Posted on March 30, 2021 by Steffany Salloum
Sturgeon Lake First Nation community members reflecting on Harvest Days during the COVID-19 pandemic.
Harvest Days is an example of what is possible – community members came together at the Healing Lodge, over the course of a week, and between young and old, they hunted, fished, picked berries, processed food, prepared medicines and drank pandemic immunity. Their efforts to support their community during a pandemic and their commitment to teaching the youth about land-based learning, community, and traditional health is shown in their food security preparations.
*Disclaimer: This video deals wth the processing of deer, moose, and fish for preservation and has graphic content.
Posted on December 4, 2020 by Annie Pilote
The description of the Story. This content will accompany the Title on the website. La communauté de l’Université McGill à Montréal présente une longue histoire en termes de collaboration avec les nations autochtones, en commençant par la création du McGill Intertribal Council au début des années 1970 qui visait à répondre aux besoins culturels des […]
The description of the Story. This content will accompany the Title on the website. La communauté de l’Université McGill à Montréal présente une longue histoire en termes de collaboration avec les nations autochtones, en commençant par la création du McGill Intertribal Council au début des années 1970 qui visait à répondre aux besoins culturels des étudiants autochtones (Stonechild, 2006; Dufour, 2017). Celui-ci mena rapidement à la fondation du Native North American Studies Institue (NNASI) en collaboration avec l’Association des Indiens du Québec (AIQ). Celui-ci joua un rôle important dans l’inauguration du Manitou Community College à La Macaza, l’un des premiers établissements postsecondaires par et pour les nations autochtones au Canada. L’Université McGill fut également la première institution du Québec à instaurer un programme de formation des maîtres-assistants autochtones au cours de la même période (ibid.). Depuis 1997, la First Peoples’ House offre des services d’accueil et de soutien culturellement adaptés aux étudiants autochtones de l’Université. Ce service qui a initialement été financé par le ministère de l’Éducation et des Études supérieures et certaines donations privées est maintenant principalement pris en charge par les Services aux étudiants de l’Institution. Souvent décrit comme un ‘home away from home’, cet espace consacré joue les rôles de lieu de rassemblement communautaire, de ressourcement, de référencement, de support, de tutorat, de mentorat et d’orientation scolaire et même de résidence pour plusieurs étudiants. Des activités récurrentes et ponctuelles -telles les dîners communautaires de soupe et bannique du mercredi midi- et des événements annuels sont organisées. À l’été, la FPH, en collaboration avec la faculté de Médecine de la même université, organise le Eagle Spirit Camp, un camp de trois jours à l’intention de potentiels futurs étudiants âgés de 13 et 17 ans, dans le but de les encourager à réaliser leur plein potentiel éducatif et personnel. D’autres événements sont organisés en collaboration avec d’autres groupes tels le Indigenous Student Alliance (ISA), groupe d’intérêt étudiant formé d’étudiants autochtones et allochtones et le Social Equity and Diversity Education’s Office (SEDE) dont l’Indigenous Awareness Week qui culmine depuis 2001 par la tenue d’un Pow wow sur le campus à la session d’automne. Le Indigenous Educational Series, qui se déroule pour sa part à la session d’hiver, a ainsi pour objectif de sensibiliser la population étudiante aux réalités autochtones du Canada. Depuis 2005, le Indigenous Affairs Work Group a été mis sur pied par le doyen des affaires étudiantes (Dean of students) dans le but d’améliorer l’offre de service pour les étudiants autochtones. L’Université McGill est notamment très active au niveau de la prise de contact et du recrutement auprès des communautés à travers le Canada et présente une politique d’admission propres aux aspirants autochtones auto-identifiés. Ceux-ci sont appelés à fournir une lettre de motivation, une lettre de recommandation en plus d’un curriculum vitae en plus de leur formulaire afin de permettre une évaluation adaptée par le comité d’admission. Un soutien personnalisé peut également être offert au cours de la demande d’admission. Un programme de mineure en études autochtones (Indigenous Studies) a été créé en 2014. En réponse aux appels à l’action de la Commission de vérité et de réconciliation du Canada, le vice-principal exécutif et vice-principal aux études de McGill a créé un Groupe de travail sur les études et l’éducation autochtones en 2016 dans le but de formuler une nouvelle orientation stratégique pouvant bonifier ses initiatives en la matière. RÉFÉRENCES CBC News. (2017, 20 septembre). 