Posted on May 7, 2020 by John Vallely
An Elder, who is preparing Anishinaabe people to be responsible, knowledgeable about their culture, creation and to show us our own personal role in Creation.
An Elder, who is preparing Anishinaabe people to be responsible, knowledgeable about their culture, creation and to show us our own personal role in Creation.
Posted on by John Vallely
“Choices” is an alternative School and General Cultural Programming within Native Friendship Centre and Native Health centres. The goal of the program was to revitalize culture and incorporate Anishnawbek ways.
“Choices” is an alternative School and General Cultural Programming within Native Friendship Centre and Native Health centres. The goal of the program was to revitalize culture and incorporate Anishnawbek ways.
Posted on by Frannie and Kisa Rogers
Lonny is Traditional Knowledge Holder working to fill in what were cultural blank spaces with Indigenous dialogue and narrative to create a meaningful cultural support to the clients and staff of the Rotary House. Lonny discusses how important it is to create cultural space for not only clients but also for front line workers dealing […]
Lonny is Traditional Knowledge Holder working to fill in what were cultural blank spaces with Indigenous dialogue and narrative to create a meaningful cultural support to the clients and staff of the Rotary House. Lonny discusses how important it is to create cultural space for not only clients but also for front line workers dealing in the field of mental health. Cultural space is necessary for people to experience what is meaningful for them and to start healing steps. He shares the five components required for Indigenous Education to be truly culturally based and grounded.
Posted on by Jeremiah Sharpe
Manitoba First Nations School System (MFNSS) has been empowered to engage in Indigenous led education within the province.
Manitoba First Nations School System (MFNSS) has been empowered to engage in Indigenous led education within the province.
Posted on by Marion Erickson
Hailey Prince details the Nak’azdli Cultural Centre’s aims and initiatives of capturing and maintaining Dakelh traditional knowledge through methods of traditional knowledge transfer from Elders. The centre offers programs and classes that are focused on strengthening areas of traditional Dakelh knowledge. Classes include teaching Dakelh language; drums, rattles, snowshoes, shawls, vests, baskets making; as well, […]
Hailey Prince details the Nak’azdli Cultural Centre’s aims and initiatives of capturing and maintaining Dakelh traditional knowledge through methods of traditional knowledge transfer from Elders. The centre offers programs and classes that are focused on strengthening areas of traditional Dakelh knowledge. Classes include teaching Dakelh language; drums, rattles, snowshoes, shawls, vests, baskets making; as well, learning traditional ways of hunting, trapping, and fishing. Among being a place of teaching and learning, the Cultural Centre is a support system to the community through ensuring all those in need are cared for. A food hamper program is an example Hailey describes as one way the centre ensures those in need are cared for. All donations given to the centre are offered to families in need. Traditional knowledge retention and community support are just some of the areas in which Hailey Prince views the Nak’azdli centre as an area of success in Indigenous education.
Posted on February 15, 2020 by Ashley Nadjiwon
Anishinaabe Elders who are constantly working towards reconciliation and bringing traditional knowledge to their people.
Anishinaabe Elders who are constantly working towards reconciliation and bringing traditional knowledge to their people.
Posted on by Ruby Thompson
Examples of formal and informal Indigenous Education from a ‘student of life’ who describes the importance of language and land-based learning.
Examples of formal and informal Indigenous Education from a ‘student of life’ who describes the importance of language and land-based learning.
