n o s t r e b o R e i b s b m a o e r d R r u o y g d l i v in o
n a n o i t c i d d a g n i m o c r e n ov
Indspire
Improving and Transforming Indigenous Education
Shawn Atleo
“The Power and Importance of Education” FREE
Fall 2012
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PM41927547
NWAC’s
Sisters in Spirit Initiative & Evidence to Action Project hopeforthefuture . ca
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ALL ABOUT US
? GET INVOLVED visit hopeforthefuture.ca or, contact us at info@hopeforthefuture.ca
Why Read? Why Read the First Nations Resource Magazine? Our magazines and website are the medias we use for our Creating Hope for the Future Awareness Campaigns. The purpose of our awareness campaigns is to empower and inspire First People to create a bright, self-sustainable future by highlighting and promoting useful and relevant programs and opportunities. We also publish and post examples of people and organizations who have gone forward and succeeded in different areas, as an example for others to follow. The programs we highlight and share are Health, Wellness, Prevention, Recreation, Arts & Cultural programs and we promote Higher Learning, Job, Career, Training, Business and Economic Development opportunities. The magazine is meant to inspire youth through stories of others accomplishments and successes to do more with their lives, and provide positive influences to others.
Who Are We? Our aim is to help build and strengthen Canadian communities. We do this by publishing articles that promote community awareness and alternative solutions to creating safer communities. We believe that information is the strongest resource to building a strong foundation for our future. This is why we take pride in the relationships we hold with various law enforcement and government agencies, community and youth groups, associations, and facilitators throughout the country. It is with their help that we are able to provide your community with relevant and quality information. We are one of Canada’s leading advocates for respectful, mutual beneficial partnership among industries, corporate Canada, governments, and First People since 2000. We try and assist organizations by spreading their message through our print and online media. By reading the First Nations Resource Magazine, you’ll be up to-date on the current events. To keep up to date on what is going on in the community visit hopeforthefuture.ca
Sharing The Inspiration Share the magazine with your friends, family and communities. If an article inspires you...share it. Use the website to stay connected through Twitter and by sharing us on Facebook or through your favorite social media.
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From The Editor EDITOR & PuBlIShER Jacques Beauchamp Former Regional Police Office ExECuTIvE ASSISTANT
Education = Opportunities.
Christine Panasuk
Challenges and obstacles can make it difficult to achieve ones’ goals. It takes hard work to achieve dreams and aspirations. An education offers the opportunity that can ‘light the fire’ of an individuals potential.
CREATIvE DIRECTOR Jonathan Beauchamp PRODuCTION COORDINATOR Gail Barclay GRAPhICS & ART www.DESIGNit.CA PRINTED IN ONTARIO, CANADA Dollco, a division of The Lowe-Martin Group CONTRIBuTORS Tony Palermo
Peggy Formsma
Bruce Patterson ACCOuNT ExECuTIvES Don Holt
Daniel Cole
Thomas Easton
Dylan Whiteduck
First Nations Resource Magazine is published by Vantage Publishing Group Corp. and distributed free, all rights reserved. Contents and photographs may not be reprinted without written permission. The statements, opinions and points of view expressed in articles published in this magazine are those of the authors and publication shall not be deemed to mean they are necessarily those of Vantage Publishing Group Corp. or other affiliated organizations. The publisher accepts no responsibility for unsolicited manuscripts, photographs, transparencies or other materials. Publications Mail Agreement No. 41927547 ISSN 1927-3126 First Nations Resource Magazine (Print)
share your thoughts with us! Send your feedback, ideas, stories, and suggestions to: share@hopeforthefuture.ca or follow us on twitter: @creatinghopefor
- est 1990 -
In our cover story interview with Robbie Robertson, he provides his perspective on the strong bond he has for his native roots. Robbie speaks of his childhood experiences on the Six Nations reserve and the influence it would have later on in his life and his dreams of being a successful musician who would tour the world. Robbie Robertson opens up and speaks candidly about overcoming addictions and living your dreams. “As Robbie says, peace and success is possible, for everyone, once you decide to take charge and start working towards the life you want to lead.” The power and importance of education is key to moving forward for Aboriginal students is the message that Shawn Atleo expresses in his interview with Vancouver Island University writer Bruce Patterson. Aboriginal students have the opportunity to engage in discussions about issues close to their hearts, and that these discussions will be the first steps towards a bright future. Leveraging knowledge from the past, applying them to today leads to a stronger, brighter future.
