Post-secondary Education
Andrew Carrier Minister of Michif for the Manitoba Métis Federation speaks to the importance of the Michif language.
Andrew Carrier Minister of Michif for the Manitoba Métis Federation speaks to the importance of language, his own personal journey with Michif and the next steps needed to save Michif for future generations.
Prairies to Woodlands Indigenous Language Revitalization Circle Master-Apprentice Indigenous language revitalization aims to build the capacity of fluent-speaking Elders and others (“masters”) and committed learners (“apprentices”) to work as language learning teams in hopes of keeping their endangered ancestral languages alive. P2WILRC, a grassroots all-volunteer community group based in the Parkland, was given a grant […]
Prairies to Woodlands Indigenous Language Revitalization Circle Master-Apprentice Indigenous language revitalization aims to build the capacity of fluent-speaking Elders and others (“masters”) and committed learners (“apprentices”) to work as language learning teams in hopes of keeping their endangered ancestral languages alive. P2WILRC, a grassroots all-volunteer community group based in the Parkland, was given a grant from Canadian Heritage’s Aboriginal Language Initiative to run the MAP pilot project. At the time of this interview, there are five funded Master-Apprentice Program (MAP) teams—three Michif, one Swampy Cree, and one Ojibwe who will work for upwards of 300 hours together by March 31, 2019.
The Wiichihew Program is offered by the Mid-Island Métis Nation and serves Indigenous Students in high schools, alternative learning programs, and Vancouver Island University. It supports students by sharing resources, supports, community and cultural events, emotional support, etc. This program was established in 2016, and is available to all Indigenous Learners in High school/University level. […]
The Wiichihew Program is offered by the Mid-Island Métis Nation and serves Indigenous Students in high schools, alternative learning programs, and Vancouver Island University. It supports students by sharing resources, supports, community and cultural events, emotional support, etc. This program was established in 2016, and is available to all Indigenous Learners in High school/University level. The Coordinator is a student advocate, she connects the students to resources and resource people who can assist the student with current issues/situations as well as future goals and aspirations. The amount and type of support offered is based on the students individual needs.
Weaving a Story describes the importance of inkle looms to creating Métis sashes that are meaningful to individuals.
In the interview, Teresa Bryne discusses the meaning of the colours of the Métis sash. Through workshops, Weaving a Story tells the history of the sash, the creation of a sash on a loom, and how to create your own.
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.
ITEP’s mandate is to build a community of knowledgeable teachers who understand and value the cultures, languages, and traditions of Indigenous students.
Since 1972, the Indian Teacher Education Program (ITEP) has been providing culturally relevant K-12 teacher education programs leading to a Bachelor of Education degree and a Professional “A” teaching certificate. ITEP and its students endeavor to take back control of Indigenous education and provide an education that focuses on Indigenous languages, cultures, and traditions. ITEP is offered at the University of Saskatchewan with community-based programs in the communities of Beardy’s & Okemasis Cree Nation, Big River Cree Nation, Little Pine Cree Nation, Makwa Sahgaiehcan First Nation, Onion Lake Cree Nation, Poundmaker Cree Nation, Thunderchild Cree Nation, Canoe Lake First Nation, Battleford Agency Tribal Chiefs, Fort Smith in the North-West Territories, and Kahkewistahaw First Nation.
Bridging the western educational world with local First Nation culture and traditions .
In this interview Francis Ross talks about the on the land learning program in Old Crow Yukon. This program is designed to achieve educational curriculum in a First Nation lens. This program fully utilizes local First Nation knowledge, culture, and traditions and fuses it with current western education curriculum. The approach allows students to become more comfortable by learning with familiarity using Fist Nations tools, methods and ways of life to meet educational goals. This program creates a bridge between the two worlds many First Nation people experience as a hardship.
Solomon Ratt created a Facebook group called Cree Language Videos where he posts videos related to Cree language lessons and traditional stories.
