Abstract: A boundary spanner is a person who breaks down the barriers or ‘boundaries’ between specific groups of society. To do this, they use their innate qualities and skills developed through experience to conceptualise a method which facilitates meaningful relationships between the two groups. The aim of this perspective piece was to help Western academy to identify and understand the value of boundary spanners and develop a language to move forward in a meaningful dialogue about Indigenous knowledges and peoples at a time when the need for boundary spanners is substantial in Australia and globally if we are to sustain Land, Sea and Sky Country As Indigenous knowledges in Australia and the world are increasingly elevated as meaningful and valid by the Western academy, and our planet faces global environmental challenges, it has never been more important to understand the role and characteristics of people who are boundary spanners—those that bridge the gap between Indigenous peoples and the Western academy. There are many characteristics exhibited by effective boundary spanners. Many, if not all, of these characteristics are innate, strengthened through their experiences with Indigenous peoples and grounded in ethics and respect for culture and customs, and very importantly, integrity and honesty. Being an effective boundary spanner, however, comes with challenges. These challenges include issues of trust, perception, respect, identity, burn out, time management, competing timeframes and the capacity to create pathways and repair relationships. The boundary spanner must find solutions for these challenges to build positive relationships between themselves, the academy and the Indigenous community. This is needed to collectively find solutions to environmental challenges. This perspective piece sets out to highlight the importance of boundary spanners, the characteristics they have and the challenges they face in the ‘in between’ place they occupy between the Western academy and Indigenous communities.



Abstract: In 1824, the Indigenous Chumash of Missions Santa Inés, Santa Barbara, and La Purísima de Concepción went to war against the settler-colonial system that bonded them to the mission lands and forced labor regime demanded by the Spanish Franciscan missionaries and compelled by Mexican military force in Alta California. The conflict lasted months and included violent battles and skirmishes at all three missions, the militant occupation and reclamation of La Purísima, a mass exodus to the interior of the territory, and the subsequent counterrevolutionary collaboration of the Spanish missionaries and Mexican military to return many (but not all) of the Chumash to the missions. In this thesis, I argue that the actions of the Chumash throughout the conflict, available through multiple archival and oral history accounts, show a people engaged in a revolutionary war for autonomy against the settler-colonial mission system. The collective action of the Chumash in 1824 created a deep fissure in the California Mission system at a time of political tumult and radical redefinition during Alta California’s early Mexican period and helped feed the intertribal coalition of Indigenous resistance in the interior of the territory. The revolutionary Chumash contributed to the instability of the settler-colonial system and partly compelled the new Mexican government’s pragmatic decision to formally end the mission system through secularization less than ten years later. This thesis attempts to place the Chumash War of 1824 in this broader context of the Age of Revolutions, New Mission History, and the legacy of genocide of Indigenous Californians in the hopes of reexamining the California Missions in pedagogy and popular historical memory by illustrating the destructive role they played in the lives of Indigenous peoples, and the agency and autonomy that the Chumash asserted to remove themselves from the yolk of the settlercolonial California Mission system.



Abstract: Formed on the practice of colonization, the creation of Canada is based on the immigration of French and English settler colonizers on stolen land. As time went on, immigration expanded to individuals of racialized backgrounds in search of starting a new life or seeking refuge in Canada. When we consider colonial legacies in immigration, and as we see modern-day immigration open to more non-European and racialized newcomers, how do we understand who is a settler or settler colonizer in the present time? This settler/non-settler debate carries particular importance when considering the Truth & Reconciliation (T&R) Calls to Action from the perspective of racialized newcomers to Canada, the settlement sector, and the social work profession’s interaction with racialized newcomers and immigrants. Using critical ethnography and exploring this topic through coloniality of power, postcolonial, and decolonial theories, this thesis shares details from a study completed with newcomer Latinos/as in Calgary, Alberta that explored their understanding and own positionality to settler colonialism, reconciliation, and being a racialized newcomer in Canada. Initial findings of this study present observations from Latin American cultural events, media, and reflections from individual interviews completed with Latino/a study participants as they explore their identity as newcomers in Canada and as individuals originating from a country and culture deeply rooted in colonization. This thesis concludes by offering recommendations on how these findings can be considered to promote a more relatable and intentional practice and engagement of reconciliation and achieving the T&R Calls to Action specifically for racialized newcomers, the settlement sector, and social work professionals who work with such populations.