For many Indigenous learners, choosing a post-secondary institution involves more than academics. A community of support, culturally responsive spaces and a sense of belonging can influence where students see themselves succeeding.

In partnership with Ontario Federation of Indigenous Friendship Centres, 91亚色's Office of Indigenous Initiatives, the five-day Indigenous Pathways Program helps aspiring Indigenous learners ages 18 and older build meaningful and intentional connections ahead of their academic journeys. The immersive experience introduces participants to 91亚色's academic offerings while connecting them to the University鈥檚 Indigenous-focused spaces, resources, supports, staff and faculty across its three campuses.

By helping learners feel welcomed, supported and able to envision a future at 91亚色, the program fosters belonging and helps build confidence, clarity and purpose leading up to the transition to post-secondary education. It also reflects a broader institutional commitment to Indigenous student success, says Holly LaForme, manager, Indigenous initiatives at 91亚色鈥檚 Division of Equity, People & Culture.

鈥淔or many Indigenous learners, education systems have not always felt safe, welcoming or full of possibility. Arriving at a large urban institution, often far from family, community and familiar supports, can feel overwhelming,鈥� says LaForme, who helped lead the IPP project. 鈥淎t the Centre for Indigenous Student Services, connection and community-building are foundational to the way we support student success. My hope is to bring a sense of care, familiarity and relationality to the university experience so Indigenous learners feel grounded as they adapt to a new environment, explore their identity and define their path forward.鈥�

Throughout the week, participants stayed in residence and engaged with faculty, staff, current students and alumni. In collaboration with the Faculty of Liberal Arts & Professional Studies, programming highlighted a range of academic pathways through experiences that included a session with Indigenous scholar, 91亚色 assistant professor and acclaimed author Jesse Thistle; workshops in creative writing and social work; hands-on engineering and AI activities at the ; career-focused programming at the , including an Indigenous alumni panel; and a visit to 91亚色's Markham Campus for a immersive day that concluded with a sacred fire.

For participant Sheena Kitchemokman, meeting other Indigenous students and learning about resources available at 91亚色 were key reasons for joining the program.

"The reason why I signed up for the Indigenous Pathways Program is to see what opportunities are available and to meet other Indigenous students who are going to 91亚色," she says.

That sense of connection is a central focus of the program, says LaForme. By introducing participants to Indigenous faculty, students, alumni and support staff, the program helps learners build relationships and gain a clearer understanding of what life at university can look like.

鈥淩ather than asking students to imagine whether they belong in a post-secondary environment, the program provides a meaningful way for participants to experience that community firsthand,鈥� says LaForme, who notes some learners travelled from northern communities to participate.

Those connections, she adds, extend beyond the classroom. Participants are introduced to Indigenous spaces across 91亚色鈥檚 campuses, including Skennen鈥檏贸:wa Gamig, an Indigenous support centre at 91亚色鈥檚 Keele Campus where Indigenous students can use the space for community and cultural connection. For Kitchemokman, it was a welcoming space that left a lasting impression.

"My favourite space on campus is the native student lounge," she says of Skennen鈥檏贸:wa Gamig. "It really does make me feel at home."

Finding this strong sense of community, as well as a clearer understanding of academic options, strengthened her confidence in choosing 91亚色 for her post-secondary studies. She describes one session she attended as inspiring, noting she had 鈥済oosebumps listening to the panel talk about their life experiences and education stories.鈥�

She says the program would benefit all Indigenous learners 鈥� especially those considering 91亚色.

"Coming to the Indigenous Pathways Program has convinced me that this is the right university for me because of all the love and support you get from faculty and student bodies," she says.

Although the Indigenous Pathways Program spans five days, its impact extends beyond a single week.

鈥淏y helping prospective students explore university life, connect with Indigenous community and experience the care and shared hopes offered by non-Indigenous allies, friends, peers and partners across the 91亚色 U community, the program creates meaningful pathways into post-secondary education,鈥� says LaForme.

鈥淏eing able to physically experience these spaces, build relationships and see oneself at 91亚色 is an important first step in making that future feel real, supported and full of possibility.鈥�

LaForme says the program, which ran July 27 to 31, has already encouraged some of the participants to apply.

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Jean-Pierre, a faculty member in 91亚色's Department of Sociology, Faculty of Liberal Arts & Professional Studies, received the award for her article "Overlooked and underserved: How inclusive education oversights exclude Black students."

