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Weaving a Story describes the importance of inkle looms to creating Métis sashes that are meaningful to individuals.
In the interview, Teresa Bryne discusses the meaning of the colours of the Métis sash. Through workshops, Weaving a Story tells the history of the sash, the creation of a sash on a loom, and how to create your own.
The Little Métis Sing With Me program offers resources for facilitators, parents, and children. The resources include songs, rhymes, dance, Michif language, take-home books, and crafts.
Little Métis Sing With Me program is a parent-child program with three strands: Family literacy Essential skills Métis culture and history This is an exciting program with lots of wonderful resources for facilitators to share with parents and children: songs, rhymes, dance, Michif language, take home books, crafts, and guests. Little Métis Sing With Me Training Workshop A three-day workshop to train participants to run their own Little Métis Sing With Me programs. All participants receive a facilitator’s manual and all resources. Also included are a combination of dance, songs, rhymes, books, and activities to enhance the training and provide ready-made resources for the program. Registration fee is $125 per person or $2,500 for your group (max 20 participants). Please contact us for upcoming training dates and to find out how to apply for funding to set up this program in your community.
Audio interview with Indigenous Educator Penny Cardinal-Kotash perspective from Treaty 8, High Level, Alberta.
Penny Cardinal-Kotash is a Indigenous Teacher who teaches in High Level, Alberta. She is passionate about teaching students and infuses Indigenous education throughout the Language Arts, Social Studies, and Math curriculum. She utilizes her own experience to help students learn about the Cree culture but of other Indigenous cultures. Mrs. Kotash explains that Indigenous students need to see themselves in everyday society, to learn that Indigenous peoples have always been here, and to learn about their own culture and others in which each are a part of Canada’s fabric. She helps other Educators in the Division and encourages them to choose and identify where the literature originates from, as well as the region they belong to, to ensure it’s relevancy for their region. Penny Cardinal-Kotash is part of the Division’s FNMI cohort and provides resources, and support to understand we are not all the same culture and to base their teachings relative to the language and its region.
The book, Tluuwaay ‘Waadluxan Mathematical Adventures, is designed to expand our awareness and relationship with the land, sea and sky – and transform possibilities for teaching and learning mathematics. Cynthia Nicol, one of the co-editors who collaborated with the authors of the book (teachers and community members of Haida Gwaii), is an Associate Professor in […]
The book, Tluuwaay ‘Waadluxan Mathematical Adventures, is designed to expand our awareness and relationship with the land, sea and sky – and transform possibilities for teaching and learning mathematics. Cynthia Nicol, one of the co-editors who collaborated with the authors of the book (teachers and community members of Haida Gwaii), is an Associate Professor in the Department of Curriculum and Pedagogy at the University of British Columbia Faculty of Education. She shares some of the math activities and examples in the book that involve the bentwood box, the canoe, historical dates and timelines from the People’s perspective, and more. To learn more or how to get a copy of the book, visit: http://www.sd50.bc.ca/wp-content/uploads/2017/01/colour-poster-final.pdf.
Jim Martin has worked within the Tłı̨chǫ communities in many roles over the years. Currently, he sits as the Sr. Policy Advisor in the Priorities and Planning department with the Tłı̨chǫ Government. He also works with Dedats’eetsaa: the Tłı̨chǫ Research & Training Institute.
Jim Martin has worked within the Tłı̨chǫ communities in many roles over the years. Currently, he sits as the Sr. Policy Advisor in the Priorities and Planning department with the Tłı̨chǫ Government. He also works with Dedats’eetsaa: the Tłı̨chǫ Research & Training Institute.
Janine Landry talks with Brent Tookenay, CEO of Seven Generations Education Institute based out of Fort Francis, Ontario. The Seven Generations Language Strategy is an eight- year strategy that looks to revitalize the Ojibwe language in the Treaty 3 territory. There are 22 separate initiatives within the strategy; some of these are programs like the […]
Janine Landry talks with Brent Tookenay, CEO of Seven Generations Education Institute based out of Fort Francis, Ontario. The Seven Generations Language Strategy is an eight- year strategy that looks to revitalize the Ojibwe language in the Treaty 3 territory. There are 22 separate initiatives within the strategy; some of these are programs like the Adult immersion program and the Mentor/Apprentice program. The goal of the strategies and their programs is to create future fluent speakers that can sustain the language.
Learn more at: Anishinaabemodaa – Waking Up Ojibwe at http://www.wakingupojibwe.ca/.
Cheyenne Chartrand, Spiritual Care Provider at Neecheewam Inc., explains Neecheewam’s approach to education.
Neecheewam Inc. goes beyond pedagogical programs in an effort to redefine concepts of treatment, emphasizing cohort and peer education through an “extended family” that results in whole person learning. Whole person learning requires moving beyond the text book to include academic, professional, emotional, and spiritual growth.
Kelsey Jaggard interviews Rachel Ombash in Sioux Lookout, Ontario at the KOBE Language Learning app launch. Rachel Works with the Keewaytinook Okimakanak Board of Education as an Oji-Cree language teacher in North Spirit Bay. She describes the language program she co-facilitates with a fellow language speaker and her dreams for language education and revitalization. The […]
Kelsey Jaggard interviews Rachel Ombash in Sioux Lookout, Ontario at the KOBE Language Learning app launch. Rachel Works with the Keewaytinook Okimakanak Board of Education as an Oji-Cree language teacher in North Spirit Bay. She describes the language program she co-facilitates with a fellow language speaker and her dreams for language education and revitalization. The app mentioned in the interview refers to the KOBE Language Learning applications (in Oji-Cree, Cree, and Ojibwe) that were released in November 2018 and available on the App Store or the Google Play Store.
ITEP’s mandate is to build a community of knowledgeable teachers who understand and value the cultures, languages, and traditions of Indigenous students.
Since 1972, the Indian Teacher Education Program (ITEP) has been providing culturally relevant K-12 teacher education programs leading to a Bachelor of Education degree and a Professional “A” teaching certificate. ITEP and its students endeavor to take back control of Indigenous education and provide an education that focuses on Indigenous languages, cultures, and traditions. ITEP is offered at the University of Saskatchewan with community-based programs in the communities of Beardy’s & Okemasis Cree Nation, Big River Cree Nation, Little Pine Cree Nation, Makwa Sahgaiehcan First Nation, Onion Lake Cree Nation, Poundmaker Cree Nation, Thunderchild Cree Nation, Canoe Lake First Nation, Battleford Agency Tribal Chiefs, Fort Smith in the North-West Territories, and Kahkewistahaw First Nation.
Revitalizing Dene language, culture, and identity through language reclamation in Fond du Lac.
Retired educator, Rose Pacquette, discusses the importance of reclaiming Dene culture and identity by learning the Dene language. Pacquette has witnessed the loss of Dene language in her community, and with the loss of language, Dene culture has been replaced by English and social media. She has been a teacher in her community, Fond Du Lac, Saskatchewan for many years and she stresses that language is the foundation of having a strong cultural identity, which is why it is crucial to teach Dene to younger generations. The Dene Nation needs to be reclaimed and the Dene people need to know the cultural traditions, their worldview, and the history of their people in order to be proud of their cultural identity. For Dene people, Indigenous education should reflect Dene culture, language, and traditions.
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