DIRECTOR’S WELCOME Jonathan Hamilton-Diabo
There are no extra pieces in the universe. Everyone is here because he or she has a place to fill, and every piece must fit itself into the big jigsaw puzzle. -Deepak Chopra
This issue explores the theme of place. A difficult concept to define as it can carry multiple meanings; it can be space, status, history, ranking, or state of being. The one common thread that is arguably identifiable is that place equals (a sense of) belonging. Most people seek a place where they can be safe, where show their individuality but also have a common interest with others. In seeking others, we search for communities where we can situate ourselves. We seek a place. Historically, places existed that Aboriginal people did not venture into, education being one of them. Residential school, beginning in the 19th century, was a place of assimilation, generating shocking experiences and appalling memories. Up to the 1950s, those who wished to be educated stood to lose their status through the Enfranchisement Act. For those after, most did not see
themselves within the institutions: they were not part of the curriculum; not among the faculty members; and were absent in the classrooms. The message was clear - you don’t belong. Much has changed. Not only do Aboriginal people have a place within education, but also so do our knowledge, life experiences, and traditions. There is a place within the post-secondary realm for Aboriginal students to learn, and with equal importance, a place to share. Many barriers still exist, however so do the methods and space needed to examine and dismantle them. Place is complex. Without it, many do not see a future for themselves. Deepak Chopra tells us otherwise: We all have a place.
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Title: The Farmer Description: Oil on Canvas
ABOUT THE ARTIST: Filmmaker and playwright Travis Shilling’s recent paintings juxtapose civilization and the animal world in a narrative dreamscape. His short film Bear Tung, featuring Gary Farmer, was a selection in the 2011 National Museum of American Indian in NYC as well as the Santa Fe independent film festival in October. Travis was born in Rama, Ontario, the second of two artist sons of acclaimed Aboriginal artist Arthur Shilling. Travis has exhibited since age 21 in Canada, Europe, and the US.
CONTENTS We do belong.
www.travisshilling.com
ON THE BACK COVER
Traditional Teacher Cat Criger takes over maintenance of the FNH Garden, building on a solid foundation and reaching out to new students.
Printed on recycled paper FNH MAGAZINE
VISIT US ON-LINE Interested in learning more about FNH and the community? Visit us online at: www.fnhmagazine.com
ABOUT THE ARTIST: Whether it is traditional or digital execution, Amanda Strong is an individual who immerses herself in many realms, exhibiting diversity through her expression. Amanda has a moody and unique vision that is consistently expressed in her photographs, illustrations, and films. www.amandastrong.com
Volume 1, Issue 5 ADVISORY COUNCIL: Lee Maracle Daniel Heath Justice DIRECTOR: Jonathan Hamilton-Diabo EDITOR: Cherie Dimaline
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Fourth-year student Christine McFarlane travels to New South Wales, Australia, as part of the 2010 summer abroad program.
FNH MAGAZINE Published by First Nations House, University of Toronto, 563 Spadina Avenue, Toronto ON, M5S 2J7
Cree physician Dr. James Makokis saves lives through his medical work and by advocating for two-spirited acceptance and Indigenous health.
www.
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Nations House is a great way to learn, grow and belong alongside family and friends. Jessica Keeshig-Martin explains.
Title: Indigo - A still from Amanda’s short film Indigo, about a little girl lost in her imaginary world. Description: Digital Mixed Media. Photoshop
9 WHAT’S UP, DOC?
4 GARDENING FOR SEVEN 6 STUDENT LIFE: The work study program at First GENERATIONS:
ON THE COVER
Legend, advocate, musician, writer and teacher; honourary degree holder Buffy Ste Marie continues to fascinate and educate.
