Posted on mars 23, 2021 by Gabriel Maracle
Cette vidéo est celle d’une table ronde réunissant des aînés et des enseignants autochtones, qui s’est tenue à l’Université Trent le 23 novembre 2018. Le sujet de la table ronde était l’intégration des savoirs autochtones à l’Académie. Les panélistes ont reconnu que des changements positifs importants ont été apportés à l’Université Trent, comme le nouveau […]
Cette vidéo est celle d’une table ronde réunissant des aînés et des enseignants autochtones, qui s’est tenue à l’Université Trent le 23 novembre 2018. Le sujet de la table ronde était l’intégration des savoirs autochtones à l’Académie. Les panélistes ont reconnu que des changements positifs importants ont été apportés à l’Université Trent, comme le nouveau demi-crédit obligatoire en études autochtones pour tous les étudiants, et l’intégration continue des savoirs autochtones dans le programme de doctorat en études autochtones. Il a également été entendu qu’il faut en faire plus. Parmi les questions soulevées figurent l’intégration d’un plus grand nombre de savoirs autochtones dans l’ensemble de l’université, ce qui inclut un apprentissage ancré davantage sur le territoire, l’utilisation de noms autochtones pour les lieux et les bâtiments, et un soutien financier plus important pour faire venir des aînés autochtones pour enseigner à l’université.
Les participants à la table ronde étaient :
- Doug Williams (Michi Saagiig Nishnaabeg), aîné, directeur des études autochtones, programme de doctorat, Université Trent
- Barbra Wall (Potawatomi), faculté des études autochtones, Université Trent
- Dawn Lavell-Harvard, (Odawa), directrice de la « Maison du savoir » des Premiers Peuples, Université Trent
- Coty Zachariah, (Haudenosaunee), animateur de la table ronde, étudiant à l’Université Trent
Notre gratitude aux Aye Min Latt, Réalisation vidéo.
Cette vidéo est offerte en anglais seulement.
Posted on février 24, 2020 by stephenjolly
“Potlatch as Pedagogy: Learning Through Ceremony” (2018), authored by Sara Florence Davidson and Robert Davidson, was inspired by Haida ceremonial practice and provides a model for learning for educators that is holistic, relational, practical, and continuous. The authors encourage readers to consider the sk’ad’a (teaching) principles and what they might mean in the context of […]
“Potlatch as Pedagogy: Learning Through Ceremony” (2018), authored by Sara Florence Davidson and Robert Davidson, was inspired by Haida ceremonial practice and provides a model for learning for educators that is holistic, relational, practical, and continuous. The authors encourage readers to consider the sk’ad’a (teaching) principles and what they might mean in the context of education today and how these principles can be used in a local educational context. “Potlatch as Pedagogy” offers a lens from which to view teaching and learning from a different yet complimentary perspective to Western approaches to teaching and offers suggests for how educators can respectfully navigate those differences in education.
Posted on décembre 19, 2019 by Steffany Salloum
Learning nēhiyawēwin through language acquisition methods that have informed Bringing nēhiyawēwin Home, a program designed by Belinda Daniels and offered through READ Saskatoon.
Belinda Daniels, onikanew (she who leads), runs a program through READ Saskatoon called, Bringing nēhiyawēwin Home. The program was born from the idea of learning language in a natural setting by enjoying food at the kitchen table, intergenerationally, with family members. The nēhiyawēwin (Cree) language classes are offered to anyone who wants to learn nēhiyawēwin in Saskatoon and encourages learners of all ages.
Language learners come to the class in a good way by introducing and positioning themselves in the community. The group offers tobacco to the language spirit and follows protocol by saying a prayer and smudging at the beginning of class. By learning Cree around the kitchen table, learners are able to learn food terminology in a coincidental way. Some terms and vocabulary include learning how to ask and say: Are you hungry?; I am hungry; What is this?; this is good; I would like some more; soup, bannock, pop, juice, milk, salad, pizza, etc.
In the classes, Daniels employs three language learning methods which are the direct method, task-based learning, and accelerated second language acquisition. Daniels hopes that her students become intrinsically motivated to bring language home and pass it on to the next generation of nēhiyawēwin language learners. By reclaiming language we work to restore identity, nationhood, and make gains towards sovereignty and self-determination.
Posted on novembre 25, 2019 by Andrée Cazabon
4 Seasons of Reconciliation is a multi-media teaching unit that promotes a renewed relationship between Indigenous Peoples and Canadians.
This educational initiative, developed for secondary, post-secondary and the workplace, incorporates teacher guides, slideshows, videos and films along with engaging online portals.
