Born in Scotland, MacKenzie immigrated to Canada during childhood where he was raised in Duncan, B.C. He studied at the University of British Columbia, where he earned a BA and continued his study of philosophy at Cornell University, where he earned a PhD.

He joined Glendon College as a professor of philosophy in 1967 during the formative years of 91��ɫ and one year after the Glendon campus was officially inaugurated. 

MacKenzie's work explored logic, social contract theory, utilitarianism and the structural aspects of human thought. His teaching and research centred on evaluating how humans construct logical arguments, detecting flaws in reasoning and examining principles of social justice – specifically drawing from John Rawls's theories. He published and lectured on these topics, making important contributions to the field of philosophy. 

His work often intersected with that of his wife, Ann MacKenzie, who also served Glendon as an associate professor of philosophy. The couple collaborated on several projects, specifically for historical research on philosophical concepts.��

In addition to his scholarship, MacKenzie was deeply rooted in the community and identity of Glendon College. He was also immersed in community life, participating as a member of the Glendon Faculty Soccer Team. 

In June��2026, the Ann and Nollaig MacKenzie Award��for��undergraduate students��was formally presented to the 91��ɫ Senate. The award was��established by Glendon graduate Robert Stainton (BA'87, Hon. BA'88)��to honour the MacKenzies as his��professors and advisors. It will support undergraduate students at Glendon who are in good academic standing and demonstrate financial need.��

After retirement, MacKenzie returned to Vancouver Island. He spent those years with family and friends, and learning how to play the piano. 

He is survived by his Ann, his wife of 58 years, and his brother Will (Sandra), sister Winnie and sister Fiona Middlemiss (Barry), seven nieces, two nephews, grand nieces and nephews, and great grand nieces and nephews.  

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Dear 91��ɫ community, 

Today we launch 91��ɫ's new 2026-30 University Academic Plan (UAP). The UAP sets our academic direction for the next four years, built on six principles that will guide how we teach, learn, research and engage with each other and the world beyond 91��ɫ.  

The UAP is a plan for the entire 91��ɫ community, and we all have a role to play in bringing it to life.  

Interim President and Vice-Chancellor Lisa Philipps and I will host drop-in engagement sessions on each campus. Join us to learn more about the plan's principles, ask questions and share your hopes for where the UAP can lead us. You can also explore the new UAP website and read YFile to learn more about the plan.

��
Monday, Oct. 26, 10:30 a.m. to 12:30 p.m.��
Vari Hall Rotunda��

��
Monday, Nov. 2, 9 to 11 a.m.��
Atrium��

��
Wednesday, Nov. 11, 1 to 3 p.m.��
Centre of Excellence (COE) Atrium��

Bring your ideas. At the events, you can write your hopes for the plan on seed paper and post them under the principle that speaks to you. The seed paper will later be planted on our campuses, allowing those ideas to grow both symbolically and literally. 

Faculty, staff, students and instructors are all welcome and no registration is required. Stay a while or drop by for 15 minutes. Light refreshments will be served. 

I hope to see you there. 

Laina Bay-Cheng 
Interim Provost & Vice-President Academic 

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WWF-Canada named 91��ɫ as one of seven Canadian post-secondary institutions recognized for translating environmental commitments into conservation initiatives, learning opportunities and community action.

During the 2025-26 academic year, 91��ɫ's Office of Sustainability, Facilities Services, Biodiversity Working Group, faculty, student organizations and community partners worked collaboratively to advance initiatives spanning ecological restoration, biodiversity conservation, sustainable food systems and environmental leadership.

91��ɫ is transforming its campuses into places where environmental action is not only studied but put into practice, says Nicole Arsenault, director, Office of Sustainability. Students, staff, faculty and community members participated in biodiversity monitoring, pollinator garden stewardship, sustainable food programming at the Maloca Garden and Earth Month activities.

Those efforts translated into hands-on sustainability learning and measurable action across 91��ɫ’s campuses, including the planting of close to 400 trees and campus cleanups that collected 36 bags of litter.

“Our campuses are important places for both learning and biodiversity,” says Arsenault. “Earning the Living Campus certification for a third consecutive year reflects 91��ɫ’s ongoing approach to sustainability as something we put into practice across our campuses."

WWF-Canada highlighted 91��ɫ’s biodiversity work, including the planting of native vegetation to restore an area of Glendon Campus affected by a water main break.

The University’s wider habitat enhancement work included naturalization, invasive species management, biodiversity monitoring and stewardship of campus green spaces.