ISSN 1927-3134 First Nations Resource Magazine (Online) Return undeliverable Canadian addresses to: 40 Colonnade Road Nor th Ottawa, Ontario K2E 7J6 Telephone: 1-888-724-9907 info@vantagepublishing.ca www.vantagepublishing.ca
Jacques Beauchamp Editor-in-Chief
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he National Aboriginal Achievement Foundation is now Indspire. The new name combines the key notions of Indigenous and inspiration to highlight its exciting mandate.
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Indspire continues to motivate Indigenous youth with their dynamic Soaring: Indigenous Youth Career Conferences held three times annually across Canada. Soaring is a series of career conferences that provide Indigenous high school students valuable resources and information on career opportunities. At the career conferences, Indigenous high school students learn about a range of job options in a venue where they can meet and speak with some of Canada’s top corporate and Indigenous business leaders. Over its 16-year history 35,000 students have participated in their Soaring career conferences nationwide, from Halifax and Vancouver, Yellowknife and Whitehorse to Saskatoon, Thunder Bay, Ottawa, Prince George and Edmonton. This unique and compelling opportunity has proven time and again its ability to get youth one step closer to fulfilling their dreams. Register your school to participate in this oneof-a kind event. Booth spaces are filling up: register your company today to attend Indspire’s upcoming career conferences in Montreal, Saskatoon and Sudbury! As the National Aboriginal Achievement Foundation, the organization was well-known for its work in recognizing Indigenous role models and achievement. Yet there is no achievement without a proper education. This compelled them to play a more active role in improving and transforming Indigenous education from the very onset of learning.
When fully implemented, one major way that Indspire will achieve its mission is through the Indspire Institute. The Institute is a virtual, online hub dedicated to sharing and creating programs, learning and best practices in Indigenous education from K-12, with a primary goal of improving high school completion rates. It will house many of their existing programs, become a source of distinct and respectful practices and related resources for Indigenous education, and will develop and implement “on-the-ground” programming in communities nationwide.
Indspire will continue its best-known activities, including the awarding of bursaries and scholarships, their educational events, and recognizing Canada’s Indigenous achievers. Indspire’s new tagline sums it up best: “Indigenous Education, Canada’s future.”
Indspire is Canada’s largest non-Government funder of Indigenous student aid. Thanks to the generosity of numerous corporate and government partners, Indspire continues to disburse funds to Indigenous students across Canada, covering all disciplines in four funding categories: Fine Arts; Oil and Gas and Trades and Technology; Health Careers; and Post-Secondary Education. Visit indspire.ca/scholarships to find out more information about how to apply for bursaries and scholarships. Deadlines for the fall bursaries applications are fast approaching.
The change has also prompted an exciting new name for its annual signature event, the National Aboriginal Achievement Awards. They will now be known as the Indspire Awards.
We urge all Canadians to help Indspire equip Indigenous youth with the education they need to realize their untapped potential. Visit indspire.ca/donate to learn more about how you can contribute to Indigenous education.
In 2013, the Indspire Awards will celebrate 20 years of Indigenous achievement in Saskatoon on February 15. For the very first time, the 2013 Indspire Awards will recognize the remarkable achievements of Canada’s young Indigenous talent with not one, but three Youth Awards. Special Youth Awards will be presented to a First Nation, Inuit and Métis youth. Although the nomination deadline for the 2013 Awards has passed, nominations for future Indspire Awards are accepted throughout the year for the many deserving Indigenous people that contribute to their communities, Canada and the world. Nominate someone outstanding for an Indspire Award by visiting indspire.ca/nominate.
