Interview Language(s)
Audrey Benoit, Vice-Principal of Se’t A’newey Kina’matino’Kuom in Miawpukek First Nation describes how they celebrate and support Indigenous culture in their school.
Audrey Benoit, Vice-Principal of Se’t A’newey Kina’matino’Kuom in Miawpukek First Nation describes how they celebrate and support Indigenous culture in their school.
Cree words are packed with meaning and can be used as an entire language lesson.
Simon Bird is the Director of Education for the Lac La Ronge Indian Band and he shares his wealth of knowledge teaching Cree. He says, there are people in our communities who want to teach Cree and there are many more who want to learn it. He describes that you can teach an entire language lesson with one Cree word. For example, the word mistatim or misatim means big dog and refers to a horse. The concept of big dog exists within other Indigenous languages (Lakota, Dakota, Ojibway, Saulteaux, etc.) which shows how the horse was introduced to Indigenous people, and that dogs were part of their lives before horses came along. This language lesson brings in elements of history of Indigenous and non-Indigenous relationships, as well as, transportation and culture of peoples. In his discussion he gives an overview of a number of other Cree words that can be used in language lessons. Bird is a leader in his community and believes that if we study the language you will realize its significance and the roots it has in our culture and society – you will begin to appreciate who we are as people.
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Founder of kâniyâsihk Culture Camps, Kevin Lewis believes that land-based education is an important way for Cree and non-Indigenous people to (re)connect with culture and identity.
Within the last two decades, the kâniyâsihk Culture Camps at Ministikwan Lake Cree Nation have evolved from providing fall culture camps where participants took part in fishing and hide tanning to offering camps throughout all seasons and to anyone who wants to learn nehiyo (Cree) culture. Founder, Kevin Lewis explains that at kâniyâsihk Culture Camps participants take part in land-based learning that involves connecting with Elders, knowledge keepers, land keepers, medicine keepers, and berry pickers in their community. By sharing this wealth of knowledge with participants they begin to learn how to be self-sufficient and independent. Some of the many things done at camp include: learning Cree; harvesting plants for medicines; fishing and snaring; hide tanning; preserving moose, deer, elk, and fish; woodworking and building dog sleds, toboggans, birch bark canoes, snowshoes, and paddles; dog sledding; and participating in the Sun Dance, Sweat Lodge, and Chicken Dance ceremonies. The camp offers an immersive experience in nehiyo culture and Lewis hopes that more culture camps become available to people, especially for those living in urban areas.
Click here for more information about kâniyâsihk Culture Camps.
The Think Indigenous initiative inspires educators to think about education through an Indigenous knowledge lens.
Chris Scribe is the Executive Director and Board Chair of Think Indigenous, an initiative that seeks to support programs, innovations, and education that focus on Indigenous knowledge. Scribe believes that Indigenous knowledge is “an embodiment of life, it’s all levels of understanding relative to the area in which we live.” Scribe explains that what is needed now is for Indigenous people to create curriculums based on Indigenous knowledge that can be used within our education system. We need to invite our Knowledge Keepers into our classrooms so that traditional knowledge is valued and honoured. As well, leaders in education need to make room for educators to try Indigenous methods and approaches to learning.
Lonny is Traditional Knowledge Holder working to fill in what were cultural blank spaces with Indigenous dialogue and narrative to create a meaningful cultural support to the clients and staff of the Rotary House. Lonny discusses how important it is to create cultural space for not only clients but also for front line workers dealing […]
Lonny is Traditional Knowledge Holder working to fill in what were cultural blank spaces with Indigenous dialogue and narrative to create a meaningful cultural support to the clients and staff of the Rotary House. Lonny discusses how important it is to create cultural space for not only clients but also for front line workers dealing in the field of mental health. Cultural space is necessary for people to experience what is meaningful for them and to start healing steps. He shares the five components required for Indigenous Education to be truly culturally based and grounded.
Developing models for nation-specific education through language revitalization and community engagement.
Developing models for nation-specific education through language revitalization and community engagement.
Manitoba First Nations School System (MFNSS), begun in 2017, has been empowered to engage in Indigenous led education within the province. Established by the Manitoba First Nations Education Resource Centre (MFNERC), MFNSS is a First Nations-designed and led school system. For more information, visit: https://www.mfnss.com/About/Pages/default.aspx#/=.
Manitoba First Nations School System (MFNSS), begun in 2017, has been empowered to engage in Indigenous led education within the province. Established by the Manitoba First Nations Education Resource Centre (MFNERC), MFNSS is a First Nations-designed and led school system. For more information, visit: https://www.mfnss.com/About/Pages/default.aspx#/=.
Only 18 years old, Susep is considered to be one of the youngest fluent speakers of his traditional language.
This interview is done with one of the youngest fluent speakers of the Secwepemc language. He is from the small town of Chase, BC. Susep is an assistant teacher at the renowned “Chief Atahm” school which is located on the Adams Lake Band. Only 18 years old Susep takes us on his short journey of his life and shares with us some of his thoughts on language, language revitalization and culture.
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.
The Nunavut Literacy Council – Ilitaqsiniq offers hands-on, Elder led, skill-based education programs that build essential skills for life or the workforce.
Adriana Kusugak is the Executive Director of the Nunavut Literacy Council – Ilitaqsiniq in Iqaluit, Nunavut. Two programs offered through the Council include a traditional and modern sewing skills program and a contemporary and traditional food preparation program. Both programs are led by Elders, providing participants with a three to one ratio of teachers to students. Often, the programs will also bring in content specialists, like chefs, to provide their expertise in food preparation. The majority of participants who have taken part in either of the 4-month programs choose to either continue their education or re-engage in the workforce. The intergenerational transfer of knowledge also allows for the program to embed literacy activities into the traditional teachings.
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