As well, students and staff recorded more than 200 species observations during two inventories of plants, wildlife and other biodiversity on campus.

The Sheila Colla Pollinator Garden – a memorial garden celebrating the late 91��ɫ Professor Sheila Colla – provides another example of biodiversity in action, bringing together research, remembrance, community participation and conservation to create habitat for pollinators at 91��ɫ.

Through these initiatives, Arsenault says 91��ɫ community members developed knowledge and skills related to ecological restoration, waste reduction, biodiversity conservation and sustainable food systems.

“By bringing together students, faculty, staff and community partners, we’re creating opportunities for hands-on learning while restoring habitat, supporting biodiversity and advancing the goals of 91��ɫ’s Sustainability Strategy 2030," she says.

The work advances priorities identified in 91��ɫ’s Sustainability Strategy 2030, Sustainability Policy, University Academic Plan and Well-being Strategy, as well as its commitment to the United Nations Sustainable Development Goals.

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Volpe is president of the Automotive Parts Manufacturers’ Association, representing one of Canada’s largest manufacturing sectors. A leading voice on industrial policy, trade and economic competitiveness, he has played a prominent role in advancing Canadian manufacturing interests and strengthening the country’s automotive supply chain.  

Appointed to the Order of Canada in 2023, he serves on both the Prime Minister’s Council on Canada-U.S. Relations and the Ontario Premier’s Council on U.S. Trade and Investment. 

Volpe has built a career at the intersection of industry, public policy and public service, said Siu Ning (Sunny) Leung, vice-dean, faculty and inclusive excellence, Lassonde School of Engineering. 

“Progress takes more than good ideas; it takes people who can bring others together and turn those ideas into action,” said Leung. “Few careers demonstrate that more clearly than that of Flavio Volpe.”��

After accepting an honorary degree before graduands of , Glendon College, and the Faculties of , Education and Science, Volpe reflected on the family and experiences that shaped his journey. 

Returning to 91��ɫ nearly three decades after completing his MBA, he said one lesson had become increasingly clear over time: "Nobody gets here alone.”   

That lesson, he noted, was rooted in his own family's connection to 91��ɫ. Before Volpe earned his degree, his mother, Mirala, returned to school as a mature student while raising four children, becoming the first university graduate in her family.  

“Her effort and her success were both a warning and an inspiration,” he said. “She was showing us, through her own work, what we could and should ask of ourselves.”  

Volpe encouraged graduands to recognize the family members, teachers, friends and mentors who helped them reach this milestone, and reminded them that opportunity comes with responsibility.  

"Your education gives you tools. What you do with those tools gives meaning," he said. “You are graduating in different disciplines. You will help communities understand themselves and the world. Your work will affect people you may never meet.” 

Looking back on his own career, Volpe recalled representing Canada's automotive manufacturing sector and the importance of keeping people at the centre of decision-making. 

"When I visit an office or a factory, I see skill, ingenuity, investment. I also see people paying their mortgages and raising their kids and making plans." 

He pointed to the automotive sector's response during the COVID-19 pandemic, where he led efforts to shift production to ventilators and personal protective equipment, as an example of people coming together to solve urgent challenges. 

"When you have the ability to help, you have a responsibility to try," he said. 

Volpe also shared insights from Project Arrow, the nation's first all-Canadian zero-emission concept vehicle created to showcase Canadian technology, talent and innovation. Drawing on this example, he challenged graduands to think boldly about their futures and ability to make an impact. 

"You do not have to shrink your ambition to fit somebody else's assumptions about you," he said. "Confidence does not require you to have every answer; it requires you to believe that your effort can make a difference, and to be willing to learn from the people who sit beside you. I hope you leave 91��ɫ with that confidence." 

Volpe encouraged the graduating class to carry forward both the opportunities they have received and the responsibility that comes with them. 

"Wherever you go, carry that responsibility with you. Make room for someone else. Share what you know. Stand up when it would be easier to sit down and be quiet." 

He concluded with a reminder about the values that matter most as graduates begin the next chapter of their lives. 

"Keep your kindness. Keep your honesty. Keep your loyalty to the people who trust you, be ambitious about what you can accomplish and thoughtful about who benefits when you do," he said. 

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Each year since 2017, 91��ɫ helps students begin their university experience with fewer financial barriers by awarding to incoming students, complementing the scholarships, grants and bursaries available across the University.