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ruce Power has always been at the forefront of providing assistance for First Nation communities throughout Ontario.
Since its inception in 2001, the company and its employees have supported a community and youth development approach that helps break the cycle of despair in First Nations communities and paves the way to health and prosperity. “Many young people in First Nations communities stare into the cold face of poverty every day, the difficulty of which is compounded by low literacy rates, low self-esteem and very high suicide levels,” said Duncan Hawthorne, Bruce Power President and Chief Executive Officer. “Our goal is to deliver the one thing they need most – hope.” To foster this hope, support has increased progressively over the company’s 10-year history with an annual donation total reaching $150,000 in 2011. The donations are used to support a variety of Aboriginal programs and events in the areas of recreation, youth development, education and culture. The company has partnered with local and national
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groups to deliver excellent programming, while funding important initiatives and events to help make lasting change. An employee, company and union fundraising drive for the northern Ontario communities devastated by wildfires in August also raised $40,000. With their ability to break down barriers, provide health benefits and build self-esteem for youth, recreational programs have been one of Bruce Power’s main focuses of support. Specifically for Aboriginal communities closest to its site along the shores of Lake Huron, funding has been provided for a variety of unique programs including the Anishinaabe Racers, Aboriginal Activators, Star Pathways Hockey, and most recently the Promoting Life-skills for Aboriginal Youth (PLAY) program.
Bruce Power employees Megan Adams and Laurie Glover count the cash donations from the site wide gate collection for the northern Aboriginal communities devastated by forest fires in the summer of 2011. The company matched the $20,000 raised by the staff and unions for a total donation of $40,000 to the Canadian Red Cross.
The company began supporting the Anishinaabe Racers, a mountain bike and Nordic ski team at Cape Croker First Nation Elementary School, in 2005. The group is coached by Ontario Nordic ski and Canadian rowing champion Laura Robinson, and is supported by Canadian Olympian Clara “Our goal is Hughes. The team’s goal is to create a fun environment where to deliver the one children can confidently challenge themselves and prove they can thing they need most achieve anything they set out to – hope.” accomplish. The racers compete in provincial mountain bike and cross-country skiing championships, and have proven the program’s effectiveness with many successes to their credit including the intermediate girls’ 2009 provincial title at the Ontario Elementary School Nordic Ski Championships. Another Bruce Power funded program fostering excellence and self-esteem is the Star Pathways program, a youth association formed to offer opportunities to Aboriginal children living on 134 First Nation communities in Ontario. The off-season hockey development program includes both girls and boys aged seven to 13. The program combines a mixture of athleticism with the qualities of proper nutrition, good sportsmanship and citizenship. “By keeping our youth active during the spring and summer months, they avoid troubling scenarios while developing as better athletes and better citizens,” said Gordon Crowe, President of the Star Pathways Aboriginal Youth Association.
Gordon heralds the program for not only enabling the development of high calibre hockey players, but for instilling pride in all involved. “Our children have gone on to make the starting rosters of numerous AAA and AA non-Aboriginal winter teams. These are successes rarely ever seen or heard of amongst our people.” Taking a different approach to engaging youth in recreation in the Saugeen First Nations community recently came in the form of hip hop dance classes, a canoe/kayak expedition and a cross-country ski training camp with fellow Nordic racers in Cape Croker. These activities were funded by Bruce Power through the Community Aboriginal Recreation Activator program, which aims to develop, mobilize and facilitate local sport and physical activity with youth. Organizers have tried to focus on lifelong sports and activities that also allow families to spend quality time together in nature. In addition to program funding, Bruce Power has supported recreation initiatives on local First Nations through grants for new and updated sports equipment and supplies to ensure they have the necessary tools to succeed. “You can teach someone how to ski, but if you don’t give them a decent pair of skis or boots, learning and achieving success in competition is a lot harder,” said Mike Briggs, Bruce Power’s Manager of Aboriginal Affairs. “We want to offer the kids in the programs we support the greatest chance to realize their potential.”