Solomon Ratt is a professor in the Department of Indigenous Languages, Arts, and Cultures at the First Nations University of Canada where he teaches Cree language in the Y-dialect. He created a Facebook Group called, Cree Language Videos, where he posts videos of Cree language lessons that involve: introductions; things you like to do; hobbies; days of the week; weather terms; verb conjugations; tenses; and traditional stories – stories of Wîsahkîcâhk. Since the creation of Cree Language Videos a few years ago, it has gathered over 3000 members.
The Cree Language Videos started as a way to provide both distance and proximate learners with opportunities to access to the Cree language lessons. This practical language learning tool allows students to watch the videos, to see the Cree language written out, and to hear the language being spoken.
Traditional stories in Cree have lessons on how to exist and survive in this world, how to get along with others, and the responsibilities people have to each other. It is important to hear the traditional stories in their language of origin because there are certain aspects, like humour, that cannot be easily translated to English or other languages.
To Solomon, Indigenous education means to learn everything that he can about the world in which he lives, specifically, to learn from his surroundings – from the land and the people around him. He hopes that more learning will be done on the land, that language will be brought in with traditional activities, and that we can revive the language when we revive the traditions.
Cree Language Videos – http://nehiyawewin.ca/cree-language-videos/
Visit the Online Cree Dictionary / Nehiyaw Masinahikan – http://www.creedictionary.com
Cree Language Software – http://www.creedictionary.com/software/index.php
EmpoweringU, Financial Wellness Program helps students stay in university.
Many students drop out of university because they’re broke. The EmpoweringU, Financial Wellness Program has three goals: 1) Provide University of Manitoba Indigenous students with the tools and skills they need to make informed financial decisions; 2) Relieve stress caused by financial pressures; 3) Help students find the financial resources they need to stay in school. The program partners with awards officers to explain scholarships & bursaries and offer onsite application assistance. An Indigenous dietitian speaks about eating healthy on a budget, focusing on the traditional, cultural, and spiritual aspects of preparing a meal. There are budgeting & debt reduction workshops and sessions on the importance of filing taxes to access benefits. The EmpoweringU program has been generously funded by Hubert Kleysen, LL.D/14, Bernice Kleysen and Cambrian Credit Union.
This video depicts an activity designed by Theresa Benedict, a graduate from Indigenous Studies at Trent University. The exercise involves two stages. First, the group divides into a small group of Indigenous people and another small group of non-Indigenous people to brainstorm each group’s perceptions of what they bring into a relationship – the “baggage” […]
This video depicts an activity designed by Theresa Benedict, a graduate from Indigenous Studies at Trent University. The exercise involves two stages. First, the group divides into a small group of Indigenous people and another small group of non-Indigenous people to brainstorm each group’s perceptions of what they bring into a relationship – the “baggage” that they carry. The two groups then come together to compare the baggage they are bringing into a relationship.
This exercise is an excellent way to explore the differences between Indigenous and non-Indigenous perspectives on reconciliation and discuss how and whether those differences can be overcome.
PLEASE NOTE: Themes and topics discussed in this exercise may be upsetting for some people. Viewer and participation discretion is advised.
This video was taken on November 9th, 2018 at Trent University in Peterborough, Ontario. The activity was undertaken by a group of Trent students; however, the exercise is designed for any group to provide insights into the nature of tensions in reconciliation.
The original class in which the “Baggage” exercise was developed included Theresa Benedict, Hilary Hodgins, Juliana LeSage, Robin Linn, Lauren MacLachlan, Taylor McDonald, Beverley Morgan, Victor Parker, Rashawn Pershad, Scott Somerville, and seven other Trent students enrolled in the Alliances course (INDG 4050) in 2017.
The first part of the video shows the exercise. The second part contains excerpts from three interviews: Theresa Benedict (Activity Designer), Robin Linn (participant), and Julianna LeSage (participant).
PLEASE NOTE: The audio quality changes in this video when the speaker is not wearing a lapel microphone.
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