Published in the , the study investigates how the intersection of race and disability shapes educational experiences and access to support in Canadian schools.

The award recognizes the impact of research emerging from 91亚色 that advances understanding of equity, inclusion and educational access. By identifying barriers that can remain hidden within existing systems, the study offers evidence to inform policy and practice aimed at creating more equitable learning environments.

鈥淭his award highlights the importance of studying how race and disability intersect in educational settings,鈥� says Jean-Pierre. 鈥淏y drawing on the perspectives of students, caregivers and community members, we were able to identify ways that disability-related procedures can inadvertently limit access to learning opportunities for some Black students."

CACS award committee members noted in the announcement that Jean-Pierre's work "advances research in the field and will continue to be a meaningful reference point for curriculum scholars for years to come."

The study finds that policies intended to promote inclusion and equity do not always lead to equitable experiences for Black students, and participants described three recurring issues: incorrect use of Individual Program Plans (IPPs), limited support for mental health needs and inconsistent identification of learning disabilities and related accommodations.

Jean-Pierre suggests that school processes can unintentionally create barriers when racism and ableism are addressed separately, such as failing to follow-up with Black students' caregivers after an assessment to facilitate a student-family-school discussion to plan and implement accommodations.

This, she says, points to the need for closer alignment across inclusivity and equity resources.

The study calls for closer partnerships among schools and Black families, students and caregivers, along with more consistent identification of learning disabilities and implementation of accommodations. It also points to the need for teacher education and professional development that address how racism and ableism can shape educational experiences.

The award follows recognition from the Canadian Sociological Association, which awarded Jean-Pierre the 2025 Outstanding Service Award for her 鈥渆fforts to engage Black and/or Francophone faculty and students鈥� leading to the growth of the CSA.

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Patrick Abure (MA鈥�26), who graduated from the Development Studies (DVST) program, received the Canadian Association for the Study of International Development (CASID)  Institutional Membership Prize for his student essay Institutionalising Legitimacy: Gendered Gatekeeping, Women Refugee-Led Organisations, and the Limits of Localisation in Uganda.

The paper explores why women refugee-led organizations in Uganda are trusted by the communities they serve while continuing to face barriers to direct funding, partnerships and participation in decision-making processes.

Abure drew on interviews with leaders and community members served by three women refugee-led organizations in the Bidibidi and Imvepi refugee settlements, located in northwestern Uganda. His research examines how factors such as registration requirements, audits, reporting expectations, budgets, infrastructure, networks and gendered expectations can affect the recognition and support women refugee-led organizations receive.

鈥淩eceiving the CASID Institutional Membership Prize for my paper is a deeply meaningful honour,鈥� says Abure. 鈥淭his recognition affirms the importance of research that centres refugee knowledge, leadership, and lived experience, especially the work of women refugee leaders serving communities affected by humanitarian crises.鈥�

He hopes that more refugee-led research like his can help challenge assumptions about 鈥渨ho is seen as an expert, a leader and a legitimate actor in humanitarian response.鈥�

Valerie Lawson (MA鈥�25), also a graduate of DVST, received the 2026 Fraser Taylor Prize from the Canadian Association of African Studies (CAAS), which recognizes the best graduate student paper presented at the previous CAAS conference and supports publication of the winning paper in the Canadian Journal of African Studies.

Lawson was awarded for her research, Health Care Access: An Analysis of the National Health Insurance Scheme in Accra, Ghana, which investigates how people enrolled in Ghana鈥檚 public health insurance program can still face out-of-pocket health-care costs and how those expenses affect health-care-seeking behaviour and financial well-being.

Through interviews with National Health Insurance Scheme subscribers, Lawson examines how systemic inefficiencies, coverage gaps and socioeconomic factors influence access to care and public trust in health-care systems. By situating these challenges within broader policy and political-economic contexts, her research contributes to discussions on universal health coverage and the impacts of health reforms across Africa.

Lawson鈥檚 work was supported by 91亚色 through the Dahdaleh Global Health Graduate Scholarship from the Dahdaleh Institute for Global Health Research and the Greta Coger Travel Fund from the Harriet Tubman Institute. She also credits the Development Studies program for how it 鈥減layed a central role in shaping my academic foundation and professional direction.鈥�

鈥淭he program equipped me with a strong interdisciplinary understanding of global development grounded in equity, critical analysis and policy informed thinking,鈥� she says. 鈥淭hrough DVST, I developed essential skills in research, communication, coordination and stakeholder engagement.鈥�

Both Abure and Lawson were supervised by Associate Professor Mohamed Sesay from the Department of Social Science, who praises their recent recognitions, which will see their award-winning papers considered for publication in their respective associations' journals.

