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Story Topic: Culture

Culture

Mi’kmaw Child Development Centre – Mi’kmaw Native Friendship Centre – Lee Merrigan-Thomas – Coordinator – Halifax, Nova Scotia

Posted on June 15, 2018 by Lisa Jodoin

Lee Merrigan-Thomas, Aboriginal Head Start Coordinator and Community Action Program Coordinator, describes the Mi’kmaw Child Development Centre and the impact it has on children and families.

Lee Merrigan-Thomas, Aboriginal Head Start Coordinator and Community Action Program Coordinator, describes the Mi’kmaw Child Development Centre and the impact it has on children and families.

Penny Couchie and Sid Bobb – Indigenous Arts Education

Posted on by Gabrielle Pellerin

Aanmitaagzi, an Indigenous arts company. Seeks out many ways to have/supports both direct and indirect learning.

Aanmitaagzi, an Indigenous arts company. Seeks out many ways to have/supports both direct and indirect learning.

Northern Manitoba Mining Association: Freda Lapine

Posted on June 14, 2018 by Richard Stecenko

The Northern Manitoba Mining Academy provides access to its world-class facilities for field-based undergraduate courses, as well as graduate students and researchers doing field work. Full sample preparation and comfortable on-site accommodations are provided for a minimal cost to students and scientists in all natural and environmental sciences. The program integrates life and essential skills […]

The Northern Manitoba Mining Academy provides access to its world-class facilities for field-based undergraduate courses, as well as graduate students and researchers doing field work. Full sample preparation and comfortable on-site accommodations are provided for a minimal cost to students and scientists in all natural and environmental sciences. The program integrates life and essential skills components into conventional wilderness safety training to develop the foundational skills that are critical to successful employment. Graduates are expected to secure entry-level employment in mining and environmental industries including assisting in early mining exploration activities. Other graduates will advance to formal prospector training. “Our organization has a vision of building community capacity through the wilderness safety and intensive prospector training programs,” said Chief Jim Tobacco, Mosakahiken Cree Nation, and president, First Nation Mining Economic Development Inc. “It will help to boost creativity to find the next big mine within our ancestral lands.” The province is partnering with First Nations Mining Economic Development Inc., University College of the North, Northern Manitoba Mining Academy and Workplace Education Manitoba to deliver wilderness safety training for up to 40 individuals from four participating communities: God’s Lake Narrows First Nation, Opaskwayak Cree Nation, Marcel Colomb Cree Nation and Mosakahiken Cree Nation.  http://www.miningacademy.ca/#welcome

Dene Kede

Posted on by Miriame Giroux

Dene Kede encompasses the language, culture and the way in which five Dene nations view the world. In K to 6, themes are used to reinforce and teach the four concepts central to Dene perspective: the Spiritual World, the Land, the Self and the People, while grades 7 to 9 employ a modular approach. The […]

Dene Kede encompasses the language, culture and the way in which five Dene nations view the world. In K to 6, themes are used to reinforce and teach the four concepts central to Dene perspective: the Spiritual World, the Land, the Self and the People, while grades 7 to 9 employ a modular approach. The purpose of this curriculum is to present children with the experiences, knowledge, skills and attitudes which will guide them toward becoming capable citizens.  https://www.ece.gov.nt.ca/en/services/education-et-programmes-detude-de-la-maternelle-la-12e-annee/aboriginal-languages

Know Who You Are – Traditional Knowledge Holder Darlene Cardinal

Posted on May 30, 2018 by Frannie and Kisa Rogers

Traditional Knowledge Holder uses her experience in the classrooms of the Grande Prairie Public School system with an aim to help students know who they are and where they belong. This Traditional Knowledge Holder teaches directly in the public school system classrooms of Grande Prairie. She works to share cultural teachings to students and to […]

Traditional Knowledge Holder uses her experience in the classrooms of the Grande Prairie Public School system with an aim to help students know who they are and where they belong. This Traditional Knowledge Holder teaches directly in the public school system classrooms of Grande Prairie. She works to share cultural teachings to students and to bring a cultural perspective to support the helpers in assigning meaning to what is happening in a child’s world both in and out of the classroom. Advocacy of children and the culture and the role culture must play in their lives both in and out of the classroom is an urgent piece of her work at all times.

Social Media as a Language Teaching Tool

Posted on by Heather O'Watch

Solomon Ratt uses Facebook to engage students and community members in learning Cree.

Solomon Ratt, Cree Language Professor at First Nations University of Canada, discusses how his Cree Language Facebook group has helped students and community members learn Cree. A few years ago, Solomon began engaging his Cree language student’s, outside of regular class time, by creating Cree language videos for them to learn and practice. He uploads Cree language videos to the Facebook group, and now the group has grown from students to community members, and eventually to global learners. A community formed within the Facebook group and now more people than ever are logging on and engaging in learning Cree. Solomon hopes that alongside technological developments the Cree language will be revitalized and reclaimed.

Banuts’ukuih: Indigenous-led Experiential Learning at the University of Northern British Columbia

Posted on May 28, 2018 by Kiara McLean

The Banuts’ukuih (meaning, canoe coming to shore in Lheidli) project is an example of the experiential learning opportunities led by Indigenous instructors in partnership with the University of Northern British Columbia. Other experiential courses have involved creating a pit house, decolonization through land stewardship, and moose-hide tanning. These courses offer Indigenous and non-Indigenous post secondary […]

The Banuts’ukuih (meaning, canoe coming to shore in Lheidli) project is an example of the experiential learning opportunities led by Indigenous instructors in partnership with the University of Northern British Columbia. Other experiential courses have involved creating a pit house, decolonization through land stewardship, and moose-hide tanning. These courses offer Indigenous and non-Indigenous post secondary students the opportunity to learn about Indigenous cultures through participation in cultural activities – such as carving a cottonwood canoe. In addition, these courses allow for the transmission of oral traditions – such as the Lheidli T’enneh story of ‘Astas and the Salmon. https://www.unbc.ca/experiential-learning

Chief Whitecap School – An Alliance with Saskatoon Public Schools

Posted on May 22, 2018 by Timothy Merasty

The Principal and Counsellor from Chief Whitecap School and the Superintendent from Saskatoon Public Schools discuss the importance of the alliance that brought about the school.

In partnership between Whitecap Dakota First Nation and Saskatoon Public Schools, Chief Whitecap School embodies the vision of provincially mandated curriculum taught in a good way and in alignment with Dakota First Nations culture, language, and traditions. With funding from Indigenous and Northern Affairs Canada, Chief Whitecap School is the designated school for Whitecap Dakota First Nation students in Grade 5-8. The funding helps to reduce the education and graduation gap between Indigenous and non-Indigenous students which has given opportunities for continued Dakota cultural learning and language acquisition. This partnership is committed to reconciliation as it works towards the Truth and Reconciliation Calls to Action. The success of the school is determined within the relationships of the partners, teachers, students, and community.