SAY Magazine - Education Guide 2019 - Indigenous Lifestyle

ISSUE 95 ED. GUIDE 2019

SINCE 2002

EDUCATION

Photo Credit: Cory Aronec, Photography Ltd.

2019 Education

Directory Canada and the United States

Education

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A Clear Path Forward for Reconciliation

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SINCE 2002

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CONTENTS ISSUE 95

8

EDUCATION GUIDE 2019

Reconciliation: Interactive Giant Floor Map and Educational Resources Offer Story of Our Shared History

SAY MAGAZINE Volume 18, Issue 2 SAY Magazine publishes eight times a year: Winter, Spring, Summer and Fall, as well as Health and Fitness, Back2School, Economic Development and Education Guide issues. SAY Magazine is published by Spirit of Aboriginal Youth Inc. Mailing Address: Kildonan Place, RPO Box 43084 Winnipeg, MB Canada R2C 5G7 E: info@saymag.com www.saymag.com

SAY Magazine assumes no responsibility for statements made by advertisers or in submitted material.

Graphics, photographs, editorial content and other printed material are the property of SAY Magazine and may not be used without the written permission of SAY Magazine.

ISSN: 1707-3049 All copy copyright 2018

by SAY Magazine GST: 856627534RT0001

Publishers Dominick Blais and Kent Brown Editor-in-Chief/Sales Manager Danielle Vienneau editor@saymag.com Art Director Orli Gelfat - Orli G. Design Subscriptions subscriptions@saymag.com Printed in Canada Website and Social Media Sphere Media Agency info@spheremediaagency.com

Printed on recycled paper using vegetable based inks.

Cover Story: “Truth and Reconciliation Requires Strong Indigenous Female Leadership”—Red River College (RRC) Honours Women’s Roles as Leaders

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Qualico Bridge to Success Program Supports Indigenous Student Success

Advocate and 10 Indigenous Educator, Jaris Swidrovich through 12 Reconciliation Procurement

School of Indigenous Edu18 RRC’s cation Launches New Programs 22 Cannabis—Debunked 24 Considering Law School?

25 Music

29

SASK Polytech Grad Patrick Murray Dreams Big

Art and Profile Featuring 30 Literary Jules Arita Koostachin Building Futures 32 Women Student, Kate Ross

- An Indigenous Learning 34 NAIITS Community 49 American Indian College Fund I Need to Know Before 50 What I Graduate 52 Scholarships and Bursaries

Submissions are welcome.

Articles, letters, queries etc. should be sent by email to the editor at editor@saymag.com.

SAY Magazine assumes no responsibility for submitted material.

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Directory: SAY’s 2019 Education Guide

16

Indigenous Champion: Popular IISB Speaker Dr. Raven Sinclair Shares how Education has Impacted her Life EDUCATION GUIDE 2019 | 3

PUBLISHERS’ MESSAGE

“Education is what got us here and education is what will get us out.”

- Senator Murray Sinclair

I

t’s been just over three years since the Truth and Reconciliation Commission (TRC) released its final report containing 94 “calls to action” regarding the advancement of reconciliation efforts between Canadians and Indigenous peoples. The 94 recommendations are organized into two categories: (1) Legacy and (2) Reconciliation—many of them directly relate to education, including calls directed at post-secondary educational institutions in Canada and the federal government related to funding to support education for Indigenous students, and recommendations for the development of strategies to eliminate educational gaps between Indigenous and non-Indigenous peoples.

Dominick Blais and Kent Brown Co-Publishers, SAY Magazine

The gaps that do currently exists mean Indigenous peoples continue to face knowing barriers to post-secondary and continuing education. Consequently, far less Native American, Alaska Native, First Nations, Inuit or Métis peoples have a university or college degree compared to their non-Indigenous counterparts. That being said, many educational institutions are committed to changing that statistic and helping Indigenous students achieve their higher education goals.

stories of that progress by various institutions across Canada in our annual Education Guide issue. In this edition you will learn about the new programs offered through Red River College’s (RRC) School of Indigenous Education and how Indigenous female leadership is valued at RRC (cover story). There is much to discover in this issue of SAY Magazine, including a feature on the Indigenous Peoples Atlas of Canada Giant Floor Map, inspiring stories and words of encouragement by Indigenous educators and the much anticipated directory of schools offering Indigenous studies and/or programs in Canada and the US, starting on page 36.

Furthermore, it is clear that education is one of the key areas in which meaningful progress on a journey to healing and reconciliation can occur, and SAY Magazine is pleased to share

For a more comprehensive look at TRC’s full list of 94 “calls to action”, visit www.documentcloud.org/documents/2091412-trccalls-to-action.html.

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CALENDAR OF EVENTS 2019 FEB 15-MAR 3

2019 Canada Winter Games Red Deer, Alberta, Canada www.canadagames.ca/2019

MAR 1

2019 Vision Maker Media Public Media Project Fund Accepting applications until March 1

MAR 8

2019 Vision Maker Media Film Festival: Indigenous Women’s Films Nebraska Educational Telecommunications Center Lincoln, Nebraska, USA

MAR 19-22

Gathering Our Voices 2019, Indigenous Youth Leadership Training Hupačasath and Tseshaht First Nations Port Alberni, British Columbia, Canada www.gatheringourvoices.ca

APR 1-4

National Indian Gaming Association (NIGA) Indian Gaming Tradeshow & Convention San Diego Convention Center San Diego, California, USA www.indiangamingtradeshow.com

APR 23-25

APR 25-27

Gathering of Nations Pow Wow Albuquerque, New Mexico, USA www.gatheringofnations.com

MAY 4-5

7th Annual National Indigenous Physical Activity & Wellness Conference Ermineskin Junior High School Maskwacis, Alberta, Canada www.a-pacc.com/conference-announcement-2019

MAY 14-16

Vision Quest Conference & Trade Show RBC Convention Centre Winnipeg, Manitoba, Canada www.vqconference.com

MAY 28-31

Rendez-vous Canada (RVC) 2019 Metro Toronto Convention Centre Toronto, Ontario, Canada www.rendezvouscanada.ca

JUN 6-8

NAIITS 2019 Symposium Toronto, Ontario, Canada www.naiits.com

9th Annual Indigenous HR Skill Builder Conference Winnipeg, Manitoba, Canada www.legacybowes.com/events

EDUCATION GUIDE 2019 | 5

FIRST YEAR

Qualico Bridge to Success Program Supporting first-year Indigenous student success

Every year the University of Manitoba welcomes approximately 500 new Indigenous (First Nations, Métis and Inuit) students to its campuses.

Thanks to a donation from real estate development company Qualico, the Indigenous Student Centre has developed the Qualico Bridge to Success Program to better support Indigenous students in their transition into post-secondary education.

of Indigenous students so they can be as successful as possible in their first year of study. Benefits include pre-orientation programming, academic learning support, advising and special events – all at no cost to students.

“The University of Manitoba is committed to creating a strong foundation for Indigenous students, and this program allows us to promote Indigenous student success in meaningful and intentional ways,” said Christine Cyr, director of the Indigenous Student Centre.

“My overall experience with the Qualico Bridge to Success Program was excellent.

It really gave me a greater sense of confidence going into university,” said first-year Métis student Colin Wiebe. “The [program] opened my eyes to all of the resources and aid that both the Indigenous Student Centre and the university offer.”

The Qualico Bridge to Success Program is designed to nurture the spiritual, physical, mental and emotional strengths

One of the most popular components of the Qualico Bridge to Success Program is the Neechiwaken Indigenous Peer Mentor Program, where new and experienced students are paired together. These students then participate in a reciprocal process of sharing their knowledge, skills and expertise. In this peer-mentor relationship, new students are supported through their transition into university life and experienced students are able to build their leadership skills.

“Every day I see the positive connections and friendships being made because of the program,” said Loewen.

Program participants are also eligible to enrol in a Qualico Bridge to Success lab section of ARTS 1110: Introduction to University, a course focused on developing new students’ writing, research and critical-thinking skills.

Enrolling in the Qualico Bridge to Success Program lab section gives Indigenous stu-

6 | EDUCATION GUIDE 2019

FIRST YEAR

dents the opportunity to meet their peers and practice what they are learning in class in an intimate, supportive setting.