鈥淭heir achievements reflect the strength of graduate education and mentorship within the Development Studies program while demonstrating how 91亚色 researchers are contributing to conversations on refugee leadership, health equity and social justice鈥� says Sesay.

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Emancipation Day is a time for remembrance and for learning together. It invites us to sit with the enduring impacts of slavery and anti-Black racism, while honouring the leadership, creativity, knowledge and community-building that Black people have sustained across generations.

It reminds us that advancing equity asks for ongoing commitment, thoughtful and shared action, and an openness to learning from histories that continue to shape our present.

At 91亚色, we are deeply fortunate to learn from and work alongside Black faculty, staff, retirees, students, alumni and community partners whose contributions enliven our campuses and strengthen our collective identities. Their work helps us deepen understanding, preserve vital histories, expand opportunities for positive social change and create welcoming spaces for new ideas, perspectives and possibilities to emerge.

Recent 91亚色 initiatives offer meaningful examples of this impact. Through Renaissance, a video series developed in partnership between Glendon College and SHIFTER, participants share rich conversations about Black life, culture and identity in Canada, creating opportunities for learning that reach beyond the University and into the broader community.

91亚色 community members are also advancing supports and knowledge that respond to the experiences and needs of Black communities. Black Excellence at 91亚色 () supports Black students from their transition to university through graduation and beyond by providing mentorship, professional development, scholarships, financial literacy, community connections and programs that foster academic, personal and career success. And earlier this year, Professor Carl E. James joined a national research initiative focused on improving health outcomes for Black Canadians through more inclusive health research and community engagement. Meanwhile, 91亚色 Libraries expanded access to Caribbean cultural history through the Heritage Singers Canada collection, preserving stories, traditions and artistic expressions that will support learning and research for generations to come.

91亚色鈥檚 commitment to supporting Black communities extends beyond teaching and research. Through the Black Entrepreneurship Alliance, 91亚色 and its community partners help create opportunities for Black entrepreneurs and innovators, fostering economic inclusion and community prosperity.

These examples highlight some of the many ways members of our community are advancing scholarship, celebrating culture, preserving history and opening doors for others. They also show how learning unfolds through research, storytelling, creativity, partnership and community engagement.

As we mark Emancipation Day, I invite all to take time to learn more about the histories, experiences and contributions of Black communities. I also encourage you to participate in local commemorative events and celebrations that honour this important day. Through reflection, education and meaningful engagement, we can deepen our understanding of our shared histories in our pursuit of a more inclusive and equitable future together.

Thank you, Merci, Miigwech,

Parissa Safai
Interim Vice-President Equity, People and Culture

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Awarded through CIHR's Project Grant program, the funding supports researchers and trainees pursing projects across the health research spectrum, from foundational discovery to applied research and knowledge mobilization.

The four 91亚色-funded projects span neuroscience, mental health, autoimmune disease and Indigenous health, and position the University as a leader in research that focuses on building healthy lives, communities and environments through interdisciplinary collaboration and innovation.

"This investment reflects the excellence, breadth and growing impact of health research at 91亚色 and the ,鈥� says Dean David Peters. These CIHR-funded projects bring together researchers, trainees and community partners to improve care, inform policy and advance the health and well-being of individuals and communities.鈥�

Ali Abdul Sater, associate professor at the Faculty of Health, received $1,017,450 to investigate the role of a protein known as TRAF1 in rheumatoid arthritis. The  aims to identify new ways of targeting inflammation while preserving protective immune functions, with the goal of informing the development of more precise treatments for the autoimmune disease. 

Kate Dunn, assistant professor at the Faculty of Health, was awarded $761,174 to work with First Nations communities on culturally grounded approaches to liver wellness and hepatitis C awareness, screening and care. Building on previous CIHR-funded research, and working with a team of co-investigators including 91亚色鈥檚 Mia Biondi, Karen Campbell, Tarama Barnett and Ashley Day, the  will co-design community-integrated pathways that combine Indigenous knowledge, creative engagement and clinical access to improve awareness and access to services.  

