pp. 104-112). Calgary, Canada: Werklund School of Education, University of Calgary. (Available online)

Lund, D.L., Holmes, K., Hanson, A., Sitter, K., Scott, D., & Grain, K. (2017). Exploring duoethnography in graduate research courses. In J. Norris & R.D. Sawyer (Eds.), Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy (pp. 111-129). New York, NY: Palgrave Macmillan.

Hanson, A., & Daniels, D.L. (2015, September.) If these walls could talk: The physical traces of residential schools. The Walrus 12(7), 24-33. [Visual essay: Photography by Lana Šlezić.] (Available online)


  • Experiential Learning Project in Sustainability Award, University of Calgary Sustainability Awards (2020)—UCalgary Feature
  • ACCUTE F.E.L. Priestley Prize for Best Article in English Studies in Canada (2019)—Twitter
  • University of Calgary Teaching Award for Teaching in Online Environments (2018)—Werklund Media Feature
  • Avenue Magazine's Top 40 Under 40 (2017)—Avenue Feature

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