“I also can’t praise the ARTS 1110 program enough. The lessons involving writing and the thought processes to being a successful student greatly aided me,” said Wiebe. “I would highly recommend this program to others.”

The University of Manitoba is home to a thriving community of more than 2,400 First Nations, Métis and Inuit students. Migizii Agamik – Bald Eagle Lodge serves as a home for Indigenous students and houses the Indigenous Student Centre, where students can meet with student advisors, program coordinators and Elders to receive academic, cultural, financial literacy and personal advice. The Indigenous Student Centre also hosts student resource offices so students can easily access services such as the Academic Learning Centre, student counselling, student advocacy and a reading specialist.

The donation from Qualico supports Front and Centre, the Campaign for the University of Manitoba. This $500-million campaign

has five priorities, including Indigenous Achievement – to make Manitoba a centre of excellence for Indigenous education and research; and Outstanding Student Experience – to give all our students exceptional experiences and support. The Qualico Bridge to Success Program is one example of the many programs the University of Manitoba administers to meet these goals.

The University of Manitoba believes an exceptional student experience is built on the foundation of innovative teaching, and encouraging students to learn, thrive and grow through unique experiential and engagement activities.

Registration for the Qualico Bridge to Success Program will be available on the Indigenous Student Centre’s website beginning April 1. Interested applicants are welcome to contact the Indigenous Student Centre at any stage of the admission process. Students will also be notified about this program once they have applied to the University of Manitoba.

“The Qualico Bridge to Success Program enhances the first-year experience and allows us to provide a cost-free program with numerous benefits,” said program coordinator Carla Loewen.

For more information on the Qualico Bridge to Success Program, visit: umanitoba.ca/qualicobridgetosuccess EDUCATION GUIDE 2019 | 7

RECONCILIATION

Giant Floor Map Offers New

Understanding of

Indigenous History

T

he Giant Floor Map, without provincial and territorial boundaries, is unlike the typical maps we are used to seeing in schools. It also highlights spoken languages and language groups, and displays around the border a timeline that outlines key historical events of First Nations, Inuit and Métis people in Canada.

The map spans 11 x 8 metres (35 x 26 feet), which is approximately half the size of a school gymnasium.

Unveiled in the fall of 2018, this fun and interactive experience allows students to walk, crawl and explore multiple aspects connected to both history and present-day Indigenous Peoples living in Canada.

“There are many layers visually represented on the map that brilliantly reflect the complexity of the history, and current realities, of Indigenous Peoples on a beautiful giant canvas,” said Charlene Bearhead, the Education Advisor who led the consultation process for the Giant Floor Map and its accompanying educational materials. “It truly honours and values Indigenous knowledge, science, learning, navigation and the stories that were shared by the Indigenous experts who contributed to this project.”

The RCGS collaborated with Indigenous educators and organizations from across Canada to develop the map, including the Assembly of First Nations, the Métis National Council, Inuit Tapiriit Kanatami and Indspire.

The RCGS loans the map out on a 3-week

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The Royal Canadian Geographical Society (RCGS) has released a learning tool that offers students and their teachers a new way to learn about the history of Canada. The Indigenous Peoples Atlas of Canada Giant Floor Map shows unsettled land claims, as well as treaties and settlement lands, reserves, and locations of former residential schools in Canada. basis to teachers and is available for students in kindergarten to grade 12. The RCGS also provides a teacher’s guide, cards and additional materials to facilitate discussions in the classroom. This, of course, is not an exhaustive resource, but is intended as a tool to help educators begin a conversation with students about Indigenous Peoples knowledge and cultures while expanding their own knowledge.

The RCGS encourages educators to reach out to local Indigenous communities, organizations and groups for deeper insights and discussions and to contextualize the learning from the map to the territories where their schools are located.

The RCGS also publishes the Indigenous Peoples Atlas of Canada, which provides valuable educational information regarding the First Nations, Inuit and Métis of Canada, as well as Truth and Reconciliation in a 4-volume set. Each volume of the atlas is unique in its design and content, discussing topics such as governance, housing, art, treaties, education and more.

“What’s important is we’re seeing kids understand what this country is and how long this country has not been Canada, how long it’s been Indigenous land,” said Ry Moran, Director of the National Centre for Truth and Reconciliation, to CBC reporters.

In response to the Truth and Reconciliation Commission’s (TRC) calls to action, many organizations and businesses are also stepping up and taking advantage of the recently released resource. The Alberta

Government purchased a 4-volume atlas for each and every junior and senior high school in the province including on and off reserve schools, setting an example for the rest of the country. Additionally, the Dow Chemical Company (Dow Canada) purchased the Giant Floor Map and entire kit (a $4700 investment) for the Elk Island Public School Division in Alberta as an act of reconciliation. The kit is now shared between the 33 schools in that division.

“We are three years post the TRC final report and education is where we see the most encouraging work and action,” said Bearhead. “We still have a long way to go but it’s so encouraging to see that people are not slowing down and that it continues to build because we have to keep moving in that direction.”

Service organizations, churches and industry partners in communities seeking ways to respond to the TRC Calls to Action could follow the lead of Dow Canada in supporting local school districts with the Indigenous Peoples Atlas of Canada resources.

The only resource of its kind, the unique Giant Floor Map has caught the attention of many cartographers from around the world, including organizers of the 2019 International Cartographic Conference being held in July in Tokyo, Japan. “People want to learn about this unique cartography project. It resonates with so many people, Indigenous and non-Indigenous,” noted Bearhead. “There are many colonized countries in the world and many countries where Indigenous peoples and knowledge

RECONCILIATION

have been and continue to be oppressed. An initiative like this is very inspiring.”

The Indigenous Peoples Atlas of Canada kit includes a four-volume print atlas, an online interactive atlas with an accompanying app, a Giant Floor Map, and various other educational resources for classrooms.

To request the map for your classroom go to: education.canadiangeographic.ca Digital Atlas copies are available at https:// indigenouspeoplesatlasofcanada.ca, and print copies are available for purchase at Chapters or Amazon.ca.

For more information and pre-map activities go to: www.canadiangeographic.com/educational_products/ipac_floor_map.asp “The Indigenous Peoples Atlas of Canada was created in response to the Truth and Reconciliation Commission’s Calls to Action, which cites the development of culturally appropriate curricula for Indigenous students as a top priority. Lack of appropriate educational and financial resources for Canada’s Indigenous students has long been deemed a contributing factor to the marginalization of Indigenous communities.”

Canadian Geographic Indigenous People’s Atlas of Canada. The Indigenous Peoples Atlas of Canada launches extensive new educational resources [News Release, October 22, 2018]

EDUCATION GUIDE 2019 | 9

INDIGENOUS CHAMPION

Jaris Swidrovich Shares his Views on Education

A member of Yellow Quill First Nation from Saskatchewan, Canada, Jaris Swidrovich is a popular speaker and educator for the International Indigenous Speakers Bureau (IISB) and at just 32 years of age, he has much wisdom to impart. His passion for health, education, and how Indigenous and marginalized people are impacted at local, provincial, national and international levels has driven his continuous education journey.

J

aris Swidrovich has earned numerous degrees, including a Bachelor of Education (B.Ed.), a Bachelor of Science in Pharmacy (BSP) and a Doctor of Pharmacy (PharmD) at the University of Toronto. “My [education] journey is still ongoing right now—I’m doing a PhD in Education,” he explains.

“I began my current PhD a year and a half ago, studying under Maggie Kovach, who literally wrote the book on Indigenous research.”

come from Indigenous people, although that is beginning to change.

He notes, “We’re going through an interesting time right now in education at all levels, primary, secondary, and post-secondary, in that Indigenous ways of knowing, being and thinking are starting to be represented, celebrated and reflected in the curriculum.”

Swidrovich notes it’s reassuring and even exciting to see higher education have more Indigenous leadership, and he wants to see the hiring of Indigenous people continue at all levels in diverse educational environments and institutions.

“Schools are starting to use Indigenous authorship and teachers to share relevant content. In this era of truth and reconciliation... education as a collective has taken many meaningful leaps to answer those calls to action,” says Swidrovich. “Are we there yet? No. I don’t know if anyone necessarily knows what or where ‘there’ is, but it’s a journey we can all walk forward on together.”