For the second consecutive year, one recipient was selected from each of 91��ɫ's three campuses: Keele, Glendon and Markham. Valued at more than $7,000, the award offers meaningful support as recipients begin post-secondary studies.

Meet the 2026 recipients, read their stories and watch a video to see their reactions to winning free tuition.

Markham Campus: Temi Ahmed ()

When Ahmed began exploring university programs, she was looking for one that aligned with a long-standing fascination with space and technology.

"I've been really interested in space for a long time, and I like working with computers," she says. "I hope to build a rocket someday in the future."

Her search eventually led her to 91��ɫ's Space Engineering program, where she hopes to turn that passion into a future career.

As she settles into her first year, Ahmed is excited to immerse herself in her studies and take the first steps toward her career goals.

Winning free tuition, she says, was unexpected. After being invited to what she thought was a routine student experience interview, Ahmed says she had no idea what was waiting for her.

"I wasn't thinking I'd win free tuition," she says, explaining that when she opened the letter, she was in shock. "I saw 'tuition,' so I was like, 'Oh my God. Is this what I think it is?'"

The award will make a meaningful difference for both Ahmed and her family. Soon after learning the news, she called her parents and sister to share it with them. Their reactions, she says, were a mix of excitement and disbelief.

"My dad didn't believe me," she laughs. "He was really surprised, and my sister was really happy too."

Keele Campus: Alexandrea Ursino (Faculty of Liberal Arts & Professional Studies)

When Ursino developed an interest in law during high school, she began looking for a program that would allow her to explore the field from a broader perspective. 91��ɫ's Law & Society program stood out as the ideal fit, offering the opportunity to examine legal issues through social, political and cultural lenses.

91��ɫ appealed to Ursino because of the possibilities available inside and outside the classroom. As a commuter from Woodbridge, being close to home while still having access to a large campus and a wide range of ways to get involved was a key driver in her decision.

"I chose 91��ɫ because of the community and the opportunities that they have," she says. "I liked how it was so diverse and how they had a lot of programs that I could choose from, and a lot of clubs."

As she begins her first year, Ursino is eager to expand her knowledge through university-level coursework and discover new perspectives through her studies.

"I'm looking forward to what I'll be learning and what content the professors will provide me with," she says. "I'm excited to get into the assignments, get into the readings and learn a lot."

The excitement of starting university was made even greater when Ursino learned she had been selected as this year's Keele Campus free tuition recipient. Caught completely off guard by the announcement, she says the award came as a welcome surprise.

"It means it's a super big gift, a big surprise," she says. "Free tuition gives me the ability to pursue my goals of having a good first year, to focus more on my education and my growth as I begin this new chapter of my life."

Glendon Campus: Xander Venne (Ethics and Political Philosophy)

Venne's connection to Glendon runs deeper than academics; the campus is part of his family history.

"My parents actually both went here to the Glendon campus and they met here," says Venne. "So, I've been hearing great stories about it my whole life."

Now in his first weeks as a student, he says he has already experienced the close-knit and diverse community that drew him there.

"I've been able to make a wide variety of friends from across the world, which I've really enjoyed," he says.

Venne is eager to embrace the opportunities that come with university life, from new experiences and friendships to expanding his knowledge and developing new skills.

Winning free tuition, he says, will make a meaningful difference for both him and his family, easing financial pressures and allowing him to focus more fully on his studies.

"It means a lot for me and for my family," he says.

Watch the video below for more.

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Cao-Huu, who held degrees in mathematics, physics, medicine and electrical engineering, joined Glendon in 2002. Over more than two decades at 91��ɫ, he taught computer science and quantitative courses in both English and French, drawing on a wide range of interests and experiences to encourage students to think across disciplinary boundaries.

A dedicated educator, he sought to build students' analytical and technical skills while fostering intellectual curiosity. Students knew him as kind, funny and approachable, while colleagues remember him as generous and deeply invested in the success of those around him.

His research explored fields ranging from supercomputing and advanced imaging systems to machine vision. Working with collaborators in Canada and abroad, including researchers at Massachusetts General Hospital and the Massachusetts Institute of Technology, he contributed to projects that connected theoretical science with real-world applications in imaging and computational technologies.

Beyond his academic work, Cao-Huu was valued for his curiosity, warmth and love of learning. He enjoyed playing piano, singing folk songs, reciting poetry and discussing philosophy, often drawing on the writings of Jean-Jacques Rousseau. He was also known for his enthusiasm for technology and his habit of keeping several laptops in use at once as he pursued his many interests.

