Justice, Access, Anti-oppression, Decolonization, Diversity, and Equity Committee
The JAADDE Ad hoc Committee is established to facilitate discussion, advocacy, and intra/interaction at the nexus of faculty, university, and community relations in fostering a learning environment that embraces and values the involvement of all members of our community.

JAADDE
Events
About JAADE
We condemn all forms of discrimination and stand solidarity with historically and systemically underrepresented and underserved groups and communities that includes women, Indigenous peoples, physically and cognitively disabled peoples, members of racialized communities, sexual and gender minority communities, newcomer, and international students, more-than-human worlds, as well as others. We acknowledge that Justice, Access, Anti-oppression, Decolonization, Diversity, and Equity may mean different things for different peoples, communities, and cultures, and we also respect that there are different scales of accountability to pursuits of JAADDE that is dependent on particular intersectional aspects of one’s identity. However, we provide a unifying statement of what JAADDE means to us:
Justice: Centering on ideas and actions that disrupt and subvert conditions that promote marginalization and exclusionary processes to promote fairness for all.
Access: The physical, emotional, social, intellectual, and spiritual accessibility for all, beyond adequacy of supply or environmental affordances.
Anti-oppression: Facilitating and supporting the production of counter-stories.
Decolonization: Moves that enable the decentering of settler-centric voices and the centering of Indigenous voices.
Diversity: Valuing and upholding a myriad of perspectives and practices from different people based on race, gender, gender identity, sexual orientation, religion, ethnicity, and disability, with special attention to social cohesion.
Committee Members
Resources
- Bosco Acharibasam et al. 2024: Rethinking Water Governance in the Saskatchewan River Delta Through Indigenous Relational Worldviews
- Deer, F. (2024): Onkwehón:we Spirituality and the Reconciliatory Journey in Canadian Education
- Deer, F., & Heringer, R. (2024). Karihwaientáhkwen. Conceptualizing morality in Indigenous consciousness. Journal of Contemporary Is
- Huot, S., Veronis, L., Sall, L., Piquemal, N., & Zellama, F. (2023). Prioritising community cohesion to promote immigrant retention. Journal of International Migration and Integration
- Jukes, S. & Riley, K. (2024): Experiments with a Dark Pedagogy
- Piquemal, N., Zellama, F., Sall, L., & Bolivar, B. (2023): Multicultural hospitality and immigration in Winnipeg, Manitoba. Host–guest dynamics. Hospitality & Society
- Piquemal, N., Zellama, F., Sall, L., Rivard, É., & Bolivar, B. (2023): Immigration, intégration et marqueurs sociaux au Manitoba. identité et rapport autre. Cahiers franco-canadiens de l'Ouest
- Riley & Delgado (2024:) Decolonising physical literacy for human and planetary well-being
- Riley (2021): Postcolonial Possibilities for Outdoor Environmental Education
- Riley and White (2019): 'Attuning-with', affect, and assemblages of relations in a transdisciplinary environmental education
- Riley et al (2024): Community perceptions of sustainability (Re)Framing what matters for more just ethical and liveable municipalities
- Riley et al., (2024): Relational Ontologies and Multispecies Worlds: Transdisciplinary Possibilities for Environmental Education
- Riley, K. (2023): Restorying humanearth relationships. Becoming partially posthumanist
- Riley et al (2023): Etuaptmumk (Two-Eyed Seeing) in Nature’s Way-Our Way: braiding physical literacy and risky play through Indigenous games, activities, cultural connections, and traditional teachings