“Don’t feel like you, as an Indigenous student or youth, need to be responsible for educating everyone on Indigenous history and worldviews.”

Swidrovich is currently focused on melding pharmacy and education together, and integrating Indigenous concepts into pharmacy, on a local and national level.

He notes that so much of education is fueled by Eurocentric or Western worldviews, and many of the resources that talk about Indigenous knowledge have not 10 | EDUCATION GUIDE 2019

“In Saskatchewan, specifically over the last decade or more, about 25% of all kids in kindergarten have been Indigenous. As the population continues to grow in Indigenous proportion, what do our primary, secondary and post-secondary institutions look like in terms of enrollment and representation in the administration and faculties?” Swidrovich asks, noting the lack

Named one of CBC Saskatchewan’s “Future 40”, Dr. Jaris Swidrovich is Canada’s first self-identified First Nations Doctor of Pharmacy. of relatable role models and the obvious educational gaps that still exist.

He notes that despite the many challenges and gaps of Indigenous content in education as a whole, the pieces that do exist changed everything for him. “It was through education that I was able to participate in my first sweat lodge, my first pipe ceremony and other ceremonies,” Swidrovich recalls. “I interacted with Elders and other Indigenous communities at large to learn the history my family shared with other Indigenous folks across the world.”

He always encourages young people to be curious and ask questions. “Don’t feel like you, as an Indigenous student or youth, need to be responsible for educating everyone on Indigenous history and worldviews.”

When sharing about an Indigenous worldview or perspective, Swidrovich reminds his listeners that we are all individuals. No general statement encopasses all Indigenous peoples. There is also a vast diversity within our Indigenous communities that come with unique histories and cultures.

He also stresses the importance of intersectionality, identifying that each individual has multiple identities, bodies, genders and

INDIGENOUS CHAMPION

sexual identities, and mixed ancestries. He points out that we are each more complex and diverse than just simply being Indigenous, and it’s important to discover ourselves throughout our education journeys.

Swidrovich has given more than one hundred presentations focusing on terminology and basic history, and summarizing the ‘60s scoop which impacted his family through his mother. He also highlights what pharmaceutical and healthcare professionals should know to be able to deliver health services, or address academic audiences to deliver educational teaching and learning practices.

He thrives off challenges and says if there’s a path of no resistance, what is being overcome?

Currently a full-time PhD student and a full-time faculty member in a tenure track position at the University of Saskatchewan,

Swidrovich also has family obligations, and personal, health and fitness commitments.

“Staying balanced is an absolute challenge,” he says, noting that time and goal management are crucial to his roles in his community.

One critique he has of many educational programs is the way students are admitted, assessed and evaluated. This process is not always congruent with Indigenous practices, making Indigenous students appear to perform poorly in terms of grade point averages, but this is not the full picture.

He believes that schools don’t always represent potential and ability because their current practices for admission, assessment and evaluation treat people differently, based on their backgrounds, worldviews and lived experiences.

“As a pharmacy student I did not perform spectacularly, but I am a great pharmacist—this is where my grades don’t reflect my ability,” notes Swidrovich. “There are certain roadblocks in the way for many youth and students who may not consider or get into a professional college but still have the potential to be the world’s best lawyer, dentist or pharmacist.”

He hopes that post-secondary institutions will start to change their recruitment and assessment practices to recognize the multi-facets of skills that can help people excel in careers as well as in educational settings. In the meantime, he continues to advocate for change from within and without!

Interview provided by Communications Specialist, Andréa Ledding

EDUCATION GUIDE 2019 | 11

RECONCILIATION

D

Reconciliation through Procurement meaningful relationships with Indigenous people across British Columbia, Canada, and sees an opportunity to engage with the Indigenous business community through the organization’s procurement processes.

The Champion designation takes ITA’s procurement operations to a new level, in which Indigenous businesses and communities will be encouraged to bid on large community-based projects, including trades training initiatives. Through open dialogue ITA is making opportunities more accessible to otherwise deterred or unaware Indigenous stakeholders in British Columbia.

The designation reinforces ITA’s commitment to the United Nations Declaration of the Rights of Indigenous Peoples (UNDRIP) and the calls to action of the Truth and Reconciliation Commission (TRC), and highlights the spirit of unity that is important to the organization. “One of our goals at ITA is to increase accessibility and participation of Indigenous peoples in trades training and careers,” says Michael Cameron, Director of Indigenous Initiatives at ITA. “This designation will further propel us into the future of an inclusive trades industry.” Cameron is passionate about collaborating and building

With the understanding that building meaningful relationships come before partnerships, ITA started with a robust community engagement strategy to become an Aboriginal Procurement Champion. Through comprehensive community and stakeholder outreach, ITA collected feedback and input on what equal opportunity meant for Indigenous communities and businesses, and how to best implement an inclusive business practice around procurement so that it is fair for all parties.

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The insight from the community outreach was invaluable and has shaped the way ITA engages with Indigenous communities and businesses relating to Requests for Proposal and Requests for Interest at the beginning stages of procurement. This creates a more transparent and accessible competitive environment for bids that otherwise would go unknown in some Indigenous communities, especially in remote and rural areas of British Columbia.

ITA received the designation of Aboriginal Procurement Champion with much honour and is looking forward to expanding its connections with Indigenous businesses and communities, while working with them to create an inclusive and diverse climate in the world of business and trades training in the province of British Columbia.

Inclusion and diversity in business and trades are priorities at ITA. Photo provided by ITA.

iversity and inclusivity is the way of the present and the future, and the way the Industry Training Authority (ITA) is doing business is no exception.

Creating equal opportunity for Indigenous people, be it for skilled training, corporate partnerships or business opportunities, is top priority for the Indigenous initiatives team at ITA. This is why ITA is proud to be one of the few organizations across Canada that is a designated Aboriginal Procurement Champion by the Canadian Council for Aboriginal Business.

EDUCATION GUIDE 2019 | 13

COVER STORY

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COVER STORY

EDUCATION GUIDE 2019 | 15

INDIGENOUS CHAMPION

Dr. Raven Sinclair A seasoned speaker with the International Indigenous Speakers Bureau, Dr. Sinclair is one of world’s most sought-after experts on issues regarding Indigenous mental health and trauma recovery, Indigenous child welfare and youth suicide, lateral violence, transracial adoption and cultural identity.

S

inclair’s expertise and lived experience as a ‘60s scoop survivor has led her to become one of Canada’s most recognized ‘60s Scoop experts and the Principle Investigator for The Pe-kīwēwin Project—a five-year SSHRC funded project (2016-2021) seeking to understand how Canada’s Indigenous Policy from the residential school era through to today’s Child Welfare System has resulted in a national Indigenous Child Removal System (ICRS).

When it comes to education Dr. Raven Sinclair has a number of degrees, but her journey has been one of surmounting challenges. “I know about dropout, minimum wage jobs and working outside in -30°C in the blowing snow and ice, and I much prefer having an office I can go to and set my own hours,” says Sinclair. “I am thankful to have experienced the benefit that comes from having four university degrees and I wouldn’t trade it for the world.”

school’, ” Sinclair notes. “When you’re young you’re a bit narrow-minded and you don’t get the big picture—if you’re going to do anything and make a decent income, it’s crucial to pursue post-secondary education.”

She quickly recognized school as a formula, where if certain principles were followed—attending classes, doing the work on time and studying for exams—hard work and self-discipline were rewarded.

We now have an entire generation, or two, who were fortunate to not have had to experience the ‘60s Scoop or attend Residential Schooling, and Sinclair believes that our people have an opportunity to dream bigger than so many others that came before them.

“It’s not an excuse, but it is a reality that wasn’t passed on to me—the idea that you can do, or be, whatever you want,” says Sinclair. “I had to learn some really hard lessons, but they were really valuable ones.

“Our people have an opportunity to dream bigger than so many others that came before them.”

Sinclair worked hard to find a position that offered her the growth and satisfaction she was looking for in a career. She did outdoors and office work while pursuing her first degree, but those positions took a toll and left her feeling like she wasn’t moving forward. She bravely pushed ahead and finished her degree, then went on to get her Master’s and Doctorate as well.

“There’s a lot to be said for the saying, ‘stay in 16 | EDUCATION GUIDE 2019

I put one foot in front of the other, and followed the formula that I discovered.”