Cao-Huu is survived by his wife, Beverley Murray; sons Alexander and William; and a large circle of relatives, friends, colleagues and former students.

The post Passings: Tuan Cao-Huu appeared first on YFile.

Davidson taught a wide range of courses, including medieval and modern English, linguistics, language and society, media studies, Chaucer, Old English and Canadian English.

Her research examined the ways language develops and changes across time, with particular interests in multilingualism in medieval England, language contact, language attitudes and medievalism. Drawing connections between language, literature, culture and media, she brought an interdisciplinary perspective to her work as a scholar and educator.

Davidson authored Medievalism, Multilingualism, and Chaucer (2010) and co-edited The Languages of Nation: Attitudes and Norms (2012). She was also developing a book project that explored representations of American English, dialects and second languages in Hollywood films of the 1940s and 1950s.

Before joining Glendon, Davidson taught at the University of Kansas. Throughout her career, she mentored students, participated in scholarly associations, organized academic events and contributed to the intellectual life of the institutions she served.

Students remember Davidson for her wit, enthusiasm and engaging teaching style. Many praise her ability to make complex subjects approachable and to offer fresh perspectives on Old English, medieval literature and the history of language.

Through her teaching, research and service, Davidson fostered a deeper appreciation for language and its history, leaving a lasting influence on students, colleagues and the wider academic community.

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This year, the 91��ɫ community is invited to participate in a special Heart Garden that asks them to reflect on how reconciliation informs their learning, teaching, research, professional practice, daily work or personal lives.

Community members can share their reflections by writing them down on a paper heart at select in-person events and tabling locations at 91��ɫ’s three campuses on Sept. 28.

A digital submission option is also available through 91��ɫ’s National Day for Truth and Reconciliation website. These reflections will become part of a Heart Garden installation at Skennen’kó:wa Gamig on Sept. 30.

Community members are also encouraged to centre the experiences of residential school survivors and engage in reconciliation by:

• wearing an orange shirt, a symbol that raises awareness of the intergenerational impacts of residential schools and affirms that Every Child Matters;
• exploring reports, films, podcasts and other resources available through the University’s National Day for Truth and Reconciliation website; and
• attending one of the events being offered throughout the month, including the University’s Sept. 30 commemorative gathering.

Film screenings

From Sept. 21 to 24, the University will host screenings of The Knowing by award-winning journalist Tanya Talaga. The four-part documentary series follows Talaga's search for answers about her family history while exploring the enduring effects of residential schools and colonial policies on Indigenous families and communities. Viewers should be aware that the series includes content that may be distressing for survivors and their families.

One of four episodes will screen daily at 2:30 p.m. in 91��ɫ Lanes, Room 301A, in the following order: The Knowing; Stolen Children; Lost, Found and Lost Again; and The End is the Beginning.

is required, as space is limited.

Heart Garden community reflections

On Sept. 28, community members can visit Heart Garden reflection tables from noon to 3 p.m. at Vari Hall (Keele Campus), the Welcome Desk (Glendon Campus) and the West Atrium (Markham Campus).

Participants will be invited to respond to the reflection question and add their thoughts to the Heart Garden. Reflections will be incorporated into the Sept. 30 installation at Skennen’kó:wa Gamig.

Indigenous community gathering

On Tuesday, Sept. 29, Indigenous community members are invited to gather on a drop-in basis, at Skennen’kó:wa Gamig from 11:30 a.m. to 3:30 p.m. The gathering will provide an opportunity to connect through informal conversation and shared time together. Medicines, beading materials and refreshments will be provided. This event is open to those who self-identify as Indigenous.

Commemorative event

On Wednesday, Sept. 30, 91��ɫ community members are invited to attend the University’s National Day for Truth and Reconciliation commemorative event in person or online. Advance and bringing YUCards is encouraged.

Beginning at 10 a.m.in the Helliwell Centre at the Keele Campus, the event will be livestreamed, with in-person viewing locations available at MK2050 on the Markham Campus and the Theatre at the Glendon Campus. A panel discussion will respond to this year’s Heart Garden reflection question and reflect on themes from The Knowing, highlighting reconciliation in action within the 91��ɫ community.

Following the event, in-person participants will be invited to Skennen’kó:wa Gamig for light refreshments and an opportunity to engage with the Heart Garden installation.

For additional information and resources, visit the National Day for Truth and Reconciliation website.

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Growing up in a small rural town in Quebec, Rivest was surrounded by French. Her parents were unilingual francophones and while she learned some English in school, she was far from fluent.

