Posted on December 20, 2018 by Marie-Ève Paquet
Le programme Protection et exploitation des territoires fauniques, volet Premières Nations est offert depuis 2017 auprès du Centre régional d’éducation aux adultes des Premières Nations (CREA) de Uashat Mak Mani-utenam. Ce projet est unique en son genre en ce qu’il permet non seulement l’acquis de nouvelles théories, mais surtout, un volet pratique qui comprend plusieurs […]
Le programme Protection et exploitation des territoires fauniques, volet Premières Nations est offert depuis 2017 auprès du Centre régional d’éducation aux adultes des Premières Nations (CREA) de Uashat Mak Mani-utenam. Ce projet est unique en son genre en ce qu’il permet non seulement l’acquis de nouvelles théories, mais surtout, un volet pratique qui comprend plusieurs semaines sur le territoire innu. Le programme comprend plusieurs ateliers pratique en forêt sur la pêche, la chasse, la trappe, la survie, la cuisine et enfin, la connaissance de la faune et de la flore. La formation qui est offerte est bilingue français-innu, “tout s’enseigne selon les méthodes québécoise et innue” (Radio-Canada, 2018). La formation est d’une durée de 1320 heures et est le fruit d’un travail de collaboration entre plusieurs partenaires. Une autre particularité est qu’il n’y a pas de manuels de cours étant donné qu’ils sont souvent sur les territoires. L’apprentissage passe donc davantage par la pratique et la tradition orale que par l’enseignement de manuels de cours. À ce propos, Évelyne St-Onge, professeure et aînée du programme ajouta : ” C’est comme ça vient. On n’a pas de livres. Un cours de langue, ça serait différent, mais ça, c’est des façons de vivre, des façons de faire (Radio-Canada, 2018)”. De plus, en fin de programme, les étudiants ont la chance de partir à la rencontre d’une autre communauté issue des Premières Nations ailleurs au Canada (et qui sait, peut-être un jour ailleurs dans le monde). À l’été 2018, ils sont partis rencontré la Première Nation Haida à Sandspit, en Colombie Britannique. Enfin, bien que le programme soit récent, il démontre déjà un franc succès. Des 16 étudiants inscrit à l’automne 2017, 15 ont gradués en 2018 et plusieurs ont déjà trouvé des emplois (Radio-Canada, 2018). Voici le lien de l’article de Radio-Canada : https://ici.radio-canada.ca/nouvelle/1096001/savoir-ancestral-innu-garde-parcs-petf Ainsi que la page du programme : http://www.conseilscolaire-schoolcouncil.com/petf-pn.html
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Posted on December 18, 2018 by Justina Black
KDS Vision Statement: “BUILDING OUR CHILDREN’S FUTURE TODAY BY TEACHING AND LEARNING THE DENE WAY.” “KDS is committed to providing quality education for our students by concentrating on four components of learning: Language & Culture ~ Academics & Technology ~ Physical & Active Living ~ Dene Laws & Virtues Education” Through the development of skills […]
KDS Vision Statement: “BUILDING OUR CHILDREN’S FUTURE TODAY BY TEACHING AND LEARNING THE DENE WAY.” “KDS is committed to providing quality education for our students by concentrating on four components of learning: Language & Culture ~ Academics & Technology ~ Physical & Active Living ~ Dene Laws & Virtues Education” Through the development of skills in these areas, students will grow and develop into respectful, healthy, diligent, and strong Dene who will give back to their families, community and the North.
Posted on December 17, 2018 by Kyle Smith
Todd Russell, president of the NunatuKavut Community Council , discusses the Southern Inuit Education Program. Todd Russell talks about Indigenous education as crucial to self-determination. It is holistic, Indigenous culture. It must be valued to the individual, community and society.
Todd Russell, president of the NunatuKavut Community Council , discusses the Southern Inuit Education Program. Todd Russell talks about Indigenous education as crucial to self-determination. It is holistic, Indigenous culture. It must be valued to the individual, community and society.
Posted on by Jiah Dzentu
An on-the-land camp for K-6 for East Three elementary school. A focus on teaching traditional bush skills while on the land. Some activities include pulling fish nets, cutting the fish and preparing for making dry fish. Camp activities are reflected upon back in the classroom.
An on-the-land camp for K-6 for East Three elementary school. A focus on teaching traditional bush skills while on the land. Some activities include pulling fish nets, cutting the fish and preparing for making dry fish. Camp activities are reflected upon back in the classroom.
Posted on December 12, 2018 by Trisha Campbell
Valerie Desjarlais believes that life-long learning is empowering because we live our lives sharing, caring, and respecting all life.
Valerie Desjarlais, from Kawacatoose First Nation, originally from Muskowekwan First Nation in Saskatchewan, is the Health Director for Touchwood Agency Tribal Council. Formerly she was an in-school liaison worker and counsellor for the four communities of Day Star, Gordon, Kawacatoose, and Muskowekwan. As well, she has done work in street outreach programming for sexually exploited women, street workers, and victims of domestic violence in Regina, Saskatchewan. While in Regina, Valerie worked by day and went to school by night and obtained her Bachelor’s degree in Human Justice. She also has her Chemical Dependency Addiction certification and went on to specialize in programming such as Post-Traumatic Stress Disorder and Focusing Therapy at Red River College in Winnipeg, Manitoba. In 2007, she obtained her Master Practitioner in Neurological Linguistic Programming.
Among all of her achievements in education, one of the essential teachings she has received is the concept of life-long learning. Life-long learning is more than just learning through academia; it comes through life experiences. Our history, the way we grow up, and the connection to who we are is essential to life-long learning. Today, culture, traditional values, and belief systems are fragmented as a result of assimilation, acculturation policies, and colonization that have been implemented on Indigenous peoples over generations. Life-long learning begins by understanding who we are, claiming our identity, and knowing where we come from. The teachings of identity are a spiritual process. Understanding family lineages, clan systems, and the significance of getting Indigenous names helps in learning your roles and responsibilities in life and it is empowering.
Posted on December 3, 2018 by Tina Trombley
Harold Lavallee discusses the importance of learning about culture in order to heal and understand identity.
Harold Lavallee is a Knowledge Keeper from Piapot First Nation. After surviving five years of residential schools he turned to drugs and alcohol. At 24 years old, he began to learn about his identity and after years of learning cultural traditions and environmentalism from Elders, he continues to pass on this knowledge to people at conferences, gatherings, and events across Canada and the United States. Using a land-based approach, he teaches and shares knowledge about traditional medicine, traditional gatherings, and traditional healing. He is passionate about culture, cultural validation, and the environment.
Posted on November 29, 2018 by Jiah Dzentu
Dechinta’s model of program delivery is innovative and responsive to the needs of diverse learners. We offer a setting where families can learn together through our Chekoa Nı̨ htł’èkǫ ̨̀ Deè (KidsU) program where children are invited to attend semesters with their parent(s) and learn on the land. This has become one of the most […]
Dechinta’s model of program delivery is innovative and responsive to the needs of diverse learners. We offer a setting where families can learn together through our Chekoa Nı̨ htł’èkǫ ̨̀ Deè (KidsU) program where children are invited to attend semesters with their parent(s) and learn on the land. This has become one of the most vital components of our Dechinta model as many students, particularly single mothers, opt to bring their children with them, thus providing a platform for strengthening family bonds.