2017 edition of Turtle Island Reads celebrates the best in Indigenous Canadian writing. Consulté à l’adresse http://www.cbc.ca/news/canada/montreal/turtle-island-reads-2017-cbc-indigenous-authors-1.4298777 Curtis, C. (2016, 23 septembre). McGill to take « leadership role » in recruiting aboriginal students. Consulté à l’adresse http://montrealgazette.com/news/mcgill-to-take-leadership-role-in-recruiting-aboriginal-students Dufour, E. (2017). Du Collège Manitou de La Macaza à l’Institution Kiuna d’Odanak: la genèse des établissements postsecondaires par et pour les Premières Nations au Québec. Revue d’histoire de l’Amérique française, 70(4), 5 33. Fennario, T. (2016). McGill University offers gesture of reconciliation with Indigenous people. Montréal. Consulté à l’adresse http://aptnnews.ca/2016/09/23/mcgill-university-offers-gesture-of-reconciliation-with-indigenous-people/ McGill University. (2017). Eagle Spirit High Performance Camp. Consulté à l’adresse https://www.mcgill.ca/fph/prospective-students/eaglespiritcamp McGill University. (2013). Pow wow at McGill. Montréal. Consulté à l’adresse https://www.youtube.com/watch?v=yXuHoKi-2tU McGill University. (2017a). First Peoples’ House. Consulté à l’adresse https://www.mcgill.ca/fph/ McGill University. (2017b). Indigenous Affairs Work Group. Consulté à l’adresse http://www.mcgill.ca/deanofstudents/aboriginaloutreach McGill University. (2017c). Indigenous Applicants. Consulté à l’adresse https://www.mcgill.ca/applying/requirements/indigenous McGill University. (2017d). Indigenous Awareness Week. Consulté à l’adresse https://www.mcgill.ca/fph/resources/indigenous-education-program/indigenous-awareness-week McGill University. (2017e). Indigenous Educational Series. Consulté à l’adresse https://www.mcgill.ca/fph/resources/indigenous-education-program/indigenous-educational-series McGill University. (2017f). Indigenous Studies Program. Consulté à l’adresse https://www.mcgill.ca/indigenous/home McGill University. (2018). Indigenous Success. Consulté à l’adresse https://www.mcgill.ca/provost/indigenous-success Stonechild, B. (2006). The Struggle for Aboriginal Post-Secondary Education in Canada. Winnipeg: University of Manitoba Press.
Posted on May 7, 2020 by John Vallely
An Elder, who is preparing Anishinaabe people to be responsible, knowledgeable about their culture, creation and to show us our own personal role in Creation.
An Elder, who is preparing Anishinaabe people to be responsible, knowledgeable about their culture, creation and to show us our own personal role in Creation.
Posted on by Yvonne Benjoe
The annual National Indigenous Youth Entrepreneurship Camp at First Nations University of Canada offers youth an opporunity to learn about business.
Richard Missens from Pasqua First Nation is an Assistant Professor of Indigenous Business and Public Administration at the First Nations University of Canada. Missens has been offering the National Youth Entrepreneurship Camp for at least 9 years now, and has been introducing students from Grades 10-12 to entrepreneurial business, marketing, operations, and finance concepts. The camp provides students with an idea about on-campus living and studying, giving them a sense of post-secondary studies and institutions. The main objectives of the camp are to encourage young people to stay in school, to think about owning and managing their own business, and to think about how their Indigenous identities and values align with their business idea.
Posted on by Gabrielle Pellerin
Developing models for nation-specific education through language revitalization and community engagement.
Developing models for nation-specific education through language revitalization and community engagement.
Posted on by Jeremiah Sharpe
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#/=.
Posted on by Laura Forsythe
Winnipeg School Division’s Aboriginal Graduation Coaches program provides multi-year support and guidance to students on their journey from Grade 9 to graduation.
In 2015, the Winnipeg School Division started an Aboriginal Graduation Coaches program which is an initiative that is focused on assisting Indigenous students to graduate high school. Winnipeg School Division’s Aboriginal Graduation Coaches program provides multi-year support and guidance to students on their journey from Grade 9 to graduation. The Aboriginal Graduation Coach Program focuses on the following six areas: Relationships & Mentoring, Transitions, Culture, Academics, Career Planning and Family Engagement. The focus of the Grad Coach is to increase Aboriginal graduation rates. Additional goals of the program include: Improve Aboriginal student attendance, course grades, and credit attainment; identify factors contributing to drop out rates; identify and create plans to overcome graduation barriers; improve transitions from junior high to high school, as well as to post-secondary/workforce; facilitate high school and post-secondary planning; and create a graduation team of support for the students. Link to a video about the program https://vimeo.com/225579583
Posted on by Marion Erickson
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.