Dr. Jean-Paul Restoule
Professor, Chair
Department of Indigenous Education
- Contact:
- Office: MAC A260 jpr@uvic.ca 250-721-7826
- Area(s) of expertise:
- Decolonizing education, Indigenous research methods and methodologies, Indigenizing teacher education, Indigenous knowledge, worldviews, cosmologies and epistemologies, Anishinaabe curriculum and pedagogy, Indigenous representation, Indigenous student post-secondary success, Indigenous knowledges in online learning
Biography
Dr. Jean-Paul Restoule (he/him) is Anishinaabe and French from Dokis First Nation in Ontario, and his scholarship focuses on bringing Indigenous perspectives, pedagogies, and worldviews to a wide audience. This includes Indigenizing and decolonizing teacher education and investigating the use of Indigenous knowledge in online learning environments. He is also co-editor of Indigenous Research: Theories, Practices, and Relationships (Canadian Scholars’ Press, 2018), a ground-breaking collection for students and scholars interested in learning how Indigenous research is carried out in practice.
Jean-Paul has particular expertise in graduate student supervision and teaching and is passionate about creating pathways to significantly increase the number of Indigenous students who complete post-secondary education.
Jean-Paul’s research interests include investigating how to inspire educators to appropriately incorporate Indigenous knowledges into their teaching practice and engage in respectful relations with the Indigenous lands, knowledge and wisdom where they live. He is also concerned with how to centre Indigenous epistemologies in online learning environments. He helped create a successful online professional development program for First Nation schools’ principals and hosted the world’s first MOOC on Indigenous worldviews and education.
Jean-Paul is grateful his family can live, work and play on lək̓ʷəŋən and W’SÁNEĆ territories.
Publications
Restoule, J.P. (2025). Barriers systemic and self-imposed: Understanding how teachers take up Indigenous perspectives in their teaching practice. In Sandra Styres and Ryan Neepin (Eds.). The Bloomsbury Handbook of Indigenous Education and Research. pp. 77-95. Bloomsbury.
Tessaro, D., & Restoule, J.P. (2022). . AlterNative: An International Journal of Indigenous Peoples, 18: 1, pp. 182-191.
Landertinger, L., Tessaro, D, & Restoule, J.P. (2021). . Journal of Global Education and Research, 5: 1, pp. 36-53.
McGregor, D., Johnston, R. & Restoule, J.P. (Eds.), (2018). . Toronto: Canadian Scholars Press Inc.
Tessaro, D., Restoule, J.P., Gaviria, P., Flessa, J., Lindeman, C., & Scully-Stewart, C. (2018). . Canadian Journal of Native Education, 40: 1, pp. 125-143.
Restoule, J.P. & Chaw-win-is. (2018). . Paper prepared for CCUNESCO Idea Lab.
Madjidi, K, & Restoule, J.P. (2017). Comparative Indigenous Ways of Knowing and Learning. In Bickmore, K., Hayhoe, R., Manion, C., Mundy, K., and Read R. (Eds.) Comparative and international education: Issues for teachers, 2nd Edition. Chapter 6, pp. 155-182. Toronto: Canadian Scholars Press.
Restoule, J.P., *Gruner, S. & Metatawabin, E. (2013). . Canadian Journal of Education, 36, 2, pp. 68-86.
Restoule, J.P. (2011). . Canadian Journal of Native Studies, 33, 2, pp. 47-62.
Restoule, J.P. (2000). . Canadian Journal of Native Education, 24(2), 102-111.