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Ce projet consiste à un spectacle d’artiste autochtones et québécois. Les membres du groupes tentent de faire valoir l’importance de la langue innue par une représentation musicale à travers le Québec. Cette initiative souhaite entre autre créer la réconciliation entre les Premières Nations et le Québec. This story is not available in English. Please […]
Ce projet consiste à un spectacle d’artiste autochtones et québécois. Les membres du groupes tentent de faire valoir l’importance de la langue innue par une représentation musicale à travers le Québec. Cette initiative souhaite entre autre créer la réconciliation entre les Premières Nations et le Québec.
This story is not available in English. Please select another language option.
Elder, Mona Sepass, from the Stó:lô Nation of the Fraser Valley region in southern British Columbia, shares how important it was for her to learn her language to better understand who she was and where she came. She discusses the importance of Indigenous youth carrying on the languages and traditions of their people. Mona also […]
Elder, Mona Sepass, from the Stó:lô Nation of the Fraser Valley region in southern British Columbia, shares how important it was for her to learn her language to better understand who she was and where she came. She discusses the importance of Indigenous youth carrying on the languages and traditions of their people. Mona also discusses the efforts that she and her family have made to keep the Halq’eméylem language alive. She also touches on the importance of Indigenous storytelling.
Opikihiwawin’s programs create a positive sense of identity and belonging and help adoptees and foster people build relationships in the Aboriginal community.
Based on Dr. Martin Brokenleg’s theory of reclaiming youth at risk, Opikihiwawin helps Aboriginal adoptees find where they belong and helps them on their journey home. ”We have a wide range of programs for fostered and adopted youth,” says Darlene Daniels. “The goal is to find their sense of self-identity, where they belong, and what their gifts and talents are.” Opikihiwawin has partnered with the University of Manitoba and arranged for Indigenous people in various programs like medicine or dentistry to mentor and tutor young people so that they flourish in school and are not intimidated by math and science.
The paintings, Super Hero, Parenting, Education, and Language, were created by Opikihiwawin participants; they were inspired by the Truth and Reconciliation Commission Calls to Action.
Catherine Davis discusses the challenges of including Indigenous education initiatives in the public education system.
Catherine Davis shares her perspectives developed through her work with the Alderville First Nation Student Services. Student Services provides mental health support, education, and referral services to elementary and secondary students of Alderville First Nation and their families. Their services include prevention and life promotions programs delivered to children, youth and parents, as well as, case management and coordination of the assessment and consultation processes. She discusses some of the “costs” these initiatives involve (like sacrificing the learning of Indigenous languages to prioritize increasing graduation rates) and talks about the challenges of trying to build a system in which Indigenous communities can have both.
Tyler Armstrong interviews Indigenous knowledge keeper Zhawano Binsek. Zhawano shares in Oji-Cree what knowledge is important to pass on to future generations. Zhawano Binsek also shares how we will know this knowledge has successfully been transmitted and what she would like to see in the future.
Tyler Armstrong interviews Indigenous knowledge keeper Zhawano Binsek. Zhawano shares in Oji-Cree what knowledge is important to pass on to future generations. Zhawano Binsek also shares how we will know this knowledge has successfully been transmitted and what she would like to see in the future.
Ce programme a pour objectif la transmission des savoirs des femmes innu pour se débrouiller dans le bois. Il prend place à la maison de la culture et au presbytère. Ce programme s’adresse aux femmes de 18 ans et plus sans revenu. This story is not available in English. Please select another language option.
Ce programme a pour objectif la transmission des savoirs des femmes innu pour se débrouiller dans le bois. Il prend place à la maison de la culture et au presbytère. Ce programme s’adresse aux femmes de 18 ans et plus sans revenu.
This story is not available in English. Please select another language option.
The Math Catcher Outreach program aims to promote mathematics and scholarship in general by encouraging elementary and high school students to recognize how math is used in everyday life and how it forms the basis for many of our daily decisions and life-long choices. The storytelling, pictures, models, problem solving, and hands-on activities encourage young […]
The Math Catcher Outreach program aims to promote mathematics and scholarship in general by encouraging elementary and high school students to recognize how math is used in everyday life and how it forms the basis for many of our daily decisions and life-long choices. The storytelling, pictures, models, problem solving, and hands-on activities encourage young people to enjoy math and help dispel myths that math is boring and abstract. Math Catcher has produced animated films in several First Nations languages (Blackfoot, Cree, Squamish, Heiltsuk, Nisga’a, Sliammon, Halq’em ́eylem, Hul’q’umi’num’, and Huu-ay- aht) as well as bilingual picture books in Blackfoot/English, Cree/English, Squamish/English, Nisga’a/English, and Sliammon/English. For more information: http://www.sfu.ca/mathcatcher.html
The SENĆOŦEN Survival School and Language Apprenticeship programs value our history and teach the ways and beliefs of our W̱SÁNEĆ homeland and worldview.
SENĆOŦEN Survival School: This program is a fully SENĆOŦEN immersion experience (EWENE W̱ENITEM ḴEN SḰÁL – no English Language is spoken) for Children 5-6 or at the Kindergarten program level. Our program teachers meet the Ministry Prescribed Learning Outcomes of the Kindergarten Curriculum. Children will spend 3.5 hours in classroom Learning the Kindergarten Provincial Curriculum through a SENĆOŦEN medium. For 2.5 hours per day, children will also learn through engagement with nature in the playgrounds and forests around our school and at beaches and culturally significant places. Children can enter the LE,NOṈET Immersion stream at this level.
SENĆOŦEN Language Apprenticeships: The goal of the Mentor-Apprentice Program is to facilitate the development of fluent speakers of SENĆOŦEN language where fluent speakers are partnered with committed learners in an immersion environment in the home and on the land. This is a one-on-one language immersion program. A “mentor” (a fluent speaker of a language) is paired with an “apprentice” (learner).
An examination of the historic and current issues relevant to First Nations land use and community planning.
This course looks at land use and community planning in First Nation communities across Canada from a variety of perspectives. The course includes an examination of the history of First Nations planning in Canada; review of the portions of the Indian Act relevant to planning and land use; current trends in First Nations planning (comprehensive community plans and land codes); treaties and planning; and local government – First Nations relationship building. The course aims to acquaint students with the issues that shape current practice in land use and community planning in First Nations across Canada, with a focus on BC.
Bob Lovelace offers a distinction between Indigenous Education and Aboriginal Education, the shift from an ‘Indigenous Rights perspective’ to an ‘Indigenous Responsibility perspective’.
Robert (Bob) Lovelace is a former Ardoch Algonquin First Nations Chief and is the originator of on-campus, blended, and online community and higher education courses related to Indigenous and Aboriginal Education. He has been key in the creation of the Indigenous Studies Minor in Queen’s University and served as the founding manager for the Four Directions Aboriginal Student Centre as well as the lead facilitator for the Annual Aboriginal Studies Symposium in this institution. Here, Lovelace discusses the importance of looking into the future, and his perspectives on the current state of Indigenous Education in Canadian Institutions.
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