FNEL & FNIS Student Profiles

FNEL Student Profile

Danika Shaw

Yáu wáwaxtus! Danikaxƛnúgva du Haíɫzaqvnúgva. Hello relatives! My name is Danika and I belong to the Heiltsuk Nation. I'm finishing up my 3rd year in the FNEL program at UBC. It's crazy to reflect back on these past few months and to see how much I've grown. I've learned so much and have met so many inspirational people along the way. The doors have just begun to open and yet I still have more to discover!

Since I've started attending UBC, I've had the chance to not only learn about endangered language documentation, revitalization, and reclamation, but I've simultaneously had the opportunity to apply that knowledge to my own language journey with my ancestral tongue, Haíɫzaqvḷa, by participating in the Indigenous Undergraduate Research Program (IURMP). This combined experience has allowed me hands-on experience of what we're discussing in class. I'm incredibly grateful for this overlapping opportunity as it has now led to me becoming our new Urban Heiltsuk Language instructor! I'm excited to implement some curriculum ideas I've been thinking about to see what is the most effective in helping adult learners with word recollection and grammar.

FNIS Student Profile

Ceci Raweater

Oki, My name is Ceci Raweater. I am Blackfoot from Siksika Nation, a Sto;lo from Skwah Nation, and an El Salvadorian. I am a fourth-year student majoring in First Nations and Indigenous Studies, aiming to complete my degree in five years. I completed two FNIS courses during my third year in term 2021W. The first being FNIS 300: Writing First Nations with Alexa Manuel. Alexa fostered such a welcoming environment which allowed me to write a research paper on “Indigenous Harm Reduction” in relation to Blackfoot teachings. I enjoyed sharing my paper with my peers at the end of the term, as I got the opportunity to share my Blackfoot heritage alongside learning more about Indigenous contemporary realities. During the term, I also took FNIS 310 Critical Indigenous Theory with Dory Nason. In this course, I interacted a lot with Leanne Betasamosake Simpson’s article “Land As Pedagogy.” Even a whole academic year later, I find myself still reflecting on this article and the ways it centers around me and my experiences. Overall, FNIS has allowed me to intake various academic articles that have expanded my knowledge of Indigenous scholarship, which I am very grateful for. My major has led me to feel more confident and empowered in fostering Indigenous community and politics. I can't wait to see what 2022W has in store for me!