Bobby (Stanley) Henry

Assistant Professor (BEd, MEd, OCT)

Portrait of Bobby Henry in the atrium of Welch Hall at Brock University. He is wearing a navy blue Brock sweatshirt and is sitting beside a birchbark canoe.

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Greetings/hello/sgę:nǫˀ. Stanley (Bobby) Henry is of the Ball Deer Clan. Bobby’s Traditional Name is “Hanadawęhę:s”, which means “He Goes Over a Town”. He is member of the Cayuga Nation and is a community member of Six Nations of the Grand River Territory. He has spent 15+ years of his life as a student in K-12 Cayuga language immersion education. He is a doctoral student in Trent University’s Ph.D. program in Indigenous Studies and is a recipient of the SSHRC Canada Scholarship Program – Doctoral (2022-2025) for his research in Haudenosaunee Culture-based education in secondary education. Bobby is a member of the Ontario College of Teachers (OCT) and is a graduate of Lakehead University’s Master of Education program with a specialization in Indigenous Education. Bobby has professional work experiences in developing curriculum for the National Centre for Collaboration in Indigenous Education (K-8 lesson plans on Indigenous approaches to teaching mathematics); serving as the interim program coordinator for Trent University’s Indigenous Bachelor of Education program; and designing a micro-credential in Cayuga language for his community.

Bobby is an Assistant Professor in the Faculty of Education. Central questions to Bobby’s research in Cayuga language regeneration are (1) how can our community regenerate our ancestral language whereabouts the L1 speakers are members of the grandparent generation and (2) how can we reframe what we know about Indigenous language learning in the 21st century while being recognizable to our ancestors? With these philosophical questions in mind, Bobby approaches familiar problems with different questions with fresh approaches to find new outcomes and results that can further aid the learning of Cayuga language for future generations.

  • Issues in Indigenous education
  • Decolonization/Indigenization of education (PK to post-secondary education)
  • Indigenous research methodologies
  • Regeneration of Cayuga language/Indigenous language revitalization
  • Pre-service teacher education


  • British Educational Research Association (BERA)
  • Canadian Society for the Study of Education (CSSE)
  • Native American and Indigenous Studies Association (NAISA)
  • Present Social Justice Research Institute (SJRI)

Henry, S. & Shawanda, A. (manuscript submitted). Our ancestors and mental health: Engaging in meaningful dialogue on mental health from indigenous knowledge sources. In L. Jaber (Ed.), Educational contexts of psychopathology and mental health. Canadian Scholars | Women’s Press.

Montero, M. K., Dénommé-Welch, S., & Henry, S. (2022). Indigenous-led, community-based language reclamation and regeneration initiatives. In N. A. Stahl & L. Henry (Eds.), A field guide to community literacy: Case studies and tools for praxis, evaluation, and research. Routledge.

Project: Indigenous Language Nest Power Structure and Dynamics: Learning with Canadian Community-Led Programs
Role: Collaborator
Funded by: Social Justice Research Institute
Amount: $7,000

Project: Teaching from the Heart with Project of Heart: Teacher Education Professional Development in Indigenous Education (IP)
Role: Principal Investigator
Funded by: Faculty of Education, Research and Development Grant
Amount: $1,000

Project: Decolonization and Brock University: A Qualitative Analysis of the Caring Society ‘Spirit Bear’ Program (2021-2022)
Role: Principal Investigator
Funded by: Brock University, Office of Research Services’ Indigenous Research Grant Award
Amount: $7,500

  • INDG 1F03: Introduction to Cayuga
  • EDUC 2Q91: Indigenous Ways of Knowing
  • EDUC 3P91: Pedagogy of Indigenous Arts