Meet Amanda Street and Tessa Quewezance. They are part of the inaugural EdD cohort and recipients of UBC’s Indigenous Scholar Award. In Summer 2025, Amanda and Tessa travelled to Mexico’s Yucatán Peninsula through the UBC Go Global seminar, where they were immersed in Mayan language and culture. This transformative experience not only deepened their cultural understanding but also shaped the direction of their practice-based dissertations and strengthened their commitment to community-driven scholarship.
Tessa is a project officer at the Four Pillars Society. She is a member of the Keeseekoose First Nation and is of Saulteaux and Cree descent. Tessa chose the UBC Okanagan EdD program because of her passion for advancing education for Indigenous students across Canada. Her research focuses on exploring the pathways and experiences of Indigenous learners in higher education. Dedicated to creating meaningful change, Tessa encourages others to pursue the EdD program and contribute to transforming education through Indigenous perspectives, leadership, and community-driven approaches that empower future generations of learners.
Amanda is a proud syilx woman from the Okanagan Nation (Okanagan Indian Band) with German and mixed European ancestry. She is an emerging Indigenous scholar and a transformative leader in higher education. Currently serving as the Registrar of Nicola Valley Institute of Technology (NVIT), Amanda champions learner-centred, community-driven approaches to education and student success. Amanda chose the EdD program for its flexible delivery, collaborative cohort model, and meaningful integration of syilx knowledge. She encourages others seeking to transform their practice, expand their scholarship, and build lasting connections with peers and community to consider this program as an ideal pathway forward.
Their article “Strengthening the circle: empowering success for Indigenous learners through community-based assessments and reciprocal relationships” was featured in University Affairs draws attention to how community-based assessments and reciprocal relationships empower Indigenous learners. It also highlights the importance of meeting learners within their communities, honoring traditions, fostering support circles, and promoting higher education success through respect, flexibility, and shared responsibility.