DESIGN & ART DIRECTION: David Shilling MAAIINGAN Productions www.maaiingan.com CONTRIBUTORS: Christine McFarlane Tyler Pennock Jessicka Loduca June Taylor
Jessica Keeshig-Martin PHOTOGRAPHY: Robin Sutherland Aaron Mason EDITORIAL: Jessicka Loduca Brendan Martyn
WEBMASTER: MAAIINGAN Productions www.maaiingan.com PRINTER: LM Print Solutions, lmprintsolutions@rogers.com Special thanks to MTCU for supporting FNH Magazine
VOLUME 1, Issue 5 FNH accepts no responsibility for unsolicited materials. FNH assumes no responsibility for content or advertisements. Submissions: unsolicited manuscripts will not be returned unless accompanied by a stamped return envelope.
To request your copy of FNH Magazine, contact us at: www.fnhmagazine.com.
SUBMISSIONS: If you are interested in writing for FNH magazine, please contact us at: editor@fnhmagazine.com
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First Nations House Garden Flourishes
where one can go and sit with their blankets and go through traditional teachings the old way -- outside, sitting on the ground, among the trees, the plants maintaining that spiritual connection to the earth,” he said. “It has also gained recognition in other parts of the world. I did a ceremony for southern Indigenous peoples who had been on a long hunger strike. A group of people from South America came and participated in the ceremony.” In October 2010, the garden won recognition from the Native American Plant Society (NAPS), which was presented at their 25th Annual General Meeting. The award honours the preservation of indigenous plants native to North America. In addition, the garden is currently featured in high school textbooks.
By June Taylor The Gardener’s Collective and the Native Students Association (NSA) formed a partnership in 2002. The idea was to create a space where students could learn about growing plants indigenous to North America right on campus. The result is First Nations House Garden- Kahontake Kitikan. (Oneida and Anishnaabe), a spiritual place for Aboriginal students to visit and a little piece of Mother Earth under preservation and care that offers a connection to her, as well as to each other.
Former NSA President John Crouch can be proud of the time and effort he put into the project. “John did most of the work in the garden in the past couple of years but has since graduated and moved on in his career,” Criger said. Cat notes the garden’s appeal goes beyond its aesthetics and planning. “It feels so good to be here. It’s just a few little plants but it’s still a wonderful place to be.”
The NSA and First Nations House (FNH) are directly responsible for the care and maintenance of the garden. Traditional Teacher Mark ‘Cat’ Criger, Cayuga Turtle Clan from Six Nations, spent several months over the summer working in the space. “The garden is actually set up in a medicine wheel format,” he said. “If you’re standing in the centre, there are strawberries in one direction, sage, cedar and tobacco facing the other directions, and with this comes the teachings.” One of the garden’s original purposes was to create the opportunity for “seed sharing” and for people to get together and decide as a group how it would take shape. What came out of this collective process was a cultural exchange between Aboriginal peoples with a chance for students to share their own experiences and teachings around ceremony and history. Another main purpose was to have the space available in order to conduct ceremonies in an open and reflective environment. “Elders will often go there to do a certain kinds of ceremonies offered to both Aboriginal and non-Aboriginal students with an affinity to learn about our ways in a setting away from an academic classroom setup,” Criger said.