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With a significant new investment of $60,000, Bruce Power is thrilled to be working closely with the international organization Right to Play to bring the Canadian Aboriginal program PLAY to the two closest First Nation communities in its catchment area in 2012. The grassroots program helps youth on reserves improve their health, self-esteem and leadership skills through participation and activities. With the help of the Ontario government, as well as a group of partners, PLAY was successfully piloted in Moose Cree and Sandy Lake First Nations in July, 2010. In addition to the considerable social benefits of recreation, Briggs believes Bruce Power’s ongoing efforts and the new investment in this area will reap long-term health improvements. “With more than half of Aboriginal children classified as being overweight or obese and rates of diabetes at three to five times higher than those of the general Canadian population, Bruce Power’s focus on recreation supports the development of a healthier tomorrow for First Nations’ youth in our region,” “Bruce Power’s Briggs said.
focus on recreation supports the development of a healthier tomorrow for First Nations’ youth in our region”
To help build futures, another focus for Bruce Power’s support within First Nation communities has been education and youth development. Attempting to touch all aspects of a child’s development, programs in this area have included Frontier College literacy camp, science and technology camps, school nutrition, teen life skills, and the Strengthening Families resource. Many believe and have experienced how much of a child’s learning starts at home with their families. This year, the company began supporting a powerful family change program
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The Anishnaabe Racers from Cape Croker Elementary School on the Chippewas of Nawash unceded First Nation train for competition at Provincial races with the help from their coach, Laura Robinson.
that is being used by the Chippewas of Nawash Unceded First Nation community called ‘Strengthening Families.’ Through fun and engaging activities, parents and children are practicing new skills together that will help make real and sustained changes in their interactions. The ready-use resource program is designed for communities and families with children who have experienced substance use and need additional support to improve their overall situation. The program will provide families with the right tools to help set goals for their care, health and well-being. Research shows children learn better when they are wellnourished. As part of the school nutrition programs, which Bruce Power supports in its neighbouring communities, Cape Croker Elementary School, as well as the public school closest to the Saugeen First Nation, receive funding to support the volunteer-run clubs that provide nutritious breakfast, lunch and snack options to students every day. As a safe, warm and inviting place in their school, kids go to their breakfast club to get a meal or a small boost to their day, nutritionally and socially.
As a way to engage children and show them learning can be fun, Bruce Power has supported hands-on science and technology camps locally and in the remote northern community of Wunnumin Lake. Partnering with Elephant Thoughts (ET), an education-focused charity that works across Canada in more than 75 First Nations and Inuit communities, the camps are designed to excite kids about science and engage them in technology. Children benefit from experimenting within state-of-the-art programs that integrate Native teaching methods, values, and concerns with scientific study.
“The goal of Elephant Thoughts is to make quality education more accessible,” said Caitlin Roach, First Nations and Inuit Program Coordinator. “By bringing advanced science programs to First Nations communities and using a hands-on approach, we have seen the level of curiosity about science and learning increase with the aboriginal students who attend our camps.” Roach believes the camps help the children develop selfconfidence and become active players in their education. “We have seen tangible changes where students recognize their potential and are motivated to follow their dreams through further education.” Further motivation to learn and succeed is delivered to students in the northern community of Wunnumin Lake through the literacy camp that has been delivered there every summer since 2006. Funded by Bruce Power as part of the lieutenant-governor’s Aboriginal Summer Literacy Camp Program, the two-week camp offers children in the community a chance to work on literacy skills while having fun. Literacy is embedded in the camp through games and activities that emphasize the joy of reading and writing. Youth camp counsellors are hired from within the community and Aboriginal-specific content is developed through elder involvement and engagement.
