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Interview with Dan Longboat

Professor Dan Longboat is the Director of Trent University’s Indigenous Environmental Studies and Sciences Program. The program is the first of its kind in North America to blend Indigenous Knowledge and western science through courses such as Indigenous Environmental Studies, Indigenous Food Systems and Sustainable Indigenous Communities, . Graduates carry their knowledge into fields such […]

Professor Dan Longboat is the Director of Trent University’s Indigenous Environmental Studies and Sciences Program. The program is the first of its kind in North America to blend Indigenous Knowledge and western science through courses such as Indigenous Environmental Studies, Indigenous Food Systems and Sustainable Indigenous Communities, . Graduates carry their knowledge into fields such as law, public policy, environmental protection and governance among many more.

Interview with Beedahbin Peltier

Beedahbin Peltier is a faculty member with Fleming College and also designs and teaches language and cultural programs for families through the Durham School Board. He is also the originator of many land-based and cultural education initiatives through the Trent Aboriginal Cultural Knowledge and Science Program (TRACKS) for youth.

Beedahbin Peltier is a faculty member with Fleming College and also designs and teaches language and cultural programs for families through the Durham School Board. He is also the originator of many land-based and cultural education initiatives through the Trent Aboriginal Cultural Knowledge and Science Program (TRACKS) for youth.

“Fostering a sense of identity”: χpey̓ Elementary, The Vancouver School Board’s Indigenous Focus School

χpey̓ Elementary School was developed by the Vancouver School Board in 2012 in response to calls from the community for an education that was culturally relevant for Indigenous youth and encompassing of local and surrounding traditional Indigenous knowledges. χpey̓’s students are largely Indigenous, although the school also has many non-Indigenous students who attend. The teachers […]

χpey̓ Elementary School was developed by the Vancouver School Board in 2012 in response to calls from the community for an education that was culturally relevant for Indigenous youth and encompassing of local and surrounding traditional Indigenous knowledges. χpey̓’s students are largely Indigenous, although the school also has many non-Indigenous students who attend. The teachers at χpey̓ are each Indigenous and bring their own cultural knowledge and experiences to the school. They infuse Indigenous pedagogies into the BC curriculum with the aim of providing classrooms and teaching which encompass a holistic model of education. The school is focused on teaching “the shared worldviews of Indigenous people and environmentalists” and aims to “honour the shared values, experiences and histories of all Indigenous peoples as well as the aspects that make each nation unique.”

Willow Lake Culture/Science Camp

High school students spend 3 weeks at a camp on Willow Lake to complete an experiential science course and learn traditional skills and language on the land. ”This year’s camp took place from Aug. 27 to Sept. 1 at Willow Lake, Northwest Territories. Twelve youth aged 11 to 16 from across the communities of Dehcho […]

High school students spend 3 weeks at a camp on Willow Lake to complete an experiential science course and learn traditional skills and language on the land.

”This year’s camp took place from Aug. 27 to Sept. 1 at Willow Lake, Northwest Territories. Twelve youth aged 11 to 16 from across the communities of Dehcho First Nations attended, along with Indigenous elders, traditional knowledge holders, community decision makers, land use planners, Dehcho First Nations staff and five graduate students from Laurier’s Northern Water Futures program.” from..https://campusmagazine.wlu.ca/2018/fall-winter/research-file/on-the-land-in-canadas-north.html

Aboriginal Health, Faculty of Health Science, University of Lethbridge

At present. the Aboriginal Health is included as major or minor in the Bachelor of Health Sciences program but the faculty has the vision to shift away from it. The courses include introduction to Aboriginal health, community health, and traditional aboriginal health concept. The coursework of introduction aboriginal health focuses on aboriginal health issues from […]

At present. the Aboriginal Health is included as major or minor in the Bachelor of Health Sciences program but the faculty has the vision to shift away from it. The courses include introduction to Aboriginal health, community health, and traditional aboriginal health concept. The coursework of introduction aboriginal health focuses on aboriginal health issues from the much more holistic approach, meet more elders. This program has a different view apart from western medical health science which mainly focuses biological and biomedical component, however, the indigenous health science highlights four dimensions in health care: physical, mental, emotional and spiritual. It also includes contemporary issues include wellness approach, indigenous healing & restoration issue. Western health science- the mainstream practitioners is very dismissive which do invalid indigenous health science but indigenous health science gives importance on knowing healing. Community health program coursework building relationship with the community people at the grassroots level, so this program is a very much bottom-up approach where we see top-down approach in Canada. Students collect the background, indigenous way of knowing, healing and much more broad perspective. Students hold a good understanding of history, holistic ways of the knowledge value of indigenous knowledge. They also focus, besides this, multidisciplinary approach including medical anthropology, native studies, and sociology as well. Another coursework- the traditional health concepts brings Indigenous knowledge holders once a week. Here faculty members work as course coordinator or facilitator. They bring elders, knowledge experts, Meti people and other international first nation people like Ghanaian people. It develops students’ own knowledge other than curriculum through oral tradition. Topics will include the role of culture and identity in health and healing; the collective use of plants and cultural medicines; the relatedness of people, land and health; and the spiritual dimensions of holistic health. The faculty members are also learning indigenous pedagogy, they believe knowledge sources depends on who you are and the relationship between knowledge and that of experience, It is not about someone telling you what you suppose to know, it is about keeping their perspective and you developing own. The vision of this program is getting sallers, they believe they need both sides to know the value of indigenous that would open up the other ways of knowing which can reduce racism in Canada. They believe ‘people’- the knowledge holders will be resources aside from fund to develop their program and to achieve their vision.