Robin Sutherland (spread)
Criger explains that the garden has become intrinsic to the students experience at U of T. “It’s a tiny piece of the ‘reserve’
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A personal narrative by student Jessica Keeshig-Martin
Robin Sutherland (spread)
Remember that television show Cheers from the eighties, the one with the catchy theme song about a familiar place where everybody knows your name? This is the song that comes to mind when reflecting on the past year at First Nations House (FNH). I began my academic career like many others do -- going to class, grabbing a tea at the nearest Timmy’s, and if I had to do some research I would visit Robarts. Then the hour long TTC ride home would follow, where I’d read, write and study. I call this the ‘static student life.’ Then I went to FNH, mainly out of curiosity. I even signed up onto the listserv and was e-mailed invites to events and activities but never really attended. Then one afternoon I ran into my friend and former co-worker, Tyler Pennock. I told him that I was looking for a part-time job and he encouraged me to apply for a work-study position. The FNH work-study program offers students the opportunity to work while maintaining their academic careers, as well as the chance to gain skills and experience in a variety of areas. The primary goal is to offer the student a chance to work without compromising their studies. “We all understand that education does come first,” Recruitment Officer Tracy Jacko said. This was definitely how I felt when I was given this opportunity. I joined in the role of Program Assistant under Rochelle Allan, someone who supported me throughout the year and whom I can now call a friend. A large part of the work I did as the Program Assistant was event planning for Aboriginal Awareness Week, which is also something many of the work-study students had a hand in. University life can sometimes be overwhelming and like I said, static, but FNH Director Jonathan Hamilton-Diabo, along with the rest of the staff, created an atmosphere that helped ease the chaos of the outer world. I vividly recall Jackie, the Re-
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source Centre Coordinator, being very adamant about how important our studies were. This is very apparent in, what I would call the most flexible work schedule I had ever encountered. If we had a paper due or a test to study for, the staff would make accommodations. As a student, this is an extremely precious characteristic to have in part-time work. This year there were seven positions available, including two programming assistants, as well as an assistant working primarily with FNH’s new radio show “Indigenous Waves” (CIUT 89.5 FM). Student Zoi de la Peña was drawn to the atmosphere and the vibe of FNH after having visited a few times. When she needed a job last year she applied for one of the positions and took on the role of Resource Centre Assistant. “It’s like a little family here,” de la Peña said. “Everyone is so warm and friendly and we always joke around and have really good conversations.” Working here gave de la Peña the chance to become familiar with the resources and she was able to guide students that came in with their research topics. Something I realized for myself when speaking with Zoi about her time at FNH, was just how influential it was on my life as a student. Whether it was because I was working on campus or that I was around such great resources and people aspiring to achieve success in academics, my involvement in the program has definitely given me the drive to push myself further and to dream bigger dreams. The work-study position became so much more than just a job but a circle of work, study and community. The more you are around this place, the more you realize how abundant the resources are, how invaluable the connections you make are and how much fun school can be. For more information on Work Study opportunities, visit http://www.careers. utoronto.ca/jobsearch/workstudy.aspx or http://www.fnh.utoronto.ca/CurrentStudents/Financial-Aid/Work-Study.htm
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Native Canadian Centre of Toronto 16 Spadina Rd, Toronto ON, M5R 2S7 416-964-9087 www.ncct.on.ca
COMMUNITY SERVICES in the Greater Toronto Area for Aboriginal Students
-Program Highlights: congregate dining, cultural program, Toronto Native Community History Project (including resource library and artifacts) and a craft store. Weekly events include drum socials, workshops and other gatherings. _______ Native Women’s Resource Centre 84 St. Clair Ave. West, Toronto ON, M6C 1C1 (until the end of February 2011) 191 Gerard Street East, Toronto ON, M5A 2E5 416-963-9963 www.nativewomenscentre. org/ -Program Highlights: literacy assistance, lunch food bank, housing help, parental support, youth program and ongoing gatherings and events. FOR NATIVE WOMEN ONLY. _______ Miziwe Biik Aboriginal Employment & Training 167 Gerrard Street East, Toronto, ON, M5A 2E4 416-591-2310 www.miziwebiik.com -Program Highlights: employment counselling, assistance with cover letter and resume writing, computer resource centre