Sinclair speaks publicly about her encounters and challenges. She often shares about how she was adopted into a white family and lost her Indigenous self. She spent many years re-discovering who she was as a Cree person, and learning how important cultural language and ceremony are. “You have to participate in Indigenous ways of

life —learning from Elders and traditional knowledge keepers.”

She sees education as a pathway that can be taken towards reconciliation. “You can’t learn anything until you internalize the ability to learn the lesson,” Sinclair says.

“School teaches you to listen, to regurgitate and plan your arguments, and win them.

That’s not a recipe for wellness. You can talk your face off but it doesn’t mean you’re right. Learning how to learn was just so critical to me to understanding who I am as an Indigenous person.”

When she reflects about her “Scooped” physical dislocation and dispossession of

INDIGENOUS CHAMPION

sonal experience. Accepting any sort of political, social or economic aspect of reconciliation will not happen in the world without the personal experience of it. Being part of the ‘60s Scoop was excruciating for her, but she chooses to see it as a gift because it made her understand the world in a different way, and realize that the only thing she can change in the world is herself.

“Once I really focused on becoming less resentful and less angry, it created a huge space in my life for really positive things to come in, and then life really changed.”

To assist others in providing respectful and effective methods of working with diverse populations, specifically Indigenous peoples, Sinclair is also the author of the book Wicihitowin-Aboriginal Social Work in Canada and is the director and executive producer of the Film Truth be Told which uncovers the atrocious facts of a dark period in Canadian history.

She’s often humbled and overwhelmed with the positive feedback and thanks that now come to her through her various fields of work.

her Indigenous self, she is more appreciative of her return and the profound experience and empowerment that came from learning a new perspective and way of understanding that differed from the one with which she was raised.

She believes that so many Indigenous peoples no longer have the understanding or ability to grow on a mental, social, psychological or spiritual level due to the collective colonial experience. It is an ability that everyone must seek out, she says, to understand what it means to be an Indigenous man or woman.

“I have such a deep appreciation for these teachings,” she notes, referring to the in-

tergenerational teachings on regulating ourselves and taking our ego in-hand. “The hard work of an apprenticeship chopping wood or hauling water is about ego and teaching you to grapple with and control your ego impulses of resentment.”

She describes her own journey as a long road of recovery, with opportunities every day to test herself on triggers, use tools and be accountable. “It becomes integrated,” she says. “It’s not about finding perfection; it’s learning effective ways of dealing with life and people, and still being able to move ahead in a healthy and reconciled way.”

She describes reconciliation as a very per-

“I think that’s what happens when you do the hard work, chopping wood and hauling water: good things will happen,” says Sinclair. “I can’t look back and feel self-pity. I feel gratitude for everything that happened because it brought me to this place of being able to understand that terrible things can happen personally, in a family or collectively, but there are pathways to recovery and even empowerment. So many people are doing amazing things out there, it’s astonishing to me, and that’s what I like to focus on.”

Her advice to those seeking their own path is to keep going. “You will find your way through that forest and get to the other side, and until you do, you won’t know what the possibilities are.”

Interview provided by Communications Specialist, Andréa Ledding EDUCATION GUIDE 2019 | 17

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EDUCATION GUIDE 2019 | 21

HEALTH

Cannabis – Debunked Both medical and recreational Cannabis have been legal in Canada since October 17, 2018, but many Canadians are still unclear about whether the drug poses any health risks to users.

As some post-secondary educational institutions begin to offer professional development courses related to the industry, and given that SAY covered the topic of medical cannabis in our Health issue last fall, we felt it timely to offer some additional insight on the topic of cannabis use, particularly in reference to recreational use. Dr. Joss Reimer, a medical officer of health with the Winnipeg Regional Health Authority (WRHA), offered some answers.

Q. How did the law on cannabis change on October 17?

Reimer: The big change was in personal possession. It is now legal for approved producers and retailers to grow and sell cannabis, starting with the dried plant for smoking and vaping, and some oils.

Regarding possession, people are allowed to have 30 grams on them in public, as long 22 | EDUCATION GUIDE 2019

as they’re over the age of 19 in Manitoba.

There are no limits to what you can have at home. Keep in mind that the places you can legally use cannabis, in Manitoba for example, are very limited. Basically, like tobacco, you can get a ticket for smoking/vaping in a public indoor space, but with cannabis you can also get a ticket for smoking/vaping in a public outdoor space like a park, school or even a sidewalk.

While people can legally grow their own cannabis in some parts of Canada, you aren’t currently able to do that in Manitoba, Quebec or Nunavut.

Q. What is the public health perspective on the legalization of cannabis?

Reimer: All things being equal, most public health officers view cannabis as being a lot less harmful than some of the other

HEALTH drugs being used these days, such as methamphetamine, fentanyl or even alcohol. In addition, legalization will also help deal with some other issues. For example, legalization will reduce or eliminate the black market, which is a source of tainted drugs and criminal activity. It can also help reduce stigma, so that people who use cannabis can feel safer talking to their health-care provider about their use of the substance.

Most importantly, legalization means people will no longer face criminal charges for simple possession. A criminal record will have a much larger health impact on a person’s life than typical cannabis use.

Having said that, cannabis is not a safe drug, and everyone needs to understand that its non-medical use does pose significant health risks.

Q. What are the short-term risks associated with non-medical use of cannabis?

Reimer: When it comes to the short-term, it can impair your ability to do complex tasks.

That includes things like driving, caring for young children or anything else that requires you to have your mental capacities working.

Q. What are the longer-term health risks associated with non-medical use of cannabis?

Reimer: Lung health is probably one of the biggest ones for adults, if you’re smoking it.

However, we don’t have long-term major studies showing that lung cancer is associated with non-medical use of cannabis, but we do know that it causes damage to the lungs. People who smoke cannabis regularly can have a chronic cough, shortness of breath and wheezing—all the types of things you see with people who smoke tobacco regularly. There are also important health risks in the areas of pregnancy, heart health and mental health.

Q. Does cannabis affect the health of young people differently than adults?

Reimer: Yes. Young people who frequently use cannabis run the risk of brain damage, which for some people is irreversible. The human brain is not fully developed until a person reaches about 25 years of age.

Cannabis contains a psychoactive ingredient called tetrahydrocannabinol (THC) that can affect the brain before it is fully developed.

As a result, young people who use cannabis

regularly—as in daily or almost daily—run the risk of damage to the area of their brain that controls judgment, memory and the ability to think through complex situations.

Adults can also experience these effects, but it tends to be reversible if they stop using.

Q. How could cannabis use affect a person’s mental health?

Reimer: Cannabis has a few different mental health risks worth highlighting. Cannabis does seem to make depression worse.

People do use cannabis as a treatment for

around packaging and dosages to help combat this. We have also learned that, overall, it seems like there has been very little change to the number of people using cannabis, which is very encouraging.

In Canada, the federal government is still working on the exact rules around the future sale of edibles. What they’ve said so far is that the packaging and advertising cannot be appealing to children. Regardless, it will still be important to keep cannabis out of their reach, ideally locked up at home.

“...cannabis is not a safe drug, and everyone needs to understand that its non-medical use does pose significant health risks.” depression because it can make you feel relaxed in the short-term, but, if anything, it does seem to make the depression worse over the long-term. There is enough evidence against using it if you suffer from depression.

Cannabis use is also linked to some psychoses and schizophrenia. We recommend, for anyone with a personal or family history of psychoses, that they should not be using cannabis. We don’t know for sure that it could be the cause, but we don’t want to increase anyone’s risk of developing psychosis.

Q. Is cannabis addictive?

Reimer: Absolutely, but less so than other substances that people use regularly. About five to nine percent of adults experience dependency when they use cannabis. That’s quite a bit lower than alcohol or opioids like heroin or morphine. Or tobacco, for that matter.

Q. What have we learned from other jurisdictions that have legalized cannabis?

Reimer: We’ve learned a number of things.

In Colorado, for example, they have experienced an increase in calls to poison control and an increase in emergency department visits, especially amongst tourists. Calls to poison control in Colorado are also way up because of accidental exposures among children. Colorado had to take a step back and reevaluate some of the rules they had

Q. Should I talk to my health-care provider if I want to use cannabis?

Reimer: Yes. It’s best to talk about this with your health-care provider. If you think medical cannabis is a good option for you, then talking to your health-care provider is the best first step. Your doctor or nurse practitioner will also need to know if you’re using, even non-medically, especially if it affects a prescription they want to write for you, or other areas of your health.

