About the Authors
Heather Campbell, MLIS, BEd (she/her) is a white, uninvited settler of Scottish and Irish descent, who lives and works on traditional territories of the Anishinaabek, Haudenosaunee, Lūnapéewak, and Chonnonton nations, on lands associated with the London Township and Sombra Treaties of 1796 and the Dish with One Spoon Covenant Wampum. As Curriculum Librarian for Western University, she supports the university’s strategic curricular initiatives as both a member of Western Libraries and the Centre for Teaching and Learning. Heather’s scholarship looks at curriculum decolonization, epistemic justice, and teacher identity.
Dani Dilkes, MEd, MSc (she/her) is a strong advocate for making higher education more inclusive. As a white, cis-gendered woman, she acknowledges that her social identities, socio-economic background and education have placed her in a position of power and relative privilege in educational environments. She understands knowledge as relational and contextual, believing that there are multiple truths rooted in diverse experiences and as a result, she believes that it is essential for individuals to understand how our own identities and lived experiences impact the way we navigate the world and engage in knowledge practices, including teaching, learning, and research.
Britney Glasgow-Osment (she/her) is a Black Caribbean settler of Vincentian descent. Born in Scarborough, Ontario, on the traditional territory of the Mississaugas of the Credit First Nation, Britney currently resides on the traditional territory of the Anishinaabe Mississauga, near the Mississaugas of Scugog Island First Nation, within the lands covered by the Williams Treaty. She is a Project Manager at the Arthur Labatt Family School of Nursing at Western University. With a background in interdisciplinary medical sciences, her research is grounded in the belief that multiple truths and pathways to knowledge not only exist but are essential for creating inclusive, culturally responsive educational environments. She actively seeks opportunities to apply an epistemic justice lens to reevaluating research methods and teaching practices that elevate diverse perspectives and experiences.
Kathryn Holmes is a white settler of English and Scottish descent who lives and works on the lands of the Anishinaabek, Haudenosaunee, Lūnapéewak, and Chonnonton Peoples. She works as a Teaching and Learning Librarian at Western University in London, Ontario, specializing in undergraduate Health Sciences. Having started her career at Brescia University College, Canada’s last women’s university, she cultivated a commitment to a feminist pedagogical approach and an ethic of care that continues to guide her work. Her current research explores epistemic justice in health sciences library instruction and its intersections with evidence synthesis.
Marguerite Lengyell (she/her) is a psychologist, educator, and scholar committed to equity and cultural responsiveness in counseling and higher education. As a mixed-race, first-generation immigrant woman from the Caribbean, she reflects critically on how her intersecting identities—and the privileges they sometimes afford—shape her work. Grounded in the belief that knowledge is relational, embodied, and rooted in lived experience, she creates space for diverse ways of knowing in research, teaching, and therapeutic practice. Marguerite lives, learns, and works on the traditional lands of the Anishinaabek, Haudenosaunee, Lūnaapéewak, and Chonnonton Peoples, and is committed to ongoing reflection and responsibility in the spirit of truth and reconciliation.
Zoe Leyland, MPEd, PhD (she/they) is a health professionals’ scholar and educator. They recognize their power and privilege as an educated and white settler living on Turtle Island with Eastern European heritage. They identify as queer, neurodivergent, fat, and sometimes disabled, which impacts the way they navigate spaces, places, and belonging. Zoe’s work is guided by empathy and is dedicated to equity, diversity, inclusion, decolonization, and accessibility for all learners.
Ashley McKeown, RN, MN-ANP, CCNE uses she/her pronouns and is lecturer in the Arthur Labatt Family School of Nursing. She is an allied Settler in what is now known as Canada and of Irish heritage. She identifies as a white, cis-gendered female who is a single mother of two young girls and is disillusioned by the patriarchal lens our society holds. She is mindful of how her identities might inform her social construction of others and intersect with providing patient-centred nursing care and seeks to support learners in navigating this space.
Lea Sansom, MLIS (she/her) is a white settler of British descent. Originally from Toronto, she now lives and works in London, Ontario on the traditional territories of the Anishinaabek, Haudenosaunee, Lūnaapéewak and Chonnonton Nations. She is a Teaching and Learning Librarian at Western University responsible for psychology, business, economics, management studies, and political science. Informed by a feminist approach, her research interests lie in the impacts of new technologies on information literacy, and the resulting consequences on an individual and societal level.