Also at the Faculty of Health, Jonathan Weiss, a professor in the Department of Psychology, was awarded $730,576 together with co-principal investigator Yona Lunsky (The Centre for Addiction and Mental Health) for a project exploring therapeutic photography as a mental health intervention for youth with intellectual disabilities. Co-designed with young people and their families, the  will test whether photography can provide an accessible means of self-expression and support mental well-being. The project includes several co-investigators, with 91亚色鈥檚 Shital Desai, Nazilla Khanlou, Georges Monette, Paul Ritvo and Kate Tilleczek among the group. 

At the Faculty of Science,听Jeffrey Schall, a professor in the Department of Biology, received $1,059,526 for research examining how the brain's prefrontal cortex supports attention and decision-making.聽The聽聽will use advanced brain imaging and monitoring techniques to advancing understanding with potential applications for conditions that affect these functions.聽

础苍辞迟丑别谤听聽at University Health Network聽(UHN)聽will be聽co-led by 91亚色 assistant professor聽Divya Sharma, Faculty of Science and carried out at the University. 聽With聽$726,752聽in funding聽to聽UHN, the team of researchers will聽investigate the use of AI聽to聽analyze聽biological聽differences among聽people聽with knee osteoarthritis. The work aims聽to聽better predict who is most likely to聽benefit聽from knee replacement surgery聽and聽could help guide more personalized treatments and patient outcomes.聽

"Addressing today's pressing health challenges requires inspired collaboration across fields, linking excellence in fundamental science to practice at the bedside," says Faculty of Science Dean Maydianne Andrade. "These federally funded projects are emblematic of the research at 91亚色 and the Faculty of Science, advancing our ability to translate complex data into innovative models and decision tools that can transform lives."

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91亚色 presents the findings from its yearly analysis in the鈥�Annual Employment Equity Statistical Report. The report covering Jan.1 to Dec. 31, 2025, is now available.

The report highlights representation at the University for four federally designated groups under the Employment Equity Act 鈥� women, Indigenous Peoples, racialized persons and persons with disabilities, as well as community members who identify as 2SLGBTQIA+. This year鈥檚 report also highlights employment equity initiatives undertaken in 2025, such as inclusive recruitment practices, targeted outreach to equity-deserving communities and equitable hiring and adjudication training.

Over the past three years, representation for racialized persons, persons with disabilities and 2SLGBTQIA+ employees has increased steadily, indicating measurable, incremental progress across the institution.

While work to advance equity has shown positive momentum, the University continues to recognize and address gaps in visibility and inclusion for under-represented groups.

The findings of the 2025 report highlight the opportunity to look beyond overall representation rates and better understand how employment systems, practices and workplace conditions support access, progression and retention across the University.

"The 2025 report also considers a period of change across the post-secondary sector, including financial pressures, restructuring and workforce adjustments. At 91亚色, this is reflected in increased workforce movement over the reporting period," says Parissa Safai, interim vice-president equity, people and culture.

The Employment Equity Dashboard continues to serve as an important companion to the annual report. The dashboard, housed on 91亚色's鈥�Data Hub, provides three years of aggregated and disaggregated employment equity data. It was designed to support transparency and enable evidence-based decision-making across the University community.

Increased participation in the Employment Equity Survey 鈥� with response rates rising from 62 per cent in 2024 to 70.1 per cent in 2025 鈥� suggests growing confidence in the use of this data to support inclusive practices.

Accurate data is important to ensure the dashboard supports evidence-based decision making. Participation in the Employment Equity Survey helps to ensure the report and dashboard represent the 91亚色 community.

Those who have not yet completed the employee self-identification survey, or wish to change their responses, can access it through鈥�HR Self-Serve鈥痠n the 鈥淧ersonal Details鈥� tab.

To find out more about employment equity鈥痑t鈥�91亚色 and to view past reports, visit the鈥�Employment Equity and Diversity鈥痺别产蝉颈迟别.

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Over more than two decades at 91亚色, McNab built a reputation as a leading researcher of Indigenous history and Aboriginal land and treaty rights. As a faculty member at the Faculty of Liberal Arts & Professional Studies, he taught Indigenous and Canadian studies and helped strengthen understanding of Indigenous perspectives through both teaching and research.