Q. What does responsible cannabis use look like?

Reimer: l Do not use cannabis every day. l Use the lowest concentration possible.

Avoid super-concentrated versions of cannabis like “shatter,” “wax,” etc. l Do not combine it with other substances, ie: don’t use cannabis and alcohol together. l Do not drive after use. The timing of this will depend on whether you ate or smoked cannabis, and how high you became.

Article courtesy of the Winnipeg Regional Health Authority, as originally published in the Sept/Oct 2018 issue of WRHA’s Wave Magazine. For the full article go to www.saymag.com.

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PROGRAMS

Considering Law School?

Choose Windsor Law Windsor Law is home to a vibrant community of Indigenous students

Windsor Law sits on the traditional territory of the Three Fires Confederacy comprised of the Odawa, Ojibway and Potawatomi and has a strong commitment to enhance Indigenous voices and scholarships in the Windsor community and within the legal profession.

Indigenous Faculty of Law members and non-Indigenous allies within the Faculty of Law at the University of Windsor have launched and continue an ongoing effort to act in response to the Truth and Reconciliation Commission of Canada.

The Indigenous Legal Orders course was made mandatory for all first-year students entering Windsor Law for the 2018-2019 year. The course was delivered successfully to 160 first-year Windsor Law students.

The curriculum is continually enhanced to incorporate Indigenous teaching material, case examples and scholarship into law courses.

Windsor Law is in the second year of offering a 3-credit, hands on Anishinaabe Law course which is held in Bkejwanong Walpole Island First Nation. The course was also delivered to Windsor Law faculty and staff who have continuous learning of Indigenous Legal Orders by attending annual retreats.

Students can also participate in Aboriginal Moots.

Windsor Law regularly welcomes other Indigenous academics through the Indigenous Scholars Lecture Series. Students, faculty and staff have access to the Elder in Residence to promote learning and self-healing in a holistic approach.

An introduction to first-year students of Indigenous Law as well as meeting the Indigenous faculty and staff is done during Orientation Week. There are a number of

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Indigenous student activities, and students have the opportunity to meet and join the Shkawbewisag Student Law Association that puts on many student-led activities throughout the school year, including speaker panels, walk-outs, pow wows, socials and round dances while promoting awareness of legal, social and political issues as they relate to Indigenous peoples.

Windsor Law also had the opportunity to co-host in partnership with Sunchild Law the 4th World Indigenous Law Conference, successfully attended by over 300 people from around the globe and included attendance from the 160 first-year Indigenous Legal Orders course students.

Windsor Law is home to a vibrant community of Indigenous students, faculty and staff and warmly welcomes applications from prospective Indigenous students and scholars.

For more information about Windsor Law, please visit: uwindsor.ca/law or contact Michelle Nahdee, Indigenous Legal Studies Coordinator (519) 253-3000 ext. 2983 michelle.nahdee@uwindsor.ca

MUSIC

Innastate In September 2018 Innastate released their long-awaited debut full length album entitled Verde.

They have been touring extensively to promote this new album in an effort to bring their sound to audiences around the world.

Innastate is a contemporary reggae band from the high-desert of New Mexico, USA. Based out of Santa Fe, California, USA, Innastate believes in using the power of music to connect people. The band’s musical influences span many genres, creating a brand of reggae and rock that is modern yet honours their Indigenous heritage, musical roots and love of music. Their music reflects the human experience and empowers listeners—often echoing themes of spirituality and environmental issues.

Innastate is made up of band members Adrian Wall of Jemez Pueblo (Guitar/Vocals), Rylan Kabotie of Santa Clara Pueblo/ Jicarilla Apache (Bass/Vocals), Lawrence Bailon of Santa Clara Pueblo/Kewa Pueblo (Drums/ Vocals) Carlo Johnson of Isleta Pueblo (Lead Guitar), Romeo Alonzo (Saxophone), Mikey Jaramillo (Percussion) and Mike “MC Tbone” (Trombone).

Rising in popularity since the

release of their self-titled debut EP in 2015, the band has gained significant acclaim in their short five years together. In 2016 Innastate was voted Rockwired Magazine’s Artist of the Month and received the Rockwired Reader’s Poll Award for Best Performance by an American Indian/First Nations Band or Artist. That year Innastate was also nominated for Best Reggae Song by the New Mexico Music Awards.

Innastate has shared the stage with the likes of reggae legends Pato Banton, Native Roots, Tribal Seeds, Nahko, Natural Vibrations, Stick Figure, Through the Roots, The Wailers, The Meditations, New Kingston, Ballyhoo and Abstract Rude.

Stay tuned for great things to come from this reggae sensation, including a full-length album and high-energy live shows.

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MUSIC

Aasiva

Meet emerging Inuktitut singer and songwriter Colleen Nakashuk who performs as Aasiva and whose music offers a fresh and distinctive twist on the indie folk genre.

With Inuktitut lyrics and delicate throat singing elements interwoven throughout her songs, Aasiva’s airy and lively sound is shaped by her melodious voice set against the ukulele.

She is an exciting addition to northern Canada’s flourishing music scene, being from Nunavut—the largest and most northerly territory of Canada. Aasiva grew up in the remote and majestic community of Pangnirtung and now resides in Iqaluit which is also home to new label and rising hotbed for contemporary Inuktitut music, Aakuluk Music.

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Aasiva is eager to pass her knowledge of throat singing on to younger generations of Inuit youth through her performances. She has appeared with well-known throat-singer Avery Keenainak, who is also a collaborator with band The Jerry Cans from Iqaluit, Nunavut.

Her self-titled debut album Aasiva is filled with songs about language, love and the magnificence of her Inuktitut upbringing. Aasiva now adds her voice to a growing chorus of young artists proudly bringing new Inuktitut music into the mainstream.

Education: Aasiva is a graduate of Nunavut Sivuniksavut, a program affiliated with Algonquin College in Ottawa, Ontario, Canada, which provides Inuit youth with unique cultural and academic learning experiences and formal accreditation in Inuit Studies and Advanced Inuit Studies.

MUSIC

Tonemah Singer and songwriter Daryl Tonemah had no idea when he began writing songs in college that several years later he would have played thousands of shows, made numerous radio and TV appearances, and released six albums with multiple awards and nominations, all while building up what has become an international fan base. Despite all of these successes, Tonemah retains a deep connection with his roots and a gift for intimate storytelling that has become his trademark.

A full-blooded Native American (Kiowa/ Comanche/Tuscarora), Tonemah grew up on and off reservations throughout the United States, giving him a unique perspective that is evident in his song writing.

Tonemah’s performances combine the energy of rock, intelligence of folk and heart of country to create a musical niche he calls “Native Americana.” His sound has been described as a mix of the Eagles, Steve Earle, Dave Matthews and James Taylor.

“I have had the blessing of seeing and experiencing a lot of things during my travels – some great, some heartbreaking, some funny. They all inspire song ideas, lines, chord progressions and drum patterns scribbled on pieces of paper that I had in my pocket,” said Tonemah.

While recording his albums, Tonemah has worked with some of the finest session players and producers in Nashville, Tennessee, USA. He wants to ensure his songs are presented in the best possible light, true to his vision of creating heartfelt pieces of music, and touch on feelings and experiences inherent in everyone.

Tonemah’s creative spirit extends beyond music into acting and writing. He appeared in three movies, DMZ, The Last

of the Mohicans, and The Cherokee Word for Water, and also had the lead role in the stage production Tribe, which toured nationally to sold-out audiences. Tonemah has written a book on health and wellness, a screenplay that garnered the interest of a nationally-renowned studio and is currently writing a trilogy of books.

national boards addressing disparities in education and health care among the Native Community, including on the Board of Directors of the American Diabetes Association.

Education: Tonemah has received three Bachelor degrees in Psychology, Sociology and Gerontology, a Master’s in Community Counselling and a Ph.D. in Counselling Psychology and Cultural Studies from the University of Nebraska-Lincoln. Tonemah often travels to Indigenous communities around the world teaching behavioral methods of change, and about health and wellness. He also sits on numerous state and EDUCATION GUIDE 2019 | 27

MUSIC

Cary Morin Featured in SAY Magazine a few years ago, it’s time for an update on Cary Morin.

ent genres such as blues, bluegrass, jazz, jam, reggae and dance.

