CAME Webinar Series

Title: The AIR We Breathe

Date: Thursday, September 18, 2025 – This webinar will be delivered in English

Presentation 1: 12:00pm-1:00pm Eastern, (9:00am-10:00am Pacific)

Presentation 2: 12:00pm-1:00pm Pacific, (3:00pm-4:00pm Eastern)

Presenter: Konwahahawi (Sarah) Rourke, Ed.D, CEO of National Circle for Indigenous Medical Education (NCIME)

Biography:

Dr. Rourke is a proud Kanienkehá:ka woman from the Akwesasne Mohawk Nation. She belongs to the Deer Clan and is from the Herne and Laffin families. She is the wife of Atohnwa and the mother of Teieweratenies. Konwahahawi walks a path grounded in responsibility to future generations.

Konwahahawi has dedicated her life to dismantling systemic violence and advancing Indigenous self-determination through grassroots organizing, cultural revitalization, curriculum development, and harm reduction. She played an active role in supporting families and survivors during the National Inquiry into Missing and Murdered Indigenous Women, Girls, and 2-Spirit People (MMIWG2S), advocating for justice and community-led healing.

She holds a Bachelor of Arts in Anthropology and Sociology from Wells College (2003), a master’s in educational leadership from St. Lawrence University (2017), and a Doctorate in Executive Leadership and Social Justice from St. John Fisher University (2021). Her doctoral research centered on Akwesasne Aunties, their leadership roles, and the decolonial path to healing.

Konwahahawi serves as the Chief Executive Officer of the National Circle for Indigenous Medical Education (NCIME), where she leads national efforts across Turtle Island to transform medical education through an Indigenous lens. Her leadership is rooted in the lived experiences and priorities of Indigenous communities and is continually guided by the teachings of her community, the strength of Auntie networks, and the intergenerational wisdom of Tota knowledge. Grounded in these ancestral teachings, Konwahahawi works to build anti-racist, culturally safe, and community-driven approaches to Indigenous health education and wellness.

Overview:

This presentation explores anti-Indigenous racism (AIR) in healthcare and medical education, grounding the conversation in both historical context and present realities. Participants will engage with key terms, frameworks, and case studies that highlight how systemic racism continues to shape Indigenous health outcomes and the learning environments of future physicians.

Why It Matters
Anti-Indigenous racism is not only individual bias — it is embedded in structures, policies, and practices that perpetuate inequitable outcomes. The legacy of colonialism, residential schools, Indian hospitals, and medical colonialism continues to impact Indigenous patients, families, and communities. Events such as the deaths of Brian Sinclair and Joyce Echaquan reveal the fatal consequences of systemic neglect and stereotyping.

Guiding Frameworks
The session connects to the Truth and Reconciliation Commission’s Calls to Action (#18–24), the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), and the In Plain Sight Report. These frameworks emphasize Indigenous rights, health equity, cultural safety, and accountability in medical education and healthcare delivery.

Learning Journey (Aligned with CanMEDS)
• Identify (Health Advocate, Scholar): Recognize how racism manifests in health and education systems, and its impact on Indigenous learners, faculty, and patients.
• Reflect (Professional, Communicator): Examine personal biases, fragilities, and positionalities, understanding how professionalism and respectful communication are central to reconciliation.
• Apply (Leader, Collaborator): Commit to systemic change by applying equity-oriented practices, supporting Indigenous-led healthcare partnerships, and embedding anti-racism in policy, teaching, and patient care.

Moving Forward
“The AIR We Breathe” challenges participants to consider their role in dismantling systemic racism. It asks: What actions will you take to create safer, more just, and culturally grounded spaces for Indigenous peoples in medicine?

Learning objectives:

1. Identify anti-Indigenous racism in medical education and its impact. (Health Advocate, Scholar)

2. Reflect on bias and inequities to model professionalism and respect. (Professional, Communicator

3. Apply culturally safe practices and commit to systemic change. (Leader, Collaborator)