(internet access, mail out, photo copy and fax service), employment support network referrals, information about living in Toronto, referrals to social services, health and other Aboriginal agencies, information about training, education and wage subsidies. _______ Native Men’s Residence (Na-Me-Res) 14 Vaughan Rd., Toronto, ON M6G 2N1 (416) 652-0334 www.nameres.org -Program Highlights: counselling, job development, shelter access. FOR NATIVE MEN ONLY. _______ Anishnawbe Health Toronto 225 Queen Street East, Toronto, Ontario, M5A 1S4 (416) 360-0486 www.aht.ca -Program Highlights: access to traditional Elders and Healers, physicians and nurses, chiropractors, naturopaths, traditional counsellors, psychiatrists, and dentists. _______ Aboriginal Legal Services Toronto Suite 803, 415 Yonge St., Toronto, ON, M5B 2E7 (416) 408-3967 www.aboriginallegal.ca -Program Highlights: legal counsel, advice and refer-
Dr. James Makokis Leads the Way
rals, tenants rights, Indian Act matters, applications (disability, employment insurance, etc.), diversion and advocacy. _______ University of Toronto Counselling and Psychological Services 214 College Street, Toronto, ON M5T 2Z9 (416) 978-8070 www.caps.utoronto.ca
By Jessicka Lee Loduca Although James Makokis is now a doctor, when it comes to learning about his culture, he still considers himself very much a child. Makokis, 28, who is from the Saddle Lake Cree Nation near St. Paul in eastern Alberta, understands traditional ceremonies are at the heart of Cree culture, identity, governance and well-being. Recognizing the need for guidance in Aboriginal health issues, he credits these traditions with much of his success.
Mississauga campus: (905) 828-5255 Scarborough campus: (416) 287-7069 -Program Highlights: No referral is necessary. The service is available to all full and part-time students who have paid the appropriate incidental fees. Students must possess a valid student card and have health insurance coverage. Mandated to provide accessible and timely psychiatric care. _______
“Without my participation in our ceremonies and the communal prayers that our Elders, community members and family members offered for my sister Janice and I during the many years in university, I would not have completed school,” he said. “This is where I get my strength and drive from.” In May 2010, Makokis graduated from medical school at the University of Ottawa and also holds a Master’s in Health Science-Community Nutrition from the University of Toronto along with a Bachelor of Science in Nutrition and Food Science from the University of Alberta.
The UTSU Food and Clothing Bank The Multi Faith Building, 569 Spadina Ave. Fridays, 12:00-3:00 pm www.utsu.ca/section/1067
“It’s really unfortunate because two-spirited people have always had an important role in Indigenous society,” he said. “Once they can accept themselves, others will follow. Once they take this first step, they can talk to other two-spirited people and Elders for support.” As a Lead Your Way advocate, he made a huge impact when he stood in front of hundreds of Aboriginal youth at the Dreamcatcher Youth Conference wearing his sister’s ceremonial dress. He explained how people encompass many layers to their personality. As he shed the “layers” of himself he peeled off the dress to reveal his doctor’s lab coat and stethoscope underneath, followed by a traditional shirt representing his Aboriginal identity. “To those who are actively hateful, discriminatory and homophobic, I would say: that was never our way, everybody has always had a place within our society.” Makokis advises people to find a place within their community, learn about their language and participate in spiritual ceremonies for guidance. “Understanding the history of our own people has made me a more resilient person,” he said. “I try to encourage others to discover their own identity and contribute to their own resiliency, so they can try to fulfill what it is that we are all supposed to do. My wish is that more of our community members and Indigenous people would make their way back to rediscovering who they really are and participate in their own decolonization and healing journeys.”
Between 2007 and 2009, he was named the spokesperson for the National Aboriginal Health Organization’s “Lead Your Way” youth role model program. He used this two year term to promote the program and encourage communities to take action at both national and international levels.
-Program Highlights: A year-round service available to all students attending the University of Toronto, the food and clothing bank can be accessed by students registering with a print-out of their current timetable from ROSI and a valid U of T student identification card.