Award-winning singer/songwriter Cary Morin continues to impact audiences around the world with his live acoustic performances. With a career that spans over three decades, Morin has evolved with the industry and continues to learn from his experiences and the incredible artists he works with.

A member of the Crow Tribe, Morin began his music career while living in Colorado, USA, and quickly gained popularity touring nationally with his band The Atoll in 1989. In the years following, he reached international acclaim with his group The Pura Fé Trio before moving on to pursue a career as a solo artist.

After completing his latest international tour, Morin released his sixth album last October titled When I Rise. “I had the luxury of being home for longer than usual, to work on this project,” recalled Morin.

“It was great to have the time to experiment.” The album includes 10 original songs, as well as Morin’s take on the Jerry Garcia/Robert Hunter song “Dire Wolf ” and a version of Duane Allman’s classic “Little Martha.”

His illustrious career has afforded him the opportunity to perform at the 2010 Vancouver Winter Olympics and at various

notable music festivals across the world including the Paris Jazz Festival and most recently the Rochefort En Accords festival in France and The Copenhagen Blues Festival.

Morin has been the recipient of numerous awards and accolades, recently including Best Blues CD for his album Cradle to the Grave at the 2018 Independent Music Awards, receiving Honourable Mention in the 2018 International Songwriting Competition for Best Blues Song, and being an awardee of the 2018 Native Arts & Cultures Fellowship.

For the recording sessions, Morin enlisted a group of all-star musicians to help bring his musical vision to fruition. The ensemble included talented artists like Steve Amedée (drums, percussion), Paul Benjaman (electric guitar) and Celeste Di Iorio (vocals), among others.

Morin is greatly respected and recognized in the industry for his blues/ roots style and his acoustic guitar-picking prowess. He characterizes his sound as acoustic Native Americana, bringing together the qualities of differ-

Mar 18 | Aasiva Mar 25 | Innastate

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Apr 1

| Tonemah

Apr 8

| Cary Morin

Visit us at IndigenousinMusic.com

2019 Indigenous Music Awards Nominee for Best Radio Station Program

PROFILE

Sask Polytech Grad

Patrick

Murray Patrick Murray has big dreams of one day becoming the chief of the Regina Police Services or a detective for the Royal Canadian Mounted Police (RCMP), working to help solve cases about missing and murdered Indigenous women in Canada. He says if it wasn’t for his instructors at Sask Polytech he may not have the confidence needed to go after those dreams.

“They helped me believe I could be very successful with a career in law enforcement,” said Murray. “I got more than just an education at Sask Polytech — I grew as a person: physically, mentally, spiritually and emotionally.”

Murray worked hard to overcome many challenges, including depression and homelessness, to cultivate his success story. In 2015 he won the Wicihitowin Justice Studies Scholarship, an award given to Indigenous students of good academic standing.

“It was something I had never achieved before.

It was more than just winning the scholarship, it was the feeling I got when I showed my parents what I had been awarded with and who their son could be. They had tears of happiness, and I will never forget how that made me feel.”

For students looking to study at Sask Polytech, Murray says it will be a decision they won’t regret.

“Study hard, do your best and you can be successful,” he said. “It’s not about how many times you fall — it’s about how fast you can get back up. It’s amazing what you can do if you just try.”

Learn more at saskpolytech.ca/Indigenous.

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LITERARY ART

Edge of NiiPii she falls within herself where spirits roam without illusion hope keeps her from yesterday sunrise on the horizon calls out blue whispers reach towards her mountain tops sharp cutting into clouds of deep dreams soles of souls touching the imagined waves below salty winds caress planks of wood once trees create a pathway with no end watery vantage point awaits sweetening the journey reflection of above skims the surface of NiiPii mist sweeps the shimmering light as the sun rests on the other side of us stars lift the pain cluster of rainbows create rebirth opening the portal in truth we find ourselves the moment when breath awakens the Earth vibrates cocoon of soft veils prevent us from wandering to the edge of NiiPii

NiiPii – Water (Cree, InNiNiMoWin)

By Jules Arita Koostachin

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LITERARY PROFILE

Jules Arita Koostachin

B

Photo Credit Karolina Turek

orn in Moose Factory, Ontario, Canada, Jules Arita Koostachin was raised by her mother, a warrior of the Canadian Residential school system, and by her Cree-speaking grandparents in Moosonee, Ontario.

Koostachin is a band member of Attawapiskat First Nation, the ancestral lands of the MoshKeKo InNiNeWak. Currently residing in Vancouver, British Columbia, Koostachin is a PhD candidate with the Institute of Gender, Race, Sexuality and Social Justice at the University of British Columbia—her research focuses on Indigenous documentary.

In 2010 she completed her Master’s at Ryerson University in Documentary Media where she was awarded the Award of Distinction for her thesis work, as well as the Graduate Ryerson Gold Medal for highest academic achievement. While in graduate school, she produced her first feature documentary film Remembering Inninimowin, which follows the personal journey of a Cree woman as she begins to remember her first language, Inninimowin (Cree). After graduation Koostachin was one of six women selected for the Women In the Director’s Chair (WIDC) program at the Banff Centre where she directed a scene from her feature script Broken Angel, which is currently in development.

Koostachin has established herself within the film and television community. She co-produced television series AskiBOYZ (2016) with Big Soul Production—a series about two urban

Cree youth reconnecting with the land and can be seen on Aboriginal Peoples Television Network (APTN).

In 2017 she released a short documentary with co-director/producer Rick Miller titled Butterfly Monument about her relation, the late Shannen Koostachin.

That same year, Koostachin was the Aboriginal Storyteller in Residence with the Vancouver Public Library where she further developed her poetry, and in the fall of 2018 Koostachin’s latest narrative film OChiSkwaCho premiered at the ImagineNative Film Festival.

In 2018 her first book of poetry Unearthing Secrets, Gathering Truths was published with Kegedonce Press, and she was also selected as a filmmaker for the TIFF Filmmakers Lab. Koostachin is currently writing her first novel Moccasin Souls, is developing two television series called Threshold with Jules Koostachin and SACRED, and is aiming to defend her PhD thesis in the fall of 2019. She carries extensive Indigenous knowledge from working in various communities in several different capacities, and these community experiences continue to feed her advocacy and her arts practice.

Koostachin’s company VisJuelles Productions Inc. has a number of films and other media works in development. In 2017 she released her short documentary NiiSoTeWak, and her second CBC short OshKiKiShiKaw: A New Day will be released in early 2019.

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CAREER DEVELOPMENT

Kate Ross New Journey, New Career Path with Women Building Futures

“I first met Kate during interview days at Women Building Futures. She had just finished her training and really stood out as an energetic, eager worker. She told us she was ultimately interested in getting into safety and at the time we happened to be expanding our safety watch team. I knew right away she would be a great fit,” shared Jay Coupland, Manager at Stuart Olson Inc. “Since joining us, Kate has grown to become an essential part of our team and is well on her way to becoming a Safety Advisor. She’s doing awesome and we’re really happy she’s with us.”

In early 2018 Kate decided to take her future into her own hands and started a new journey and career path that would allow her to challenge herself and reach her goals. She attended an information session in Fort McMurray First Nation hosted by Women Building Futures (WBF), an Edmonton-based training organization for women looking to enter the trades and driving industries.

along with 11 other women, was selected for the 8-week training program.

In early March 2018 Kate entered the program with clear goals and an eagerness to learn. The Construction Labourer Readiness Program gave her the foundational knowledge and hard-skills to start her a career in the oil and gas industry. Kate always had her heart set on pursuing a role in safety, so when she completed her program she was determined to find an employer who could help her fulfill that goal. At the end of the training program, WBF hosted a group of employers to interview the graduates of the program. This gave Kate the opportunity to speak with a few companies, hear about their work and see if there was a good fit.

In the end she was formally offered a safety watch position with Stuart Olson.

At the time WBF was visiting Kate’s community to offer a 5-day Career Builder workshop that would help women understand the application process and skills required to apply for an upcoming training program and the career paths available after training.

