Posted on février 27, 2019 by Marisol Campos Navarrete
Bob Lovelace offers a distinction between Indigenous Education and Aboriginal Education, the shift from an ‘Indigenous Rights perspective’ to an ‘Indigenous Responsibility perspective’.
Robert (Bob) Lovelace is a former Ardoch Algonquin First Nations Chief and is the originator of on-campus, blended, and online community and higher education courses related to Indigenous and Aboriginal Education. He has been key in the creation of the Indigenous Studies Minor in Queen’s University and served as the founding manager for the Four Directions Aboriginal Student Centre as well as the lead facilitator for the Annual Aboriginal Studies Symposium in this institution. Here, Lovelace discusses the importance of looking into the future, and his perspectives on the current state of Indigenous Education in Canadian Institutions.
Posted on février 21, 2019 by Justina Black
Alumni of the program, Cheryl Mandeville, shares her experience learning out on the land. Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values. Dechinta Centre for Research and Learning is […]
Alumni of the program, Cheryl Mandeville, shares her experience learning out on the land.
Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values.
Dechinta Centre for Research and Learning is internationally recognized for its innovative and vital research and university program delivery. Dechinta delivers Indigenous centered arts, culture, language and educational programming in an innovative land-based environment. Its program supports diverse needs and inclusive participation.
Posted on by Catherine Charest
L’objectif du programme est de créer une pharmacie communautaire pour la communauté d’Ekuantshit. Cela a lieu du mois de mai au mois de septembre à la maison de la culture d’Ekuantshit. La responsable de ce programme est Georgette Mestokosho. This story is not available in English. Please select another language option.
L’objectif du programme est de créer une pharmacie communautaire pour la communauté d’Ekuantshit. Cela a lieu du mois de mai au mois de septembre à la maison de la culture d’Ekuantshit. La responsable de ce programme est Georgette Mestokosho.
This story is not available in English. Please select another language option.
Posted on by Justina Black
Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values. Alumni of the program, Jasmine Vogt, shares her experience. Dechinta Centre for Research and Learning is internationally recognized for its innovative […]
Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values. Alumni of the program, Jasmine Vogt, shares her experience. Dechinta Centre for Research and Learning is internationally recognized for its innovative and vital research and university program delivery. Dechinta delivers Indigenous centered arts, culture, language and educational programming in an innovative land-based environment. Its program supports diverse needs and inclusive participation.
Posted on by Justina Black
BushKids is exploring the ethical space between Indigenous education and Western education principles in Yellowknife, NT.
BushKids co-founders are both trained as forest and nature school practitioners. Chloe Dragon Smith is a Dënesųłiné – Metis woman from Yellowknife, who grew up learning on-the-land through the Indigenous education principles of her family. Wendy Lahey is a non-Indigenous educator trained in the Western education system and has lived in the north for a long time. The two women are committed to working with the community, as possible, to create a curriculum that equally honours these systems of teaching and learning on the land.
The goal of BushKids is ultimately to affect the public education system and ensure all northern students spend regular time on the land throughout the school year. Programming is currently offered throughout the school year for pilot classes of all ages, from early childhood to high school. BushKids educators also work with teachers in public education systems with the goal of enabling them to bring their classes outside as part of their learning.
Posted on février 20, 2019 by Tina Trombley
A Nakota language initiative that seeks to revitalize and re-awaken the Nakota language on White Bear First Nation.
Sarah and Shayna McArthur of White Bear First Nation began the group, Mato Ska Nakona bi Linguistics Inc. to work with community members in order to revitalize and restore the Nakota language. By using language acquisition methods like Total Physical Response and Native American Hand Signs, the McArthur’s hope to increase the number of Nakota language speakers in their community. By learning Nakota people can reconnect with their spirituality and traditional ceremonies in order to heal from past trauma. This initiative is helping Nakota community members, of all ages, to be proud of their identity and history. The Nakota people, now more than ever, must be committed to learning their language and reconnecting with their identity – the Mato Ska Nakona bi Linguistics Inc. is able to support this work.
Posted on by Charity Gladstone
The Bakuemgyala Language Group is a community based group working collectively to revitalize the Kwakwala/Likwala language.
The Bakuemgyala Language Group has been undertaking substantial updating of its community-based program and conducting extensive discussions on the approach with key stakeholders such as local Elders, mentees and youth. The community-based program has been developed recognizing that languages are in crisis and that urgent action is required to address the loss of language in our families, homes and communities. Thus, to advocate the preservation of Kwakwala/Likwala language, culture, traditional arts and history. Ultimately, the programs goal is to increase the number of Kwakwala/Likwala language speakers.