In July 2007, he accompanied Governor General Michaëlle Jean as a representative of the Youth Engagement Delegation on a state visit to Brazil. During the diplomatic mission, he represented Indigenous youth and visited the Canadian Delegation for the World Health Organization where he provided input on the social determinants to Indigenous health including social, political and economical conditions and how they influence societies. He also visited GAPA-Bahia, an organization working on the prevention of AIDS/HIV within the Bahia region, where he was truly affected by the experience as it brought “a face to the disease.” Makokis identifies himself as two-spirited, a term that describes a body housing both a masculine and a feminine spirit, saying he recognized this at the young age of four. But it wasn’t until his first year at university that he ‘came out’ to his mother.
Robert Snache
“It was hard because it’s a big burden to share, one that not everyone has to do in their life,” he said. “Yet, right from the beginning there was so much support and love and I was really fortunate in that way.”
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Marginalized for so long, Makokis believes two-spirited people should accept themselves and let go of misguided shame. He is particularly encouraging of LGBT youth and challenges them to be proud of who they are. MAGAZINE FNH
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HONOURARY DEGREE HOLDER PROFILE:
Buffy Ste Marie
Trevor Brady
Sometimes we’re lucky enough to get more than a glimpse of a person’s life beyond the initial point of contact. It’s a lot like encountering a landscape in a gallery; if you looked long enough and with the right eyes, your own imagination would fill in the grey space beyond its framed borders. In turn, a rock face becomes a mountain range and the painted harbours whisper of shores on the other side of the world. This is the sense one gets looking at the life of Buffy Ste Marie, of the beauty of the immediate accomplishments with a renewed inspiration for the possibilities that echo from them. She represents something more than a singer, an educator or an activist. Perhaps that was why she has received eight honourary doctorates, and why we jumped at the chance to interview her about them.
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Tyler Pennock: People get really excited when they know you’re coming to town, especially around here. Did you imagine that you’d be creating and having an audience for this long? Buffy Ste Marie: I didn’t think I’d last in show biz more than a week, but I expected the songs might, and I deliberately tried to make certain songs that would cross languages and generations. The songs were about classic human themes, including the ones about specific Aboriginal issues. TP: Your first honorary doctorate is from the University of Regina (1996). What did you think when you’d received the news? BSM: I thought it was really nice, especially since it was a Doctor of Laws degree, which is their highest honour; and for them to give me this particular degree represented sort of a wonderful milestone in Regina, which has so many times been associated with systemic racism. Also,
because they are a sister university to the First Nations University in Regina, it meant a lot to me - as I too support FNU. The acceptance speech I gave focused on ‘Whose heritage is it anyway?’ I love interacting with universities. In a way they are the most conservative but also the
many people in Regina. And people in Regina particularly are used to me being grateful to family and community people, and yes they express their thanks to me for the little things I do too. In the last few months I’ve done the Aboriginal Achievement Awards, the Regina Folk Festival, and a couple of weeks ago the commemoration and symphony concert for Chief Paipot, so there’s been a lot of thanks and pride going around. We all acknowledge each other, express thanks and gratitude […] It’s kind of a family tradition. TP: Is there something you’d like to say to those considering university that would help them on their future journey? BSM: I hated high school, but I loved university. It changed my life big time. My advice: if there’s any way, give it a try. Try it semester by semester. If you hate it, you can discontinue. But every semester you get more great subjects to choose from. Interesting things you choose yourself from a very delicious catalog, subjects that high school never mentioned. […] You’ll have a roof over your head for four great growing-up years and come out the other side with a degree and a head full of experiences. Annie Leibovitz
By Tyler Pennock
most liberating of institutions […] I hated high school but loved university. It saved my life and I recommend university to anybody who can possibly get there. TP: In your acceptance speech, you said, “The teachers who taught me best were people who never had the ghost of a chance to go to university. So I take great delight in sharing this honour you give me with them.” Have people come forward to thank you for this? BSM: People come up to me after every concert, every speech, and I know so
Buffy Ste Marie’s life--and the effect of her work--reaches much further than this record can attest. She also created the Nihewan foundation to “help people go to college,” and also created the Cradleboard project to “serve kids in grades 3-12 and teachers college.” Her work in education, like her music and her words are like the waters of an ocean that seem to touch the harbours of many shores. Find out more about Buffy Ste Marie at www.buffystemarie.com
MAGAZINE FNH 11
power to remove children without parental consent or court order.