She completed her program April 28, 2018, and started her new position on May 7, 2018. Now in her new role as Safety Watch Kate is responsible for making sure work is being done safely and addressing any hazards on the jobsite. This new path has helped her achieve her goal of building a career for herself, buying a vehicle and having it fully paid off within a year.

After the 5-day Career Builder, Kate left feeling excited and determined to apply for the Trans Mountain Pipeline Construction Labourer Readiness Program. After submitting her application, Kate received a call back for an interview and a few weeks later received her acceptance letter. Kate,

At the end of training WBF always asks their graduates: If you could say one thing to other women who are thinking about pursuing a career in the trades, what would it be? Kate responded with, “Go for it! This will open so many doors for you and the opportunities are endless!”

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Women Building Futures is a notfor-profit organization training women with the skills required to pursue employment in the construction, skilled trades, maintenance and driving industries. They partner with industries, governments and communities to champion women’s representation in industries where they have historically been under-represented.

For more information please visit: womenbuildingfutures.com

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PROGRAMS

NAIITS Founded in 2001, NAIITS—formerly the North American Institute for Indigenous Theological Studies—is an Indigenous Learning Community that prepares Indigenous men and women from North America, the Philippines, Australia and other Indigenous people for leadership in their communities and churches, using the gifts the Creator has provided them as Indigenous peoples.

NAIITS initially began with a symposium on Indigenous spirituality and Christian theology. This became an annual event with a corresponding publication. The symposia have become widely known for both their scholarship and practical edge, and a total of 15 symposia have been held in the USA and Canada, with two in both Australia and the Philippines. The organization also developed educational program agreements and now offers Master’s degree programs in Canada, Australia and the USA, with a total of 25 students having graduated with degrees in Divinity, Arts and Community Development, including doctoral degrees, since the program was first developed in 2010.

Indigenous peoples from across Turtle Island founded and have always led NAIITS. They currently employ 20 faculty members, 16 of whom are Indigenous and who have either 34 | EDUCATION GUIDE 2019

Creating Faith and Community Connections

doctoral degrees or are at the Candidacy stage. NAIITS is the first Indigenous biblically and theologically framed graduate training program governed, designed, developed and delivered by Indigenous peoples, operating at a graduate level and soon to be fully accredited by the Association of Theological Schools.

Student Placement

NAIITS graduates lead inner city ministries, attend law school or pursue further education to serve in vocations. As of spring 2018 all NAIITS graduates had found employment.

Some are in full-time or adjunct faculty positions in seminaries and universities across Canada and the USA, including Acadia University and Divinity College, Kent State University and Vancouver School of Theology. Invitations to teach in adjunct positions have also come from many other institutions including Trinity Western University, Regent College and the University of Waterloo’s Conrad Grebel College.

Research and Writing

The annual NAIITS journal is produced from the presentations and papers of each year’s symposium. In its second generation of editors, the journal has now been confirmed for indexing by the American Theological Libraries Association and will become a

peer-reviewed journal in 2020. The fifteenth volume is being prepared for print and will be completed in spring 2019.

NAIITS faculty and graduates have also published extensively in various multi-authored volumes and monographs on Indigenous theology, community development, Biblical studies and mission. In the past fifteen years they have collectively produced over 150 articles, chapters and books.

Reaching Higher

NAIITS had 33 students enrolled in its graduate programs as of this past fall. They have forged ahead with the creation of a new international Indigenous PhD program in partnership with Whitley College at the University of Divinity in Melbourne, Australia, to ensure NAIITS helps build the capacity of Indigenous peoples to contribute effectively and consistently to the holistic development of their communities, churches and surrounding cultures. NAIITS is currently processing the intake of the first cohort of PhD students from North America, the Philippines and Australia.

The 2019 NAIITS symposium will be held in Toronto, Ontario, Canada, from June 6-8. Visit naiits.com for more information.

QUALICO

BRIDGE TO SUCCESS PROGRAM

Creating pathways to Indigenous student success The Qualico Bridge to Success Program is designed to welcome and support new Indigenous students as they transition into the University of Manitoba by offering pre-orientation programming, academic learning support, advising, peer-mentoring and special events that will enhance the first-year experience.

UMANITOBA.CA/QUALICOBRIDGETOSUCCESS

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2019

Education Guide For

Indigenous Students

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time.

TIME FOR MY LIFE

TIME FOR MY DEGREE At Athabasca University, you do live in the right place. You are the right age. Study on your time.

The only commute is to your device.

go.athabascau.ca/ indigenous 48 | EDUCATION GUIDE 2019

SHORT TAKE

New Learning Tool for Higher Education Institutions “Currently American Indians and Alaska Natives face a college access and completion crisis. Only 14% of American Indian and Alaska Natives age 25 and older have a bachelor’s degree today, compared to 30.3% of the overall US population, according to the US Census Bureau.” he American Indian College Fund The report was created at the Indigenous has published a new learning tool Higher Education Equity Initiative in Denfor higher education institutions—a ver, Colorado, USA, last August, hosted by guide “to advance the visibility of the College Fund in collaboration with Native American students at their institutions, Colorado State University. Experts and and to ensure that Native history, achieve- educators from tribal colleges and univerments and perspectives are respected.” sities and various other public, private and non-profit educational institutions and Creating Visibility and Healthy Learning groups provided input into the report.

Environments for Native Americans in Higher Education was created in response to the Creating Visibility and Healthy Learning social issues many Native students face on Environments for Native Americans in campus after a non-Native mother attending Higher Education offers steps institutions a college tour called campus police with can take with regards to recruitment apprehensions regarding two Native Amer- strategies, curriculum development, financial icans in the group in the spring of 2018. assistance and recognition of Native lands and much more.

The incident reaffirmed the need for the report which highlights a plan for univer- Download your copy of Creating Visibility sities and other education institutions “to and Healthy Learning Environments for make college campuses safer and more Native Americans in Higher Education from welcoming to Native people.” www.collegefund.org.

T

Image courtesy of the American Indian College Fund

Source: American Indian College Fund. Dina Horwedel. American Indian College Fund Publishes Report on Higher Education Equity Initiative for Native Americans [News Release] Feb 05, 2019. www.collegefund.org.

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What I Need to Know

Before I Graduate

On Monday, February 25, the University of Sudbury (Ontario, Canada) hosted a Graduate Panel Discussion Series entitled Landing that Job... What I Need to Know Before I Graduate. Four graduate students (seen in photo)— Mia Bourque (B.A. Indigenous Studies), Lisa Knauz (B.A. Psychology; M.A. Applied Social Research), Jacynthe Lortie (B.A. Music) and Josh Wong (B.A. Law and Justice and Indigenous Studies)—made up the panel of experts who answered questions and offered advice to soon-to-be graduates.

SAY Magazine was fortunate to have been able to connect with panel presenter Mia Bourque, who is a Master’s Candidate on the topic of the recent panel discussion.

Bourque is an Algonquin woman from Fort-Coulonge, Québec, Canada, currently in her second year of the Masters of Indig-

a minor in Theatre. She currently works as the Indigenous Resource person for the Association des Étudiantes et Étudiants Francophones, providing resources to French-speaking Indigenous students on campus. With a great deal of experience, she offers heartfelt words of advice for In-

University of Sudbury Alumni (left to right): Cassandra Rees (Moderator), Mia Bourque, Lisa Knauz, Jacynthe Lortie and Josh Wong.

enous Relations program at Laurentian University—her research focuses on Indigenous women in administrative positions in academia.

In 2017 she completed a Bachelor of Arts (honours) with a major in Indigenous Studies at the University of Sudbury and 50 | EDUCATION GUIDE 2019

digenous students who might be anxious about graduating and what comes next.

Here’s what she had to say: “During my time at Laurentian University and the University of Sudbury, I have really grown into myself as an Indigenous woman, and I don’t think I would be where I

am today without the Indigenous Studies program, the support from the on-campus Elders, the services geared to Indigenous students, and the staff and faculty.

What do Indigenous students need to know before they graduate? My advice is to reach out to your Indigenous Student Services and utilize those resources and spaces as much as you can. The people working in those centres are some of the most hard-working, caring people that you will ever meet. They will keep you grounded, focused and motivated throughout and after your studies.

