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Manitoba First Nations Police Service: Rights, responsibility, respect, and rules

Strive to ensure the safety, security, trust and protection of the First Nation Communities.

Members of Manitoba First Nations Police Service serve many needs in the communities where they are stationed. The members of the police service attend career fairs for young people interested in policing. They are in the schools talking about bullying, drug awareness, and distracted/impaired driving. Annually, the police service puts on a victims of crime event.

Students are hired from the community to get policing experience related to crime prevention. Of special importance to the members of the police service is the after school program. This program emphasizes sports, culture, education, and healthy living; it is based on the principles of rights, responsibility, respect, and rules. JoAnn Helgason says, “We offer a supervised, structured program that’s safe. Parents know that their kids can stay after school. It’s available in their home community. We have a canteen and feed them, we provide buses to take them home.” Connections into the community are established; the kids and the police form positive relations.

In time, some of these young people will apply and become First Nations police officers. It’s a natural fit: the communities want their own people policing and the young people coming out of the after school program are ready to take that step.

JoAnn Helgason was interviewed high above the ice at the Dakota Nation Winterfest held in Brandon, Manitoba January 31 to February 3, 2019. Dakota Nation Winterfest provides an excellent opportunity for Indigenous peoples from across Canada and the United States to showcase themselves through sports, talents and culture under one roof.

Neecheewam Inc. – Whole Person Learning

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.

Neecheewam Inc. – White Butterfly Program

Neecheewam’s White Butterfly Program works with young people to improve their lives.

Neecheewam’s White Butterfly Program sees child behaviour as another language that need to be learned. Their staff look at the children they work with as a whole, an important philosophical concept of Indigenous education, which they believe to be an integrated component of daily life.

Aurora College-Inuvik: Student Life and Wellness

Aurora College’s Inuvik campus has two large McPherson tents where a variety of activities take place. Elementary schools, high schools, Elders, and community members use this space. Some activities include medicine walks, fish camps, and story-telling.

Aurora College’s Inuvik campus has two large McPherson tents where a variety of activities take place. Elementary schools, high schools, Elders, and community members use this space. Some activities include medicine walks, fish camps, and story-telling.

Experiencing Dechinta Centre for Research and Learning

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.

Dechinta Centre for Research and Learning, Alumni story

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.

John Steckley – Wyandot Tribal Linguist

John Steckley describes his work as a tribal linguist working with the Wyandot to revitalize their language.

John Steckley is a tribal linguist for the Wyandotte Nation, of the Wyandot people, who have communities in Oklahoma, Kansas and Michigan. John published the first Huron-English dictionary in 2007 as a central part of his life’s work to revitalize the language and has written many other publications dating back to the 1970s on Wendat (Wyandot, Huron) linguistics and history. He now delivers language training courses within the Wyandot community with a focus on teaching youth, and also holds the honour of providing other language-based cultural necessities such as conducting naming ceremonies.

Manitoba First Nations Police Service: Learning on the job

The MFNPS is in search of motivated, energetic persons with high integrity.

Constable Travis Assiniboine attended the Integrated Police Studies Program at Assiniboine Community College. He learned about the criminal code, report writing, community-based policing, and standard police procedures. And, while he valued this training, he said, ‘It was when you got into the community that you really learned.”

From talking with the Elders and community members, he learned what the community wanted, how they wanted to be treated, and what their expectations were. Using restorative justice and sharing circles, Elders, Constable Assiniboine, and community members can keep the community together and keep people out of the criminal justice system.

Every community is different; members from the police service police should go to the community, speak with the Elders, speak with the people, and ask, “How are things done out here?”

Travis Assiniboine was interviewed high above the ice at the Dakota Nation Winterfest held in Brandon, Manitoba January 31 to February 3, 2019. Dakota Nation Winterfest provides an excellent opportunity for Indigenous peoples from across Canada and the United States to showcase themselves through sports, talents and culture under one roof.

Urban Circle an Elder’s Perspective

Elder Audrey Bone’s perspective on healing, education, and reconciliation.

Elder Audrey Bone discusses Urban Circle Training and its holistic methodology. She emphasizes the role of ceremony and the need for purpose, recognizing that the healing of reconciliation is needed for Indigenous and non-Indigenous peoples alike.

Urban Circle Intergenerational Holistic Education

Urban Circle uses multigenerational holistic education in efforts of reconciliation and healing.

Urban Circle is a community organization operating in the North End neighborhood of Winnipeg. Urban Circle takes a holistic attitude towards education, working with its stakeholders to achieve its goals, and prioritizes engagement with its elders.