McNab鈥檚 scholarship focused on Indigenous history and literature, Indigenous thought, land and treaty rights, Canadian studies and Ontario history. His work frequently bridged academic inquiry and community knowledge, reflecting long-standing partnerships with First Nations communities and organizations.

Throughout his career, he served as a claims advisor for Nin.Da.Waab.Jig., the Walpole Island Heritage Centre of Bkejwanong First Nation, while also advising a range of First Nations and Indigenous organizations in Ontario and Newfoundland on land rights, treaty and governance matters. His advisory work included collaborations with the Mohawks of Akwesasne, the Algonquins of Golden Lake, the Teme-Augama Anishnabai and several other Indigenous communities.

In addition to publishing more than 80 scholarly articles, McNab authored and edited numerous books that contributed to the fields of Indigenous history and ethnohistory. Notable publications included Earth, Water, Air and Fire: Studies in Canadian Ethnohistory; Circles of Time: Aboriginal Land Rights and Resistance in Ontario; Blockades and Resistance: Studies in Actions of Peace and the Temagami Blockades of 1988-89; Walking a Tightrope: Aboriginal People and their Representations; and The Long Journey of Canada鈥檚 Forgotten People: M茅tis Identities and Family Histories.

His academic journey began with an honours degree in history from Waterloo Lutheran University, followed by a master鈥檚 degree in history from McMaster University and a PhD in Indigneous imperial policy from the University of Lancaster.

At 91亚色, McNab contributed extensively to university governance and academic development. He served as co-chair of the Aboriginal Council and was a member of the Aboriginal Caucus. He also participated in numerous Faculty and departmental committees, including the Academic Petitions and Appeals Committee, curriculum committees and initiatives supporting the development of Indigenous studies and public history programs.

His leadership extended to organizing scholarly gatherings that brought together researchers and communities. Among them were the 2007 Algonquian Conference at 91亚色 and an international environmental history workshop developed through a partnership between 91亚色 and Bkejwanong First Nation.

Beyond 91亚色, McNab was active in historical and cultural organizations, including the Champlain Society, the Native Canadian Centre of Toronto and the Friends of the Archives of Ontario. Through these roles, he supported public history initiatives and the preservation and documentation of Indigenous and Canadian histories.

He was elected a Fellow of the聽Royal Society of Canada in 2017, for his bodies of work that "promote First Nations鈥� and M茅tis鈥� stories in Canada鈥檚 narratives."

He is survived by his wife of 56 years, Ute Lischke, his sons and grandson and will be missed by his brothers, sisters, relatives, friends and colleagues. on how to celebrate his life and legacy.

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The 91亚色-affiliated recipients are among 61 new appointments announced this year. The Order of Canada recognizes individuals whose service and contributions have had a lasting impact on communities across Canada and beyond.

Officers

Niv Fichman, alumnus and honorary degree recipient
A film producer and founder of Rhombus Media, Fichman has helped shape Canadian cinema over nearly five decades. His body of work includes internationally recognized films such as The Red Violin, Enemy and BlackBerry, reflecting a career marked by innovation and mentorship in the screen industries.

Duke Redbird, alumnus
An Elder of the Saugeen Ojibway Nation, Redbird has spent more than 60 years advancing Indigenous arts and ways of knowing through poetry, visual art and performance. His work has influenced artists, educators and communities across the country, foregrounding the relationship between people and the land.

Mayann E. Francis, honorary degree recipient
Francis is a former lieutenant governor of Nova Scotia and a long-standing advocate for human rights. In 2006, she became the first African Nova Scotian and the second woman to serve in the role, and has since continued her public service and writing, including publishing a memoir.

Members

Tim Whiten, professor emeritus
Artist and member of the (AMPD), Whiten has built an influential career spanning five decades. Working across sculpture, drawing, performance and installation, his practice explores spirituality and transformation while his teaching has shaped generations of students.

Nancy Nicol, professor emerita and senior scholar
Nicol (AMPD),听is a documentary filmmaker, researcher and writer whose work documents the history of 2SLGBTQIA+ activism in Canada and internationally. Through her participatory research project, Envisioning Global LGBT Human Rights, she fostered international collaboration and advanced equity and human rights.

Duane D.O. Gibson, alumnus
Gibson is a hip-hop artist, author and educator who engages students through music and literacy-focused programming. Through his initiative Stay Driven, he has reached thousands of young people with messages centred on perseverance, leadership and positive decision-making.

