Evelyn Steinhauer, PhD, MEd, BA

Availability

Available for graduate student supervision, research collaborations, Indigenous education partnerships, community-engaged scholarship, and invited presentations. Currently on sabbatical leave from July 2026 to June 2027.

Area of Study / Keywords

Indigenous Education Indigenous Teacher Education Indigenous Knowledge Systems Relational Accountability Indigenous Educational Leadership

About

Dr. Evelyn Steinhauer is a Professor in the Faculty of Education at the University of Alberta, specializing in Indigenous Peoples Education. She currently serves as the Associate Dean, Indigenous Teacher Education, providing leadership for Indigenous education initiatives, partnerships, and programs across the Faculty of Education. From 2010 to 2025, Dr. Steinhauer served as Director of the Aboriginal Teacher Education Program (ATEP), where she played a key role in the program's growth and expansion, creating innovative pathways for Indigenous students to enter the teaching profession.

A member of Saddle Lake Cree Nation, Dr. Steinhauer's work is grounded in Indigenous knowledge systems, relational accountability, and community engagement. She is actively involved in numerous community-based research initiatives and serves on a variety of committees and boards both within the University and in the broader community. Her teaching, research, and service focus on Indigenous education, teacher preparation, educational leadership, language revitalization, and supporting the success of Indigenous learners. Through her work, she remains committed to advancing educational opportunities that honour Indigenous ways of knowing, being, and doing.

Research

• Indigenous teacher education and the preparation of Indigenous educators for service in First Nations, Métis, and Inuit communities.
• Indigenous student experiences across the educational continuum, including K–12 schooling, teacher education, undergraduate and graduate studies, and the factors that contribute to student success, persistence, and graduation.
• Indigenous educational leadership and community-based approaches to transforming educational systems through Indigenous worldviews, values, and ways of knowing.
• Indigenous knowledge systems, relational accountability, and the integration of Indigenous pedagogies within educational contexts.
• Indigenous language revitalization, land-based learning, and the role of language, culture, and identity in supporting learner well-being and educational success.
• The impacts of educational policy on Indigenous learners, families, communities, and Indigenous-serving educational institutions.
• Indigenous pathways to post-secondary education, including Prior Learning Assessment and Recognition (PLAR), community-based delivery models, and strategies for increasing access and participation.
• Indigenous research methodologies, ethical research practices, and Indigenous approaches to knowledge generation, sharing, and mobilization.
• Oral traditions, storytelling, Elders' teachings, and ceremonial knowledge as legitimate and essential sources of learning, teaching, and research.
• Relationship denial, reconciliation, decolonization, and the ongoing work of creating educational environments that honour Indigenous histories, experiences, and aspirations.
• Community-engaged scholarship and collaborative partnerships between universities, Indigenous communities, Tribal Colleges, and Indigenous-serving organizations.
• Indigenous wellness, relationality, and the role of education in supporting individual, family, community, and Nation well-being.

EDPS 506 - Individual Directed Reading and Research in Educational Policy Studies

Students will develop and complete an individual study plan under the guidance of an instructor. Prerequisite: consent of the program.

EDPS 900 - Directed Research Project

May contain alternative delivery sections; refer to the Tuition and Fees page in the University Regulations section of the Calendar.

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