U of T Students By: Christine McFarlane
In its eighth successful year, the Summer Abroad Program provides a unique opportunity for students to discover Australia’s oldest settlement in the capital city of Sydney. Sydney’s history stretches from its Aboriginal roots, through the establishment of a British penal colony, to its present state as an international metropolis. Consistently ranked among the top 40 universities in the world, the University of Sydney was established in 1850 and is Australia’s oldest with an international
Down Under Aboriginal art including contemporary film, dance, literature and music. This summer, participants learned that on the other side of the globe Aboriginal communities face similar histories and colonial impacts as their First Nations counterparts in Turtle Island. “At the time of contact in 1788, the Aboriginal population was estimated to be at one million,” Sydney’s Indigenous Studies lecturer Dr. Karen O’Brien said. “It was after contact and the
reputation for teaching and research excellence. The Research Institute for Asia and the Pacific (RIAP) at the University hosts the Summer Abroad program, which attracts participants eager to learn more about global Indigenous cultures.
complete alteration of landscape that led to the extinction of native fauna and flora that Aboriginal people became affected and their population became decimated through disease, social policies and violence and dropped to around 400,000 people.”
The University of Toronto offers a one-credit course in Sydney- Aboriginal Australia. The course provides an overview of Aboriginal history and culture using lectures, workshops, case studies, film screenings and site visits. Topics discussed include the changing meaning of land for Australians; the colonial constructions of Aboriginal people as the “dying race” in contrast to current discussions of Indigenous self determination; Indigenous Australians’ struggle for recognition and justice; and Australian
O’Brien clarified, “Colonization is not just about settling of land but it is also a continued practice of dispossessing the Indigenous people through various means.”
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Australian social policies include the government-sanctioned abduction of Indigenous children known as the “Stolen Generation” and the implementation of the Aboriginal Protection Board, a government agency established in 1909 that was given the
Through lectures and topics presented throughout the five-week immersion course, students learned that Indigenous Australians are anything but removed from their country, languages, and traditions. Their heritage is very much alive and thriving. Cultural identity for Indigenous Australians is similar to that of the First Nations people of Canada, with land and culture inextricably tied together, a philosophy conveyed through diverse forms of creative expression. Through the duration of the program, students were encouraged to dispel misplaced notions they may have had about the Indigenous peoples of Australia, learning that there are several hundred Indigenous groups in Australia such as the Eora, Gadigal, Guringai, Wangal, Gammeraigal, and Wallumedegel peoples.
than an hour out of the city. The name given to this grouping of 900-meter peaks refers to a legend of three Katoomba sisters who wanted to marry three brothers from the Nepean tribe, contrary to established custom. According to the story, a witch doctor transformed the sisters into rocks to protect them in an ensuing battle, but was killed before he could reverse the spell.
