Aubrey Hanson

Dr. Aubrey Hanson, BA, BEd, MEd, PhD

Pronouns: she/her/hers


Associate Professor

Werklund School of Education

Contact information


Office: EDT708

For media enquiries, contact

Clayton MacGillivray
Content and Media Specialist

Twitter: @UCalgaryEduc


Educational Background

Doctor of Philosophy Educational Studies in Curriculum and Learning, University of Calgary, 2017

M.Ed. Sociology and Equity Studies in Education / Women's and Gender Studies, University of Toronto, 2008

Bachelor of Education Secondary Education, University of Toronto, 2004

Bachelor of Arts English, Honours, University of Victoria, 2001


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 research spans Indigenous literary studies, curriculum studies, and Indigenous education, looking in particular at how Indigenous literary arts can precipitate relationships between non-Indigenous learners and Indigenous resurgence.

Professional & Community Affiliations

Dr. Aubrey Hanson is Métis and is the Director of Indigenous Education for the Werklund School of Education. 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), on the Alberta Métis Education Council, and as 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).


Areas of 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.

  • Anti-oppression education
  • Cultural studies
  • Curriculum studies
  • First Nations, Metis and Inuit education
  • Gender studies
  • Indigenous studies
  • Interpretive research
  • Language arts
  • Lesbian, gay, bisexual transgender and queer studies
  • Social justice and equity in education


Course number Course title Semester
EDER 78304 LEC 01 01 Adv Topics Curriculum & Learn 2021
EDUC 435 SEC 09 S09 Literacy, Language and Culture 2021
EDUC 530 SEC 32 S32 Indigenous Education 2020
EDER 69320 LEC 02 02 Interpretive Study of Curric 2021
EDUC 530 SEC 01 S01 Indigenous Education 2020


  • Indigenous Creativity and Presence in the City: Unsettling and Reframing Calgary (SSHRC Insight Development Grant)
  • Books to Build On: Indigenous Literatures for Learning (Indigenous Strategy Grant & WSE Intercultural Capacity 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)


  • Experiential Learning Project in Sustainability Award, University of Calgary Sustainability Awards. 2020
  • F.E.L. Priestley Prize, Association of Canadian College and University Teachers of English (ACCUTE). 2019
  • Award for Teaching in Online Environments, University of Calgary Teaching Awards. 2018
  • Top 40 Under 40, Avenue Magazine. 2017
  • Award for Indigenous Ways of Knowing, University of Calgary Teaching Awards. 2022


  • Literatures, communities, and learning: Conversations with Indigenous writers. Hanson, A.. Wilfrid Laurier University Press. (2020)
  • Reading Chrystos for feminisms that honour two-spirit erotics. . Hanson, A.. In S. Nickel & A. Fehr (Eds.), In good relation: History, gender, and kinship in Indigenous feminisms. University of Manitoba Press. . 123-135. (2020)
  • Exploring duoethnography in graduate research courses. Lund, D.L., Holmes, K., Hanson, A., Sitter, K., Scott, D., & Grain, K.. In J. Norris & R.D. Sawyer (Eds.), Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy, New York, NY: Palgrave Macmillan. 111-129. (2017)
  • Learning behind the screen: Adapting a mandatory Indigenous Education course to an online environment.. Lacerda-Vandenborn, E., Markides, J., Fowler, T.A., Hanson, A., MacDonald, J., Poitras Pratt, Y., & Danyluk, P.. In X. M. Woodley & M. F. Rice (Eds.), Designing intersectional online Education: Critical teaching and learning practices (pp. 177-196). Routledge.. (2022)
  • Responding to the TRC Calls to Action: Indigenizing a graduate program. Poitras Pratt, Y., Lalonde, S., Hanson, A., & Danyluk, P.. In P. Preciado Babb, L. Yeworiew, S. Sabbaghan, & J. Lock (Eds.), Selected proceedings of the IDEAS conference: Leading educational change, Calgary, Canada: Werklund School of Education, University of Calgary. 104-112. (2017)