Posted on by Lily Desmoulins
Anika Guthrie speaks with former Administration Manager Tara Montague about the Kay-Nah-Chi-Wah-Nung Historical Centre. Kay-Nah-Chi-Wah-Nung is operated by Rainy River First Nation and offers guided and self-directed tours that explore the history of the mounds. For more information please contact the centre at mounds.rrfn@bellnet.ca or (807) 483 1163 or check out the website at manitoumounds.com
Anika Guthrie speaks with former Administration Manager Tara Montague about the Kay-Nah-Chi-Wah-Nung Historical Centre. Kay-Nah-Chi-Wah-Nung is operated by Rainy River First Nation and offers guided and self-directed tours that explore the history of the mounds. For more information please contact the centre at mounds.rrfn@bellnet.ca or (807) 483 1163 or check out the website at manitoumounds.com
Posted on by Lily Desmoulins
Melissa Oskineegish speaks with Language instructor Larry Beardy about his experience working in the Indigenous Language Instructor’s Program at Lakehead University (formerly known as NLIP). Larry discusses what he believes are important skills required to be a language instructor as well as the impact of Indigenous language on a person’s identity and well-being.
Melissa Oskineegish speaks with Language instructor Larry Beardy about his experience working in the Indigenous Language Instructor’s Program at Lakehead University (formerly known as NLIP). Larry discusses what he believes are important skills required to be a language instructor as well as the impact of Indigenous language on a person’s identity and well-being.
Posted on mai 23, 2019 by Coty Zachariah
Reconciliation projects and exchanges
Canadian Roots Exchange (CRE) is an active youth organization with a mission to strengthen relationships between Indigenous & non-Indigenous youth by facilitating dialogue through leadership programs, exchanges, national gatherings, and workshops. They run national programming and develop teams in major cities across the country that work on reconciliation projects and bridging the gaps between our differing cultures.
Posted on by Frannie and Kisa Rogers
Darlene Horseman is a professor at the Grande Prairie Regional College. She shares her perspective of the post secondary education system and process from her experience as a student to a professor. She speaks of what was taught in Indigenous studies and how it has changed from very vague information to very concise.
Darlene Horseman is a professor at the Grande Prairie Regional College. She shares her perspective of the post secondary education system and process from her experience as a student to a professor. She speaks of what was taught in Indigenous studies and how it has changed from very vague information to very concise.
Posted on by Trisha Campbell
Supervisor of Indigenous Education, Sarah Longman, discusses the programs she oversees for Regina Public Schools.
As the Supervisor of Indigenous Education for Regina Public Schools, Sarah Longman oversees the academic standing of all self-declared Indigenous students in the division, to ensure they are successful in acquiring the credits needed to stay on track to graduate. When it is identified that a student may need extra support, there are a number of ways this support is provided. There is an Indigenous Advocate Teachers Program, whereby trained teachers of Indigenous backgrounds are placed in high schools to monitor the progress of self-declared students. If needed, the Indigenous Advocate teacher will work with the student to get them back on track by contacting the parents/guardians and teachers to help identify the barriers that may be preventing a student from succeeding.
Another source of support for students is an Elders in Residence Program. The Elders provide cultural understanding and cultural affirmation for Indigenous students and are overall positive role models. Elders bring their knowledge and expertise into the classroom and they may help non-Indigenous teaching staff to navigate sensitive topics such as residential schools. Elders may also connect with families by teaming up with the Indigenous Advocate teachers and provide support to the student and family that are experiencing challenges in school or at home.
There is an Elders Advisory Council that advises the Board of Trustees for Regina Public Schools. These Elders offer cultural understanding and cultural knowledge that guide the Trustees when they are making decisions that impact Indigenous students and the community. A lot of work is being done to bring culturally affirmative resources into the schools to develop contemporary representations of who Indigenous people are – with the aim to eradicate and replace negative stereotypes about Indigenous people.
Longman hopes that in the years to come, there will be more Indigenous educators, Indigenous doctors, Indigenous engineers, etc., taking the best of the Western world and finding ways to utilize technology to promote and sustain who they are as Indigenous people.