The reconciliation education resources are produced under the guidance of the ‘4 Seasons of Reconciliation Indigenous Advisory Circle.’ We work in a spirit of collaboration and co-creation with the Indigenous contributors featured throughout our resources and education units.
This resource is available for professional development use and educational purposes in workplaces and education sectors and aims to assist in meetings some of the Truth and Reconciliation Calls to Action.
For more information, please visit: https://www.reconciliationeducation.ca/.
4 Seasons of Reconciliation was produced by Productions Cazabon in collaboration with First Nations University of Canada (FNUniv) and with support from FNUniv, the Aboriginal Healing Foundation, and the National Centre for Collaboration in Indigenous Education.
Posted on octobre 2, 2019 by Gabriel Maracle
This video is of a round table involving Indigenous Elders and educators held at Trent University on November 23, 2018. The topic of the round table was integrating Indigenous Knowledge into the academy. The panellists recognized substantial positive changes have been made at Trent such as the new mandatory half credit in Indigenous Studies for […]
This video is of a round table involving Indigenous Elders and educators held at Trent University on November 23, 2018. The topic of the round table was integrating Indigenous Knowledge into the academy. The panellists recognized substantial positive changes have been made at Trent such as the new mandatory half credit in Indigenous Studies for all students and the continued incorporation of Indigenous Knowledge in the Indigenous Studies PhD program. There was also recognition that more work needs to be done. Issues raised included incorporating more IK into the university as a whole which includes more land based learning, using Indigenous names for places and buildings, and more financial support for bringing in Indigenous elders to teach at the university. The members of the round table were:• Doug Williams (Michi Saagiig Nishnaabeg), Elder, Director of Studies Indigenous Studies PhD program, Trent University
- Doug Williams (Michi Saagiig Nishnaabeg), Elder, Director of Studies Indigenous Studies PhD program, Trent University
- Barbra Wall (Potawatomi), Faculty department of Indigenous Studies, Trent University
- Dawn Lavell-Harvard, (Odawa), Director of First Peoples House of Learning, Trent University
- Coty Zachariah, (Haudenosaunee), Moderator of round table, Trent University
Student Special thanks to Aye Min Latt, Videographer.
Posted on juillet 16, 2019 by Coty Zachariah
First Nations owned and operated post-secondary education institution.
First Nations Technical Institute (FNTI) is a First Nation owned and governed educational institute specializing in applying Indigenous knowledge to both formal and informal learning experiences. Many of our programs and services are delivered at locations across Ontario. For more than 30 years, FNTI has played an essential role in making post-secondary education relevant for Indigenous students and communities. We work closely with our partners to build unique, cutting-edge Indigenous learning experiences and environments.
Posted on juin 10, 2019 by Coty Zachariah
Inuit Education Support Program
Tungasuvvingat Inuit – Education Support Program
o The goal of the Education Support Program is to provide supports and resources to Inuit learners in the Ottawa, Ontario region. Included in programming are skills-based learning opportunities, social events, cultural sensitivity training if needed at post-secondary institutions and emotional guidance. They work with Indigenous centres on campus to provide the necessary supports and knowledge to encourage the success of Inuit students. Some programming within the organization has outdoor activities and interactions with the land in the surrounding area. The program supports Inuit students throughout the academic calendar year while they study at local post-secondary institutions. The education support programming offered is for all Inuit learners aged 18-30’s and their families in the Ottawa area.
Is there a website for more information? What is it?
o http://tungasuvvingatinuit.ca/
Posted on juin 4, 2019 by Justina Black
John B Zoe, Senior Advisor with the Tłı̨chǫ Government, talks about the importance of Tłı̨chǫ traditional knowledge, Land, Language and Culture. John also sits as the Chairperson of Dedats’eetsaa: the Tłı̨chǫ Research & Training Institute.
John B Zoe, Senior Advisor with the Tłı̨chǫ Government, talks about the importance of Tłı̨chǫ traditional knowledge, Land, Language and Culture. John also sits as the Chairperson of Dedats’eetsaa: the Tłı̨chǫ Research & Training Institute.
Posted on mai 23, 2019 by Coty Zachariah
Reconciliation projects and exchanges
Canadian Roots Exchange (CRE) is an active youth organization with a mission to strengthen relationships between Indigenous & non-Indigenous youth by facilitating dialogue through leadership programs, exchanges, national gatherings, and workshops. They run national programming and develop teams in major cities across the country that work on reconciliation projects and bridging the gaps between our differing cultures.
