Posted on février 21, 2019 by Justina Black
Alumni of the program, Cheryl Mandeville, shares her experience learning out on the land. Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values. Dechinta Centre for Research and Learning is […]
Alumni of the program, Cheryl Mandeville, shares her experience learning out on the land.
Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values.
Dechinta Centre for Research and Learning is internationally recognized for its innovative and vital research and university program delivery. Dechinta delivers Indigenous centered arts, culture, language and educational programming in an innovative land-based environment. Its program supports diverse needs and inclusive participation.
Posted on by Justina Black
Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values. Alumni of the program, Jasmine Vogt, shares her experience. Dechinta Centre for Research and Learning is internationally recognized for its innovative […]
Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values. Alumni of the program, Jasmine Vogt, shares her experience. Dechinta Centre for Research and Learning is internationally recognized for its innovative and vital research and university program delivery. Dechinta delivers Indigenous centered arts, culture, language and educational programming in an innovative land-based environment. Its program supports diverse needs and inclusive participation.
Posted on by Justina Black
BushKids is exploring the ethical space between Indigenous education and Western education principles in Yellowknife, NT.
BushKids co-founders are both trained as forest and nature school practitioners. Chloe Dragon Smith is a Dënesųłiné – Metis woman from Yellowknife, who grew up learning on-the-land through the Indigenous education principles of her family. Wendy Lahey is a non-Indigenous educator trained in the Western education system and has lived in the north for a long time. The two women are committed to working with the community, as possible, to create a curriculum that equally honours these systems of teaching and learning on the land.
The goal of BushKids is ultimately to affect the public education system and ensure all northern students spend regular time on the land throughout the school year. Programming is currently offered throughout the school year for pilot classes of all ages, from early childhood to high school. BushKids educators also work with teachers in public education systems with the goal of enabling them to bring their classes outside as part of their learning.
Posted on février 20, 2019 by Tina Trombley
A Nakota language initiative that seeks to revitalize and re-awaken the Nakota language on White Bear First Nation.
Sarah and Shayna McArthur of White Bear First Nation began the group, Mato Ska Nakona bi Linguistics Inc. to work with community members in order to revitalize and restore the Nakota language. By using language acquisition methods like Total Physical Response and Native American Hand Signs, the McArthur’s hope to increase the number of Nakota language speakers in their community. By learning Nakota people can reconnect with their spirituality and traditional ceremonies in order to heal from past trauma. This initiative is helping Nakota community members, of all ages, to be proud of their identity and history. The Nakota people, now more than ever, must be committed to learning their language and reconnecting with their identity – the Mato Ska Nakona bi Linguistics Inc. is able to support this work.
Posted on by Catherine Charest
Ce projet a pour objectif d’inciter les jeunes décrocheurs à retourner à l’école afin qu’ils terminent leurs cours de base. Puis, ces derniers participeront à un stage qui les mènera sur le marché du travail. Le programme s’adresse aux jeunes âgés de 15 à 21 ans. This story is not available in English. Please select […]
Ce projet a pour objectif d’inciter les jeunes décrocheurs à retourner à l’école afin qu’ils terminent leurs cours de base. Puis, ces derniers participeront à un stage qui les mènera sur le marché du travail. Le programme s’adresse aux jeunes âgés de 15 à 21 ans.
This story is not available in English. Please select another language option.
Posted on by Trisha Campbell
Philip Brass advocates that land-based activities are memorable experiences that can plant a seed to propagate relationships with the landscape and the ecosystem.
In 2014, Philip Brass began to work with his band, Peepeekisis Cree Nation, as the Community Wellness Coordinator at the Health Centre. His goal at the time was to reach out and connect with youth during a time of violence, vandalism, and gang activity. He offered to go hunting with some of the youth as a way to connect with those that were tough to reach, and eventually he introduced them to ceremony. Getting the youth involved in traditional values and practices resulted in a positive ripple effect throughout the community. His work with the youth continued with the File Hills Police Service and then working within the schools on-reserve and off-reserve, in nearby towns, within Prairie Valley School Division and Treaty 4 Education Alliance. Some land-based activities Brass has led with youth include: fishing, filleting workshops, hunting big game, hunting small game, talking circles, sweats, and attending ceremonies. He has been a valuable resource for teachers that are having difficulty navigating issues on reconciliation, the history of colonialism, and on-going Indigenous struggles within Saskatchewan and Canada. Philip has witnessed how the land can be a powerful tool for learning, engaging, and shifting negative behavioural patterns in youth. Philip infers that for Indigenous people to reconnect with their languages, land-based activities are essential because languages are emergent from those activities and gives language relevance.
