Shane's current research examines Indigenous digital mentorship as a site of relational accountability, cultural continuity, and resurgence. This work considers how social media and other digital spaces can foster connection across generations, support Indigenous identity formation, and create possibilities for knowledge sharing, belonging, and Indigenous futurity. He also interested in community-engaged and relational approaches to research that center Indigenous ways of knowing, story, ethics, and reciprocity.​​​​​

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1. From Trauma-Centred to Resilience-Centred Pedagogy: Rebalancing Indigenous Curriculum Through Relational and Resurgence-Based Teaching Practices. Learning and Teaching Grant, Toronto Metropolitan University, 2026–2027, $11,112

   • This project develops and pilots a Resilience-Centred Indigenous Pedagogy Framework to help instructors teach colonial histories in ways that are honest, relational, and sustaining for students. Rather than centring Indigenous trauma as the primary lens, the project supports curriculum redesign that situates harm within broader contexts of Indigenous resistance, continuity, relationality, and futurity. The project will generate practical teaching tools, including curriculum templates and an open-access pedagogy toolkit, to support ethical Indigenous teaching and learning across disciplines.

2. ​Silence, Voice, and Participation: Indigenous and Racialized Students Navigating Classroom Power
   Research Grant Fund, University of Guelph-Humber, 2026–2027, $9,879

   • This project examines how Indigenous and racialized undergraduate students experience classroom participation norms, such as speaking, silence, discussion, and engagement, and how these norms reflect and reproduce power within postsecondary learning environments. Using Indigenous-informed qualitative methods, the study reframes silence not as disengagement but as a relational and culturally situated response to pedagogical environments. Findings will inform teaching resources and evidence-based recommendations for more equitable participation practices in undergraduate classrooms.​

3. Two-Eyed Seeing: Urban and Rural Indigenous Perspectives on Building Webs of Community in Digital and In-Person Space
   Seed Grant, Faculty of Community Services, Toronto Metropolitan University, 2025–2027, $5,483

   • This project explores how Indigenous peoples in urban and rural contexts use both digital platforms and in-person, land-based practices to build and sustain webs of community. Grounded in the principle of Two-Eyed Seeing (Etuaptmumk), the study examines how digital and relational spaces interact to support cultural continuity, mental well-being, and community connection. Using surveys and in-depth interviews, the research investigates how Indigenous individuals integrate online and offline spaces to maintain relationships, cultural ties, and resilience across diverse geographic contexts.

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