Great Concordian: Kahente Horn-Miller, scholar, researcher and advocate for Indigenous knowledge

Kahente Horn-Miller, BA 99, MA 03, PhD 09, has dedicated her career to fostering Indigenous knowledge, governance and education.

A 2023 National 3M Teaching Fellow, she serves as associate vice-president of Indigenous Teaching, Learning and Research at Carleton University. There, she leads initiatives that deepen the understanding of Haudenosaunee philosophy within academic institutions, ensuring Indigenous voices shape the future of education.

A proud Kanien’kehá:ka (Mohawk) of Akskare:wake (Bear Clan) descent from Kahnawà:ke, Horn-Miller’s leadership is rooted in consensus-based decision-making, honed as co-ordinator for the Kahnawà:ke Legislative Coordinating Commission. Her governance work and community-based research focus on interpreting Haudenosaunee traditions in contemporary contexts, breathing new life into long-standing practices.

An accomplished scholar, Horn-Miller’s research spans Indigenous methodologies, governance and identity. She has authored significant works on participatory democracy, Indigenous citizenship and the revitalization of Haudenosaunee knowledge systems.

Her performance piece We Are Her and She Is Us, which later became a central piece of her PhD thesis at Concordia, reimagines the Sky Woman creation story, reinforcing the power of Indigenous storytelling in education and activism.

At Carleton, Horn-Miller co-chaired the Strategic Indigenous Initiatives Committee, leading to Kinàmàgawin, the university’s revitalized Indigenous strategy.

“My role is to ensure the university upholds the initiative’s 41 calls to action,” she says. “I’m deeply committed to supporting Indigenous faculty and developing strategies for recruitment and retention to create an environment where they can thrive.”

In the wake of the Truth and Reconciliation Commission of Canada’s final report, Horn-Miller conceived the Collaborative Indigenous Learning Bundles project, an award-winning initiative that integrates Indigenous knowledge across disciplines.

“More than 50,000 university students at Carleton University have benefited from the project,” she notes. “And we have new learning bundles in the works for engineering and science students.”

The skills she honed at Concordia continue to guide her work in creating teaching tools, such as an upcoming series of virtual-reality experiences. These will allow students to explore environments such as a longhouse or forest setting to learn about cultural practices and traditional uses for plants, providing a hands-on understanding of Indigenous knowledge.

Horn-Miller’s passion for education has extended to the arts as well. In 2018, she presented an exhibition entitled My Mom, Kahntinetha Horn, the ‘Military Mohawk Princess’ at the Carleton University Art Gallery (CUAG) in Ottawa.

In 2014, the Great Concordian was named Alumna of the Year in recognition of her work and scholarly commitment to the Haudenosaunee philosophy of the Seven Generations, which emphasizes decisions made with the well-being of future generations in mind.

Reflecting on this in a 2020 interview, Horn-Miller shared: “I keep the philosophy of the Seven Generations in my mind, always thinking about what is good for the future — for the coming faces. Using Haudenosaunee philosophy in an institution like [Carleton] has carried me along, ensuring that everything I engage in is for the future faces.”

When you reflect on your time as a Concordia student, what stands out?

Kahente Horn-Miller: I was not only a student but also a mother. I had one child for each degree, and Concordia was incredibly supportive of me as a working mother.

I remember bringing my children to class, especially my second, who was just two weeks old. The students were so welcoming and thrilled to have her there. Concordia made me feel included, allowing me to balance being a parent, a student and a working professional. It felt like I was supported in all aspects of my life.

What are some of the factors that have enabled your success?

KHM: A major factor in my success has been my commitment to staying close to my community. When I decided to return to Concordia, it was important for me to raise my children with family support.

My background in anthropology also played a significant role. Growing up away from Kahnawake, I didn’t fully understand what it meant to be Mohawk until the Oka Crisis. That event inspired me to delve deeper into my heritage, and Concordia’s programs gave me the opportunity to study my community and culture. I applied my education to my own people.

What advice do you have for students who may want to follow in your footsteps?

KHM: Be open-minded and aware of the history of the land you’re studying on. Concordia is situated on Kanien’kehá:ka territory, and it’s important for students to understand the people who have cared for this land long before us.

I also encourage students to embrace their own cultural identity and perspectives. When I was in school, there were few Indigenous professors, and I had to teach my advisors and professors about my lens on my community. The landscape has changed, and now there are more Indigenous academics. My message to students is to walk into your studies with pride in who you are and recognize the value of your unique perspective.

How does it feel to be a Great Concordian?

KHM: I feel immensely proud, especially considering I might be one of the first Kanien’kéhá:ka women to earn a PhD.

My name means ‘She walks ahead’ or ‘She leads them,’ and I’ve always felt that part of my role is to set a path for others. As Haudenosaunee women and particularly our clan mothers, our role is to lead the way, and I feel I’ve done that in my journey through education. I’ve maintained my identity as a Mohawk woman and have worked to share the knowledge of my community and culture with the academic world. This honour reaffirms that I’m on the right path.