Ashley Day

Faculty & School/Dept.

Faculty of Health - School of Kinesiology & Health Science

Degrees

PhD - 2023
Toronto Metropolitan University
Toronto

MA - 2016
York University
Toronto

BA - 2013
York University
Toronto

B.Ed. - 2013
York University
Toronto

Biography

Ashley Day is an Assistant Professor the School of Kinesiology & Health Science.  Her current research, 'Wiisokotaatiwin – Coming Together to Discuss and Re-imagine Health & Physical Education' works with school boards in Ontario to establish and strengthen relationships for envisioning anti-colonial health education. Ashley is committed to establishing, nurturing, and sustaining relationships that affirm Indigenous sovereignty and that supports contextually specific and culturally safe policies for Indigenous Health and Education. Ashley has settler and Dene/Métis ancestries and is a registered member of the Norman Wells Métis located in the Sahtu Region of Northwest Territories.

Affiliations

International Sociology of Sport Association
Member

North American Society for the Sociology of Sport
Member

Native American and Indigenous Studies Association
Member

Centre For Indigenous Knowledges & Languages (CIKL)
Research Associate

York University Indigenous Council
Member

Indigenous Research Ethics Board (IREB)
Reviewer

School of Kinesiology & Health Science DEDI
Co-Chair (2023-2024) Lead Co-Chair (2024-2025)

Awards

Social Sciences and Humanities Research Council of Canada (SSHRC) - 2019

Ontario Graduate Scholarship - 2016

Hydro One Indigenous Graduate Award - 2016

Ryerson Graduate Fellowship - 2016

Graduate Development Award - 2016

Mississaugas of the New Credit First Nation Scholarship - 2015

Sahtu Dene & Métis of Norman Wells Post-Secondary Award - 2022

Indigenous Seed Fund Grant - 2023

Supervision

Currently available to supervise graduate students: Yes

Currently taking on work-study students, Graduate Assistants or Volunteers: Yes

Available to supervise undergraduate thesis projects: Yes

Research Projects

Finding Bundles: Examining Health, Wellbeing, and Physical Education From a Decolonial Lens.
The purpose of this study was to examine health, well-being, and physical education through a decolonial lens that focused on Indigenous worldviews, knowledges, and experiences. Utilizing a qualitative case study methodology, the goals of this project were to recognize how health and wellbeing (HWB) were understood by a small culturally diverse group of Indigenous Peoples located in the greater Tkaronto area. It additionally explored how these cultural understandings of HWB might support decolonized approaches to health and physical education (HPE) policies and curricula within York Region.
Role: Principal Investigator
Amount funded: $40,000.00
Year Funded: 2019
Duration: 2
Funded by: Social Sciences and Humanities Research Council

Wiisokotaatiwin – Gathering to Discuss & Re-Imagine Health & Physical Education
The purpose of this project is to establish relationships with District School Boards and Indigenous Board Leads for the purposes of understanding what currently exists, and how we might develop toward decolonizing Health and Physical Education policies and curriculum. The overall objective is to build relationships with Indigenous education leads, educators, advocates, and allies through district school boards for the purposes of developing decolonial policies and curricula to support student health and wellbeing.
Role: Principal Investigator
Amount funded: $49, 955.81
Year Funded: 2023
Duration: 3
Funded by: York University