Harvey Skinner, professor emeritus
Skinner, founding dean of the Faculty of Health, has made significant contributions to the study of behaviour change and addictions. He is known for developing the Drug Abuse Screening Test, a widely used tool that has informed clinical practice, policy and broader approaches to health innovation.

For more information about the Order of Canada or to view the full list of this year鈥檚 appointees, visit the .

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Sarah Flicker, professor and 91亚色 Research Chair in Community-Based Participatory Research in the , is the principal investigator on the project, titled "Theatre Making Impact (TMI): Scaling-Up a Youth-Led HIV Prevention Play Across Ontario." Shira Taylor, adjunct professor at 91亚色 and director of TMI, is co-applicant and the program's founder. The OHTN funding will support the next phase of the program's expansion across Ontario, extending its reach into urban centres and northern Indigenous communities where HIV rates remain disproportionately high.

TMI 鈥� formerly known as SExT, or Sex Education by Theatre 鈥� is a trauma-informed, culturally responsive not-for-profit that uses peer education and theatre, alongside music, dance, rap and poetry, to engage youth in open conversations about sexual health, HIV prevention, mental health and healthy relationships.

Taylor founded the program in 2014 in Toronto's Thorncliffe Park and Flemingdon Park neighbourhoods as part of her doctoral thesis, and later expanded it through a postdoctoral fellowship at 91亚色 in collaboration with Flicker. To date, it has reached more than 12,000 young people across Canada, with a focus on communities most affected by HIV 鈥� including newcomer, Indigenous and 2SLGBTQIA+ youth.

"I really wanted to build an evidence-based program that put the youth voice centre stage on these topics," says Taylor.

What sets TMI apart is how it delivers that education. Instead of pamphlets or classroom lectures, the program uses peer-led performance, humour and storytelling to model difficult conversations and build skills in a lower-stakes environment 鈥� one that engages young people both intellectually and emotionally.

鈥淟ack of awareness usually isn鈥檛 the reason people don鈥檛 use condoms," says Taylor. "There's a peer pressure element, there's an emotional element. Theatre is uniquely positioned to take into account our full humanity."

The program also benefits from an intergenerational model that, over the last decade, has deepened. Many of the original cast members who joined as high schoolers 鈥� initially, Taylor jokes, for the free pizza 鈥� have stayed on and trained as trauma-informed peer mentors. They now co-facilitate the program alongside a new generation of youth from the same community, sharing similar cultural backgrounds and immigration experiences.

The evidence from a recent Toronto District School Board (TDSB) tour, co-led by Taylor and Flicker and supported by a LaMarsh Centre for Child and Youth Mental Health Catalyst Grant at 91亚色, underscores the approach's impact. Across eight performances at five TDSB high schools, 61 per cent of student audience members reported improved sexual health knowledge, 49 per cent felt more confident managing their own sexual health and 46 per cent reported greater awareness of where to access HIV and STI testing.

Mental health outcomes were also significant: 49 per cent reported improved mental health knowledge, 44 per cent indicated feeling more comfortable seeking help and 41 per cent reported using new coping strategies.

While the student audience feedback provides crucial insights, the program鈥檚 impact extends beyond statistics. During a tour to an Indigenous community in Saskatchewan, a youth performer's rap about navigating her identity and her family's cultural expectations moved a young audience member to share a poem she had written but never shown anyone.

"She had it stuffed in the back of her locker," Taylor recalls. "She'd been too scared to share it publicly. And we all gathered around as this young Indigenous girl read us this poem. I still remember the words."

With OHTN support, the project will reach youth beyond Toronto by bringing performances to urban centres and northern and Indigenous communities across Ontario over the coming year.

Taylor and Flicker are thrilled that the award allows the program to continue to reach young people across the province.

"It's really validating how much impact arts-based approaches can have in this sector," says Taylor, "and how important it is to empower community-based, culturally responsive, trauma-informed programs around these topics, which has been historically lacking in sex education."

With files from Mzwandile Poncana

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In her current role, Jacko leads work focused on Indigenous justice and relationship-building with communities across Ontario. She previously served as Ontario鈥檚 children鈥檚 lawyer 鈥� the lead official responsible for representing the interests of children 鈥� becoming the first Indigenous woman to hold the role after a career in the Office of the Children鈥檚 Lawyer, where she helped shape programs and approaches serving children in Indigenous communities. She has also been a longtime advocate for Indigenous youth through her efforts with the Little Native Hockey League.

