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Art Petahtegoose – Thinking in Our Language and Our 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.

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.

Hailey Prince at the Nak’azdli Cultural Centre

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.

Fort Good Hope Fish Camp – the Importance of Camp

This is one in a set of three videos that talk about life along the Deh Cho (Mackenzie River) and learning to fish.

Passing on knowledge to the next generation about living in ‘the bush’, learning how to camp and how to fish, is important to the Sahtu people of the Deh Cho (Mackenzie River). The people in this video talk about what it means to them to be able to spend time together away from town and for the grandparents to be able to teach their children and grandchildren how to make camp, catch and dry fish, and more. As Judy Lafferty says, “They have to learn for survival . . . It’s our place to teach them, as parents and grandparents.”

Special thanks to (in order of appearance):

  • Dennita Lafferty, Participant
  • Anna Turo, Participant
  • Judy Lafferty, Mentor
  • Wilma Manuel, Participant
  • Leon Turo, Mentor
  • Michel Lafferty, Mentor

As well, special thanks to:

  • Anne-Marie Jackson, NCCIE Videographer and Contributor
  • Christopher White, Promethean Heritage and Cultural Services, Video Editor
  • Andrée Cazabon, Productions Cazabon, Producer

This video and two others in this series are also part of ‘Tracking Change: the Role of Local and Traditional Knowledge in Watershed Governance’, a project that includes listening to Indigenous peoples along the Mackenzie, Mekong, and Amazon Rivers to gather information about “long term (historic and current) patterns of social and ecological change and the interconnections between the health and dynamics of these river systems and that of river communities.” (source: www.trackingchange.ca/about)

The Lafferty Family talks about Climate Change Impacts in the Sahtu

This is one in a set of three videos that talk about life along the Deh Cho (Mackenzie River) in the Sahtu. The topic of this video is how their environment is changing due to climate change.

Judy and Michel Lafferty talk about changes they and other Elders have observed due to climate change in their community and along the Deh Cho (Mackenzie River).

Special thanks to Judy and Michel Lafferty, and to others in their community, for their participation in this video.

As well, special thanks to:

  • Anne-Marie Jackson, NCCIE Videographer and Contributor
  • Christopher White, Promethean Heritage and Cultural Services, Video Editor
  • Andrée Cazabon, Productions Cazabon, Producer

This video and two others in this series are also part of Tracking Change: the Role of Local and Traditional Knowledge in Watershed Governance (trackingchange.ca), a project that includes listening to Indigenous peoples along the Mackenzie, Mekong, and Amazon Rivers to gather information about “long term (historic and current) patterns of social and ecological change and the interconnections between the health and dynamics of these river systems and that of river communities.” (source: www.trackingchange.ca/about)

Luge k’e rahtse deh – “We live with the fish”

This is one in a set of three videos about life along the Deh Cho (Mackenzie River) in the Sahtu. This video is about learning the important life skill of fishing – how to fish and when and where to fish, knowledge that is passed down from one generation to another.

The people of K’asho Got’ine (Fort Good Hope) harvest fish from the Deh Cho (the Mackenzie River) and pass this knowledge on from generation to generation. Although fish-harvesting techniques have changed throughout colonization and amongst generations, some people still retain important practices that do not separate them from the land. Harvesters like Judy and Michel, the Elders in this video, are one of a few families who still practice land-based harvesting ‘out on the land’ in specific harvesting camps outside the community. One change in harvesting techniques that has become more common is harvesting within the community. With full time jobs and their children committed to education, it is difficult for those who harvest to go ‘out on the land’ for extended periods of time. Some find it more accessible to set nets close to the community and harvest outside their houses with teepees at their doorstep. Other inevitable changes to traditional harvesting techniques include adapting to non-traditional tools with the help of technology and modern materials. Amidst all of these changes in traditional harvesting practices and techniques, Judy and Michel, the Elder teachers, still emphasize the importance for them to remain each year harvesting fish ‘out on the land,’ hence – “Luge k’e rahtse deh, we live with the fish.”