When she moved to Toronto to pursue graduate studies at 91��ɫ, Rivest immersed herself in English while working in a research lab and taking language classes. Although she eventually became bilingual, she remembers the challenges of studying and writing in a second language, an experience that now shapes her work as a neuropsychologist.

Those experiences now inform Rivest's efforts to ensure French-speaking Canadians have access to cognitive evaluations designed and validated for their language and cultural context.

One focus of that work is the Toronto Cognitive Assessment (TorCA), a tool used in specialized clinics across the Greater Toronto Area and elsewhere in English-speaking Canada to assess memory, language, attention and other cognitive functions.

Designed to bridge the gap between quick screening tests and lengthy neuropsychological evaluations, it can provide a detailed cognitive profile in less than an hour. The assessment also offers a more accessible alternative to comprehensive neuropsychological evaluations, which can take several hours, cost thousands of dollars and are often not covered by provincial health insurance plans.

Originally developed in English, the TorCA reflects a broader reality in cognitive assessment. Many widely used tools were created and standardized for predominantly English-language populations, leaving comparatively fewer options tailored to people whose first language is not English, including French-speaking Canadians.

For Rivest, who teaches at Glendon College, the issue goes beyond convenience. Many cognitive testing tools rely on verbal tasks, such as asking participants to name as many animals as possible or come up with words beginning with a particular letter within a limited period of time.

Even among people who speak English well, performance can differ depending on whether they are being assessed in their first or second language.

"I consider myself bilingual now," says Rivest. "But I'm definitely much better in French than in English to come up with words."

Determined to help address that imbalance, Rivest is leading an effort to adapt and validate a French Canadian version of the TorCA.

"It became obvious to me that, for fairness, francophone Canadians who have concerns about their cognitive state deserve to be measured with culturally and linguistically appropriate tools that are easily accessible," says Rivest.

Working with collaborators including former Glendon student Sara Raquel Ribeiro Manique and neuropsychologist Mélanie Cohn, Rivest's team aims not simply to translate the testing tool, but to ensure it can be used reliably with francophone populations while maintaining the scientific rigour of the original English version.

Cognitive assessments must be carefully standardized to ensure they measure the same abilities regardless of who administers them. In many cases, a direct translation can inadvertently change the complexity of a task or introduce bias into the results.

One example involved a reading task that asks participants to pronounce words that are spelled differently than they sound aloud, such as colonel in English. Rather than translating the words directly, Rivest and her collaborators had to identify French equivalents with comparable familiarity, frequency of use and level of challenge.

Another challenge emerged in a picture-naming task. A melon in the English version could not simply be translated because French speakers are more likely to name specific types of melons rather than using the broader term. Researchers ultimately replaced the item with a different fruit that better preserved the intent of the evaluation.

After completing the French Canadian version, the team sought feedback from francophone neuropsychologists and made a series of refinements. While minor adjustments continue, Rivest says the assessment is now largely complete.

The project has now entered its next phase: collecting norms for the French Canadian version.

Rivest is recruiting French-speaking adults across Canada to build the reference dataset needed for future clinical use. To help ensure the sample reflects the diversity of Canada's francophone population, she has trained research assistants from Northern Ontario, Algeria and the Democratic Republic of the Congo to reach different communities across the country. The goal is to recruit approximately 300 participants.

Although the project has not yet reached the validation stage, Rivest says the early feedback has reinforced the need for language-appropriate assessment tools.

After testing about 30 Franco-Ontarians, she has heard a recurring observation from participants who had previously completed cognitive tests in English.

"Many of them have said, 'My family doctor gave me a similar test, but it was in English. I thought I had trouble, but now I see I'm fine,'" says Rivest. "It's very encouraging."

Rivest believes part of that response may be tied to familiarity and comfort.

"As people age and they have Alzheimer’s disease, everything from their earlier past becomes more comforting. They remember it better," says Rivest.

For many francophones, she explains, that means returning to the language they learned and used throughout childhood.

While researchers and clinicians, including collaborators at McGill University, are already expressing interest in the French Canadian version of the TorCA, Rivest hopes its impact will extend beyond major urban centres.

She thinks often of the small rural communities she grew up in, where many residents are unilingual francophones and access to specialized care can be limited.

"People in those little towns don't reach out for health care necessarily," says Rivest. "For me, it's making the tests available free, inexpensive to all francophone, including rural people, people that are far away."

"For me, it's helping the francophone community, particularly the people who would not normally reach out for those types of services, nor be offered them because it's just too complicated for them," she says.