鈥淗er ability to lead with empathy and conviction is deeply rooted in her lived experience and her commitment to traditional teachings,鈥� said Joseph Silva, adjunct professor in the School of Public Policy and Administration, as he introduced her. 鈥淪he has carried those teachings with her through an outstanding legal career and inspiring record of community leadership and public service.鈥�

Jacko began her address by greeting graduands in Anishinaabemowin, introducing herself by her spirit name, Coming Down Woman, and noting she is a member of the Bear Clan. She then reflected on growing up in Wiikwemkoong First Nation.

She spoke about her parents, describing her father as a hunter, fisherman, trapper and farmer, as well as chief of police in their reserve, and her mother as a nurse at a local nursing home.

Growing up, she said, her family didn鈥檛 have much. 鈥淏ut what we did have, what my parents gave us, was something far greater,鈥� she said. 鈥淭hey instilled in us a deep sense of responsibility to work hard, to care for one another and to be of service to community.鈥�

That sense of duty took root early, she said, although she could not yet fully articulate it. She described seeing a future shaped by a desire to serve her community, while remaining uncertain where that path might lead.

She began her academic journey by pursuing an undergraduate degree in social work with no expectation of continuing her studies. But a possibility to attend law school emerged and it set her on a path that would see her go on to earn a master of laws at 91亚色.

Jacko described how her eight-year academic journey was shaped by significant challenges and sacrifice. As a single parent with a young child, she moved more than 500 kilometres to Toronto without knowing anyone. Later, she was pregnant with her first daughter while working full-time as a lawyer and pursuing her master's degree. Two years later, she graduated while pregnant with her second.

During that time, she said, she struggled with feelings of guilt, having spent the first eight years of her child鈥檚 life in school and questioning whether she had given him a strong foundation. She also described feeling conflicted when she was called to the Ontario Bar and had to explain her path to her parents.

鈥淚magine trying to explain that you spent nearly a decade studying laws, policies and systems, many of which have harmed our people and continue to do so,鈥� she said. 鈥淣ow imagine having no words to explain why you're doing what you're doing, but you know deep in your core, in your soul, that this is exactly what you're supposed to do.鈥�

Her sense of purpose became more clear after joining the Office of the Children鈥檚 Lawyer, she said, where her efforts focused on advocating for children and responding to the needs of Indigenous communities. Over time, that work led her to take on increasingly senior roles within the justice system, including becoming the first Anishinaabe woman appointed Ontario鈥檚 children鈥檚 lawyer, before moving into her current role leading efforts focused on Indigenous justice and strengthening relationships with groups across the province.

She returned to the subject of her parents, who have passed away, telling graduands she wishes she could speak with them again 鈥� this time able to explain the purpose that drove her studies and career. 鈥淚 would tell them why I studied so hard, why I carried this quiet, relentless need inside me to learn, to understand, to make sense of it all,鈥� she said.

鈥淚 would want them to know that I was trying to understand the very systems that shaped their lives and ours, so that in some way I could help make things better.鈥�

She added that, above all, she would want them to understand how deeply her journey was rooted in what they had given her.

鈥淚 would want them to know that everything I was searching for, everything I was trying to understand was rooted in them, in the life they gave me, in the sacrifices they made, in the strength they carried so that we could survive, rooted in the lessons they taught us about hard work, about service, about dignity.鈥�

Jacko encouraged graduands to lead with courage 鈥� something she did by drawing on lessons learned from her parents.

鈥淲hen I think about courage, I don't see it as a single act,鈥� she said. She defined courage as grounded in duty 鈥� standing beside those whose voices are often unheard and choosing not to look away from injustice. It involves listening deeply, she said, and making space for others and the knowledge carried across generations.

She added that courage is also rooted in hope.

鈥淚t is continuing to advocate, to show up and believe that change is possible, even when it takes time,鈥� she said.

Jacko鈥檚 parting words for graduands drew on guidance she has received from elders. 鈥淥ur elders encourage us to think until we feel. They remind us to consider the impact of our decisions and any change in direction on the next seven generations,鈥� she said.

鈥淟et us walk with intention and be mindful of the path we leave behind, because if we move too quickly, we risk creating dust, and those who come after us 鈥� those future generations 鈥� may lose their way. Let us walk with purpose, and let us strive in all that we do to make our ancestors proud.鈥�

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