For further information on the U of T Summer Abroad Program, please contact: Professional & International Programs Woodsworth College 119 St. George Street, 3rd Floor Phone: 416-978-8713 E-mail: summer.abroad@utoronto.ca Web: www.summerabroad.utoronto.ca
Site visits included visits to the New South Wales Art Gallery, the New South Wales Parliament House, and a Tribal Warrior Cruise where students embarked on a journey by taking a boat across the Sydney Harbour to an island for an Aboriginal cultural performance. Students screened Ten Canoes, a film born out of collaboration with actor David Gulpilil and director Rolf de Heer; One Night the Moon, directed by Rachel Perkins, which showed the practical and moral implications that overt racism played be-
tween the non-Indigenous and Indigenous people on the frontier. Students gained knowledge about the traditional food of the Ngemba Tribe of North West New South Wales when Sharon Winsor of Thulli Dreamings, an Indigenous catering business, gave a bush tucker workshop that involved native plants, bush fruits, traditional cooking and medicinal knowledge. Winsor discussed the various instruments used in hunting and gifted the participants with an emu caller, a traditional instrument used in hunting that imitates the call of the flightless bird. Outside of class time, students did their own sightseeing at the sacred Three Sisters formation in the Blue Mountains, less MAGAZINE FNH 13
POETRY THE WARS OF COMPASSION Pins in the colours of late Autumn rust Pierce through the softness of new morning blush As all the dawn stars or the first dew touched In the East sunlight rising These beauties are such These rose petal teardrops worn close to our hearts Are silent reminders for the loved, who departs
dissolute poem (aurora)
Are you a student, alumni, prospective student or curious reader with a story to tell? Want to see your work in print? We’d love to consider your work for FNH magazine. Submissions of short fiction, poetry, narratives and other creative writing are welcome. For more details on guidelines, what we are looking for and submission methods, check out the Writer in Residence blog at: www.writerinrez.blogspot.com, or go to our website at www.fnhmagazine.com.
Call for Submissions
i. walking from the sleepbound house through dew and through the dawn’s light
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she came upon a percheron massive in the tall grass quietly monumental
POETRY
his tail a cascade of hair switching gently against the round full beauty of his rump
SKIN COLOUR My skin colour is dark An almost cocoa brown
You walk in two worlds And I ask you How do you do it?
There is no denying That within a crowd of white people I stand out Because of what my skin colour Represents
Inside I know it must Be difficult
I am First Nations Though I have often been mistaken For many other different races
But know through familial lines You are First Nations The people who came here First.
A race other than my own I ask
My skin colour Is dark An almost cocoa brown There is no denying That within a crowd of white people I stand out Because of what my skin colour Represents
Your skin Is white Pale in comparison To mine But you are First Nations too
Because I cannot fathom What it is like to look like The dominant race
I ask why is race So important Your skin is white Pale in comparison to mine But you are First Nations also Together, though We are united Our skin color does not matter to us We are united For who we are We are First Nations women And sisters with similar struggles Trying to make it in a world Where race is questioned And differences are held against us. BY: CHRISTINE MCFARLANE
ii. rumpled, she walked forth beyond the screen of poplar approaching the naked horse
like a goddess taking a mountain flesh to flesh flesh to flesh iv. feeling the weight of her hands i am alive to her, i want to catch her in my hair absorb her through the pores of my skin hide her within i want to shake her off toss her into the grass clasp her in two hooved arms i want to plunge inside and find a new home in her
mindful of the day’s work ahead the weight of it, caught by desire filling her
v. dissolutions progress sun strengthens, dew both absorbed and burnt away
illuminated morning moments her feet a shooshoo through the grass
girl and woman horse and woman woman and man
iii. i am stroking your morning hide feel your limbs stirring softly under my hand
grass, poplar, house, land everything
Badges of bright neon light Shimmering ribbons in crimson blood Washed with the honour in yesterday’s water For the fated we lost in the wake of its flood In the scarlet hue morning Skies are flushed in the morning In another day’s omen Another battle begins The flare of a torch Seen high in the air Is a vigilant beacon For those left unaware
There is always a call Speak up, do something Just say you hear it, is all For the hope Endurance and all the days spent For the most noble of efforts I pray All the love we are sending your way Aids in the answers we a seeking today When life’s burdens are lifted and taken away Light in a tunnel is all that remains And reasons are millions of teardrops borrowed Joys are the ones to look fearlessly forward. BY: CODY J. SEWALL
Stand up tall And strong, arm-in-arm For the wars of compassion Cry a desperate march! Do what you can
BY: JOANNE ARNOTT
your scent fills me heat encompassing me i am climbing across you MAGAZINE FNH 15
See page 3, ‘On the Back Cover’