Special thanks to (in order of appearance):

  • Wilma Manuel, Participant
  • Judy Lafferty, Mentor
  • Michel Lafferty, Mentor
  • Anna Turo, Participant

As well, special thanks to:

  • Anne-Marie Jackson, NCCIE Videographer and Contributor
  • Christopher White, Promethean Heritage and Cultural Services, Video Editor
  • Andrée Cazabon, Productions Cazabon, Producer

This video and two others in this series are also part of Tracking Change: the Role of Local and Traditional Knowledge in Watershed Governance (trackingchange.ca), a project that includes listening to Indigenous peoples along the Mackenzie, Mekong, and Amazon Rivers to gather information about “long term (historic and current) patterns of social and ecological change and the interconnections between the health and dynamics of these river systems and that of river communities.” (source: www.trackingchange.ca/about)

Nunavut Sivuniksavut

Inuit educational and cultural institution

Nunavut Sivuniksavut (NS) is a silattuqsarvik (Inuktitut for “a place and time to become wise”), dedicated to providing Inuit youth with unique cultural and academic learning experiences that will allow them to develop the knowledge, skills and positive attitudes needed to contribute to the building of Nunavut. Based in Ottawa, Ontario, the school gives urban Inuit a place to learn and prepare for other post-secondary or professional opportunities.

Makimautiksat – Qaujigiaqtiit Health Research

Makimautiksat is an evidence-based youth camp that aims to equip Nunavut youth with critical life skills and knowledge that fosters positive mental health and wellness. The camp was designed by Nunavummiut for Nunavut youth.

Makimautiksat is an Inuktitut word for that can be interpreted as “building a solid foundation within oneself”. Makimautiksat is an evidence-based youth camp that aims to equip Nunavut youth with critical life skills and knowledge that fosters positive mental health and wellness. The camp was designed by Nunavummiut for Nunavut youth. For more information about Makimautiksat, visit www.qhrc.ca

Tungasuvvingat Inuit – Education Support Program

Inuit Education Support Program

Tungasuvvingat Inuit – Education Support Program
o The goal of the Education Support Program is to provide supports and resources to Inuit learners in the Ottawa, Ontario region. Included in programming are skills-based learning opportunities, social events, cultural sensitivity training if needed at post-secondary institutions and emotional guidance. They work with Indigenous centres on campus to provide the necessary supports and knowledge to encourage the success of Inuit students. Some programming within the organization has outdoor activities and interactions with the land in the surrounding area. The program supports Inuit students throughout the academic calendar year while they study at local post-secondary institutions. The education support programming offered is for all Inuit learners aged 18-30’s and their families in the Ottawa area.

Is there a website for more information? What is it?
o http://tungasuvvingatinuit.ca/

Tłı̨chǫ Government

John B Zoe, Senior Advisor with the Tłı̨chǫ Government, talks about the importance of Tłı̨chǫ traditional knowledge, Land, Language and Culture. John also sits as the Chairperson of Dedats’eetsaa: the Tłı̨chǫ Research & Training Institute.

John B Zoe, Senior Advisor with the Tłı̨chǫ Government, talks about the importance of Tłı̨chǫ traditional knowledge, Land, Language and Culture. John also sits as the Chairperson of Dedats’eetsaa: the Tłı̨chǫ Research & Training Institute.

Executive Director of Niagara Regional Native Centre (NRNC) – Walking in Two Worlds

Chris Shawanoo speaks about the role of the Niagara Regional Native Centre (NRNC) in providing holistic educational opportunities to the Niagara Region urban Indigenous community. He also speaks about NRNC’s partnership with the Catholic District School Board to start up Soaring Eagles Indigenous school as a response to the Truth and Reconciliation Commission’s “Calls to Action”. Chris uses personal stories and teachings throughout this talk to illustrate the wholistic education model of NRNC’s womb to grave services and to answer questions about Indigenous education.

Chris Shawanoo speaks about the wholistic programming provided by NRNC to urban Indigenous community members as well as the start of the Indigenous school Soaring Eagles. Chris uses personal stories and passes down teachings given to him to illustrate the importance of a wholistic education and a western education. Walking in two worlds involves cultural revitalization to ground an individual to a strong identity while providing culturally sensitive educational opportunities to combat systemic oppression, colonization, and poverty. Recognition is given to the importance of a non-western education as well as the importance of language revitalization.