Northern Manitoba Mining Association: Freda Lapine

The Northern Manitoba Mining Academy provides access to its world-class facilities for field-based undergraduate courses, as well as graduate students and researchers doing field work. Full sample preparation and comfortable on-site accommodations are provided for a minimal cost to students and scientists in all natural and environmental sciences. The program integrates life and essential skills […]

The Northern Manitoba Mining Academy provides access to its world-class facilities for field-based undergraduate courses, as well as graduate students and researchers doing field work. Full sample preparation and comfortable on-site accommodations are provided for a minimal cost to students and scientists in all natural and environmental sciences. The program integrates life and essential skills components into conventional wilderness safety training to develop the foundational skills that are critical to successful employment. Graduates are expected to secure entry-level employment in mining and environmental industries including assisting in early mining exploration activities. Other graduates will advance to formal prospector training. “Our organization has a vision of building community capacity through the wilderness safety and intensive prospector training programs,” said Chief Jim Tobacco, Mosakahiken Cree Nation, and president, First Nation Mining Economic Development Inc. “It will help to boost creativity to find the next big mine within our ancestral lands.” The province is partnering with First Nations Mining Economic Development Inc., University College of the North, Northern Manitoba Mining Academy and Workplace Education Manitoba to deliver wilderness safety training for up to 40 individuals from four participating communities: God’s Lake Narrows First Nation, Opaskwayak Cree Nation, Marcel Colomb Cree Nation and Mosakahiken Cree Nation.  http://www.miningacademy.ca/#welcome

Qqs Projects Society

The Qqs Project Society runs a variety of land based education programs for children and families. The Qqs Projects Society: – targets youth ages 8-15 and families. – consists of a camp, library, cafe, and community garden. – teaches both Heiltsuk culture and traditions, as well as the western society approach. For more information, visit: […]

The Qqs Project Society runs a variety of land based education programs for children and families. The Qqs Projects Society: – targets youth ages 8-15 and families. – consists of a camp, library, cafe, and community garden. – teaches both Heiltsuk culture and traditions, as well as the western society approach. For more information, visit: https://www.qqsprojects.org/

Dominic Beaudry – Best Practices in Indigenous Education

Dominic Beaudry discusses the importance of strategic learning, land based learning as well as the importance of language when striving for excellence in Indigenous education.

Dominic Beaudry discusses the importance of strategic learning, land based learning as well as the importance of language when striving for excellence in Indigenous education.

Use of Blackfoot language and culture in kindergarten classroom at Opokaa’sin Early Intervention Society

In this interview, kindergarten teacher Arlene Ward speaks on the importance of culturally relevant and diverse books for young learners, how she integrates Blackfoot and other languages into her curriculum, and why culture-based classroom activities make a difference for her students at Opokaa’sin Early Intervention Society. https://www.opokaasin.org/

In this interview, kindergarten teacher Arlene Ward speaks on the importance of culturally relevant and diverse books for young learners, how she integrates Blackfoot and other languages into her curriculum, and why culture-based classroom activities make a difference for her students at Opokaa’sin Early Intervention Society.

https://www.opokaasin.org/

Native Access Program

The Native Access Program is a nine-month transition program for Indigenous students.

The Native Access Program is a nine-month transition program designed to provide Indigenous students with the academic skill necessary for the successful completion of an undergraduate degree.

”Our Native Access Program is intended for students of Aboriginal ancestry who have not met the regular or mature university entry requirements, or who require academic preparation to become eligible for admission to a Lakehead University program. 

Our innovative programming honours and celebrates Aboriginal heritage while providing culturally appropriate support services. Academic counselling and tutoring is also available, contributing to an environment conducive to success and support.

Over nine months you will complete core courses in English, Study Skills, Indigenous Learning, Mathematics and Science. ” from its website.

https://www.lakeheadu.ca/programs/other-programs/aboriginal-programs/native-access-program