These people are also well connected within the community and can help you access different networking opportunities, whether that is through work fairs, community gatherings or conferences.

Furthermore, you need to make yourself and your needs a priority. As Indigenous students we tend to carry a lot of weight on our shoulders from our communities, our families and our many other responsibilities. It is so important that you honour yourself—especially during the hectic times during your studies—and that you take care of you. Creating boundaries are important.

Difficult conversations can take place if you feel it will help you, but allowing yourself to say no and not engage is okay too, as talking about different traumas can be emotionally exhausting. These boundaries are crucial for your well-being.

I wish each of you the best of luck during your academic studies and in your future endeavors.”

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SCHOLARSHIPS

A Guide to Scholarships As a college or university student, one of your goals is to finish your studies without drowning yourself in hefty debts. Sadly a lot of students tend to be kneedeep in student loan debt by the time they graduate.

The good news is that your financial burden may be alleviated through scholarships.

There are a number of scholarships available to Indigenous students in both Canada and the United States (some of which are listed on page 54) that can help alleviate the stress of loans and/or spending a lot of money to pursue your post-secondary studies. Here’s a short list of tips to guide you in completing scholarship applications.

Intro to scholarships Some students consider scholarships as a mere “bonus” while studying; however, it’s considered to be a massive benefit for those who are struggling financially. Although scholarships are often based on grades and participation in extracurricular activities, several scholarship types are available and accessible to a wider variety of students.

A good example is a “regional” scholarship, which is granted to applicants from a certain area, or a scholarship designed for mature students, students with disabilities or students from various minority backgrounds.

Applying for a scholarship Scholarships are offered by universities, companies and even private organizations or individuals. While most scholarship programs will require an application, there are a few that will automatically consider a student without any prior application, for example universities that offer automatic entrance scholarships for those with an average grade of at least 80%.

If you want to apply for a scholarship, here are some tips to consider: 52 | EDUCATION GUIDE 2019

1

Keep applying. Plenty of scholarships go unawarded every year simply because of the lack of applicants. Keep in mind that applying for a scholarship is often quite simple since most of the information you provide can be reused. Continue to send applications until you get accepted.

2

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Be knowledgeable about the scholarship you are applying to and make sure to comply with all the requirements. Before you send in your application, make sure you know all the details.

3

Review your documents carefully. Think of applying for a scholarship like applying for a job.

You have to make sure that your application is carefully crafted.

Proofread for any grammar, spelling and sentence structure errors. Also, keep it brief and to the point.

4

Ask for help. If you are unsure about the process, ask for assistance.

Many university and college websites have FAQs, chat portals or a phone number to call if you need more information.

As mentioned, think of applying for scholarships like if you were applying for jobs.

Think about why you are more deserving to receive that scholarship than anyone else. Also, remember that a granted scholarship is an excellent addition to your resume.

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SCHOLARSHIPS

Scholarships for Indigenous Students Are you planning to pursue post-secondary education, but are not sure how you’re going to afford it?

Fortunately, there are numerous scholarships and grants available specifically created to help Indigenous peoples pursue post-secondary education in Canada and the United States.

US College Scholarships Catching the Dream (formerly known as the Native American Scholarship Fund)

The Gates Millennium Scholarship Program

l Offers full tuition grants and scholarships to minority students, with special attention to Native American candidates l 1000 new awards given each year www.gmsp.org

Has awarded more than 1,266 scholarships since 1986 l Awards are given to students in any of the 6 priority fields of study: math, engineering, science, business, education and computer science www.catchingthedream.org l

The American Indian College Fund

Prime source of financial aid for Native American students Has provided more than 131,000 scholarships since 1989 www.collegefund.org/student-resources/scholarships/ l

Partnership with Native Americans (PWNA)

l

l Provides scholarships to undergraduate and graduate Native American students www.nativepartnership.org

The Indian Health Service

l Provides loans, scholarships and grants to Native American students pursuing a career in healthcare l have provided almost 7,000 scholarships since 1978 www.ihs.gov/scholarship/

The American Indian Science and Engineering Society

l Awards scholarships to students interested in pursuing degrees in computer engineering, computer science or a related technology field l Must be an AISES member to apply www.aises.org/scholarships

The Bureau of Indian Education

l Lists several different scholarships available for undergraduate and graduate Indigenous students www.bie.edu/ParentsStudents/Grants/index.htm

Adolph Van Pelt Special Fund for Indians

The American Indian Graduate Centre

l Administered by the Association on American Indian Affairs l Provides scholarships and grants to full-time Native American students who can demonstrate the requisite level of financial need www.indian-affairs.org/adolf-van-pelt-scholarship.html

l Dedicated to helping Native Americans pursue their education goals l Award $15 million in scholarships annually to undergraduate, graduate and professional students www.aigcs.org/scholarships

Canadian Financial Assistance and Scholarships RBC Aboriginal Students Award Program

Aboriginal Learning Links

l

l

Launched in 1992 to assist Aboriginal students to complete post-secondary education l Awards ten scholarships in majors related to financial services and majors unrelated to financial services www.aboriginalstudents.ca/site-sponsors/rbc/

Indspire (formerly the National Aboriginal Achievement Foundation)

l Large provider of scholarships and grants for Indigenous students in Canada l Different types of scholarships and grants based on general and specific fields of study www.indspire.ca/for-students/bursaries-scholarships/

First Citizens Fund

Provides financial assistance to Aboriginal students who are BC residents and are enrolled in post-secondary education www.bcaafc.com/index.php/youth-education-fcf l

Provides a list of links to other websites to help find information on Financial Support, Child Care, Housing and Career Planning www.aboriginallearning.ca/scholarshipsbursaries/

Aboriginal Bursaries Search Tool

l A searchable list of more than 680 bursaries, scholarships and incentives across Canada offered by governments, universities and colleges, private and public companies, individual Canadians and organizations. https://www.aadnc-aandc.gc.ca/ eng/1351185180120/1351685455328

Financial Aid from Your Community

Individual tribal nations in the United States and many Canadian First Nations often offer grants, scholarships and loans to students to go to College or University. Contact your band or tribal council to learn about available programs.

EDUCATION GUIDE 2019 | 53

54 | EDUCATION GUIDE 2019

We are recruiting experienced tradespeople to share their trade knowledge with offenders.

Nous recrutons des gens de métier expérimentés

pour qu’ils puissent transmettre leurs connaissances à des délinquants.

We are recruiting the following trades:

Nous recrutons des personnes qui exercent les métiers suivants :

• carpenters • welders • general laborers • electricians • plumbers • and more!

• charpentiers-menuisiers • soudeurs • manœuvres généraux • électriciens • plombiers • et autres!

CONTACT US

CONTACTEZ-NOUS

Apply today by sending your resume to: GEN-CORCANRECRUITMENT@csc-scc.gc.ca

Postulez dès aujourd’hui en envoyant votre CV à : GEN-CORCANRESSOURCEMENT@csc-scc.gc.ca

For more information about CORCAN and the work we do, please visit www.corcan.gc.ca

Pour obtenir plus de renseignements sur CORCAN et ce que nous faisons, consultez le site www.corcan.gc.ca

EDUCATION GUIDE 2019 | 55

LEADING INDIGENOUS INCLUSION UWinnipeg is a diverse, supportive and inclusive community dedicated to academic access and excellence.

• UWinnipeg is one of the first universities in Canada to ensure all students have a baseline knowledge of Indigenous people and culture.

• First Nations, Métis, and Inuit students make up 10% of our student body.

• An Indigenous Advisory Circle ensures the inclusion of First Nations, Métis and Inuit peoples’ perspectives in the governance, programs, services, and initiatives of the University.

• UWinnipeg offers a number of Indigenous-focused academic programs, as well as supports through the Aboriginal Student Services Centre.

• Innovative pathways to post-secondary education are available through Community Learning Initiatives.

• Each spring, the UWinnipeg Aboriginal Student Council hosts a graduation Pow Wow on campus to honour First Nations, Métis, and Inuit graduates and community role models.

• Affordable campus housing and daycare options are available.

• Financial support is available: such as UWinnipeg’s Opportunity Fund; since 2007, we have awarded over $3 million in assistance to more than 3,000 students.

INDIGENOUS.UWINNIPEG.CA 56 | EDUCATION GUIDE 2019