My research stems from a fascination with how culture, communication, and social structures shape human experience. Through projects on Indigenous Code Talkers in World War II, Indigenous women’s leadership in education, and emotional responses to national history, I’ve explored questions that bridge anthropology, history, sociology, and communication. These studies have deepened my understanding of identity, memory, and resilience—and strengthened my commitment to amplifying stories that are often overlooked.

 

Indigenous Code Talkers in WWII                                                                                           

Authored a 10,000+ word research paper titled “Silenced Soldiers: Canadian Cree Code Talkers on the European Front in World War II (1943-1945),” currently being considered for publication in The Concord Review.

 

Abstract: Transmitting critical information securely across battlefields is vital for success in wars. During World War II, North America’s Indigenous code talkers became an essential part of the Allied effort. Despite their contributions, only the Navajo code talkers of the U.S. have received adequate recognition, while the Cree code talkers of Canada remain largely unknown. Bringing together firsthand testimony, historical research, and public records, this essay reveals the critical role of Canadian Cree code talkers in Canada’s military communications on the European front during World War II (1943–1945). Crucially, it argues that their contributions were overlooked in public memory, largely due to secrecy and systemic barriers rooted in colonial attitudes. Theoretically and practically, this essay emphasizes the significant role of Cree code talkers who risked their lives to fight.

 

Indigenous Women in Educational Leadership                                               

Developed a comparative paper (5000+ words), “The Impact of Historical Context on Indigenous Female Leaders in Education,” J. Integr. Soc. Sci. Humanit. 2025, 2(2). https://doi.org/10.62836/jissh.v2i2.516.

 

Abstract: Educational disparities have long shaped the schooling experiences of the Indigenous people of North
America. Since the 20th century, many Indigenous female leaders have stepped forward, using various methods
of advocacy to improve Indigenous education. This paper seeks to compare the methods used by Canadian and
American Indigenous female leaders in education. Through analyzing the cross-generational and cross-country
historical context of indigenous leadership based on literature review, individual case analysis, the research
reveals no significant links between the methods of advocacy and national contexts across countries. However,
across generations, there were significant links in socioeconomic contexts and the methods of advocacy used.
These findings highlight how shifts in social and economic factors influence Indigenous advocacy, offering a
deeper insight into the forces that shape Indigenous leadership.

 

Emotional Responses to National History  

High Commendation, John Locke 2025 Global Essay Competition (History)

 

Abstract: This research examines how collective emotions, particularly pride and shame, shape public engagement with national history. Focusing on Canada’s reconciliation efforts toward residential school survivors, it explores how these emotions can foster genuine accountability or perpetuate denial. Drawing from interdisciplinary scholarship in psychology, history, and education, the study analyzes how emotional narratives influence public memory, civic identity, and perceptions of national responsibility. By revealing the complex interplay between emotion and historical understanding, this work underscores the importance of emotional awareness in shaping inclusive and honest approaches to teaching and interpreting history.