Rate My Professor Cher Hill

A settler scholar, Dr. Hill is deeply invested in advancing and studying educative experiences that contribute to more connected, thriving, and just communities, both human and more-than-human. Her scholarship focuses on land-centred and anti-colonial education, teacher-education and educational praxis, and practitioner-research methodologies, informed by post-qualitative, new materialist, and posthumanist theories. Central to her work is collaborative knowledge creation spanning diverse knowledge systems with reflexive and action-oriented approaches. Key publications include "Disrupting colonial narratives of place: The q̓íc̓əy̓ slough yesterday, today, and tomorrow project" (Canadian Journal of Education, 2024, with R. Bailey and C. McKay); "Nature-based Teacher Education as Beyond ‘Getting Outside:’ Relational Attunement, Attending to the Un-noticed, and Ethical Responsibility" (Teacher Development, 2024, with P. Rosehart et al.); co-edited book Disrupting Boundaries in Education and Research (Cambridge University Press, 2017, with S. Smythe et al.); and foreword to Transforming Trauma through Social Change (Fielding University Press, 2024). In 2026, she received Simon Fraser University's Emerging Community-Engaged Researcher Award for her community-engaged research in the Fraser Watershed. Dr. Hill contributes extensively through service as co-chair of the Indigenous Education Reconciliation Council, member of the Steering Committee for the Canadian Carnegie Classification for Community Engagement, journal reviewer, and guest editor for special issues. She organizes public events such as the How to Love a Forest Film Festival and leads environmental initiatives, including planting 2189 trees and conducting creek clean-ups with community participation.