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Announced July 21, SSHRC will provide funding through three of its programs: Insight Development Grants: February 2026 Competition; Partnership Development Grants: 2025 Competition; and Connection Grants: May 2026 Competition.

More than $2.5 million will support 33 91��ɫ-led Insight Development Grants for early-stage projects and help researchers pursue innovative questions, methods and approaches that can lay the groundwork for larger research programs.

Close to $1 million will support five 91��ɫ-led Partnership Development Grants, helping researchers build new collaborations with universities, community organizations, governments and industry partners. Knowledge mobilization will also be supported through Connection Grants, with close to $50,000 for a 91��ɫ initiative.

The projects cover a wide range of topics, including Indigenous health and decolonization, democratic discourse, climate adaptation, financial vulnerability, labour and social justice, migration, cultural identity and AI.

"These investments in research are investments in our collective future," says Amir Asif, vice-president research and innovation. "These projects empower researchers to test new ideas, forge meaningful partnerships and generate knowledge that addresses complex societal challenges. Together, they are laying the foundations for discoveries and innovations that will create meaningful benefits for communities in Canada and around the world."

The projects reflect 91��ɫ’s commitment to community-engaged research, interdisciplinary collaboration and generating knowledge that addresses real-world challenges.

Insight Development Grants

The 33 Insight Development Grants demonstrate the diversity and breadth of emerging research underway across the University. Among the funded projects are those that examine topics such as Indigenous knowledge systems, public health, democratic discourse, AI and financial vulnerability:

• Dayna Scott () – Visualizing Cumulative Effects: Anishinaabe Counter-Mapping on the Extractive Frontier
• Emily Kuang () – Multicultural and Multilingual Family Bonding and Knowledge Sharing Across Generations: A Culturally Responsive Approach to Generative AI Application
• Rémi Vivès (Glendon College) – Measuring Populist Discourse: Canada in Comparative Perspective
• Ashley Day () – Wiisokotaatiwin – gathering to re-imagine decolonial health education
• Peiya Cao (Faculty of Health) – Intergenerational Minority Stress and Child Well-Being in LGBTQ+ Families: A National Census-Linked Study in Canada
• Zissis Paraskevas Poulos (Faculty of Liberal Arts & Professional Studies) – Risk-Sensitive Learning and Tacit Coordination in Algorithmic Financial Markets

Other initiatives examine corporate accountability, Black Canadian history, labour law, climate resilience in public infrastructure, machine ethics, innovation and entrepreneurship, disability rights, migration, Indigenous knowledge systems and social inclusion. View the of recipients and their projects.

Partnership Development Grants

The six 91��ɫ-led Partnership Development Grants will support collaborations focused on financial vulnerability, youth in care, planetary health, workers’ education and Canadian computing heritage and include:

• Ida Ferrara – (LA&PS) Addressing Financial Vulnerability Through Inclusive Insurance
• Jennine Rawana (Faculty of Health) – Exploring the Needs of Youth Transitioning Out of the Care of Child Welfare Agencies
• Kate Tilleczek (Faculty of Education) – Planetary Health Partnership: Mapuche-Williche Youth-Led Research as Practices of Küme Mogen
• Katherine Nastovski (LA&PS) – Re-Imagining Workers’ Education in the 21st Century
• Mark Hayward (LA&PS) – Preserving, Promoting and Researching Canadian Computing Heritage
• Sarah Rotz (Faculty of Environmental & Urban Change) – Confronting Financialization, Consolidation, and Settler-colonial Agri-food Land Governance in Canada

91��ɫ researchers are also directly involved as co-applicants for six other Partnership Development Grants totaling $1.19 million. See the of projects and recipients.

“The awards underscore 91��ɫ's leadership in advancing research that connects disciplines, sectors and communities in pursuit of positive social change. By fostering collaborations across local, national and international networks, our researchers are generating knowledge and solutions that help build a more resilient, inclusive and sustainable future for all,” says Asif.

Connection Grants

SSHRC’s Connection Grants competition, which funds short-term knowledge mobilization initiatives, will provide $49,974 to Richard Saunders (LA&PS) to examine the social and environmental dimensions of critical mineral extraction through knowledge-sharing and public engagement activities through his project Image as Voice: Perspectives on Lithium Extraction in Argentina and Zimbabwe. 

Two other projects that focus on aging and Asian Canadian studies include co-applicants from 91��ɫ. View the  of recipients. 

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