The Students engage in fun, hands-on science activities in summer camps delivered by Elephant Thoughts.
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and Youth Pow Wows, Aboriginal Day festivities, Winter Spirit Creation Aboriginal Festival, Celebrations of First Nations, and the sponsorship of the annual Chippawa of Nawash Unceded First Nation golf tournament are all supported by Bruce Power.
Bruce Power’s Manager of First Nations and Metis Relations Mike Briggs presents a donation to members of the GEN7 Aboriginal Role Model Program in August 2011.
Engaging teens is a key initiative for any community, and it is no different for the Chippewas of Nawash Unceded First Nation. This year, Bruce Power is donating $10,000 for two initiatives in the community specifically for youth. The GEN7 Aboriginal Role “We have seen Model Program, spearheaded by Mary Spencer, sixtangible changes locally time Canadian and two-time where students world champion female boxer, aims to develop and empower recognize their youth in the community. As an woman and athlete potential and are Aboriginal with Olympic aspirations, she is motivated to follow an inspirational mentor for the provincial initiative running at their dreams through Nawash. Another team in the the Native Child further education.” community, Welfare (NCW) group, will be using its portion of the funds to deliver new parenting and youth programs focused on lifeskills, social and emotional development, and integrations to culture and heritage. To help First Nations communities locally to celebrate their culture and heritage, the company has a long history of event sponsorship. Events such as the annual Saugeen, Cape Croker
Hope comes in all shapes and forms. By taking an approach of partnership and support, Bruce Power’s goal is to initiate positive changes at the grassroots level within First Nations communities. The vast number of Aboriginal programs work in tandem to benefit the First Nations communities as a whole and help them to support a village approach to parenting and mentorship. The sponsorship committee consistently evaluates the unique programs mentioned in addition to the many other initiatives that are funded. The committee reviews new applications three times per year for new needs that are complementary to those already in place.
Members of Bruce Power’s Community Relations team, Bev Fry and Megan Biggs traveled to Wunnumin Lake in March 2007 along with educators Dan and Samantha Pitre from the Bruce Grey Catholic District School Board to support educational initiatives in the community.
By its encouragement and celebration of the culture and contributions of Aboriginal people, Bruce Power hopes to show its workforce, its community and Canada that these initiatives will make a difference and pave the way for a brighter future for all.
To learn more about Bruce Power’s Community Investment & Sponsorship Program, please visit www.brucepower.com/community
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gency Chiefs Child & Family Services are in a partnership with Scouts Canada and are proud sponsors for the annual Youth Summer Camps for the 3 communities: Big River First Nation, Pelican Lake First Nation and Witchekan Lake First Nation. Once again the youth were very excited to attend ACCFS Youth Summer Camps and each community had to do some homework to prepare to host these camps. • Recruit volunteers • Volunteers must undergo a successful RCMP criminal records check • Volunteers must participate Youth Camp orientation on registration day • Provide cooks for the day camps and overnight camp over • Provide canoes with safety life jackets • Set up tents and foam mattresses for the campers • Set up teepee for elders cultural teachings • Set up canopy with tables, chairs and garbage cans • Provide Back-up portable toilets @ swimming area and camp out
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The three first nation communities offer more outdoor education and life skills programs. There were numerous activities planned out for the summer which include the following: • Draft up camp rules & regulations that were followed by all youth in attendance • Discuss the positives of what’s happening in the community • learn how to overcome challenges from negatives in the community • learn the importance in teamwork • Hiking and berry picking • Singing around the camp fire • Breakfast under the big top • How to build a fire • How to cook hamburger stew in tin foil • Marsh mellows & hot chocolate • Learn the safety rules and how to paddle a Canoe • Water safety by wearing life jackets during Swimming • Learning and practice how to use a compass • Daily camp clean up • Receiving badges upon completion and participation of Youth Camp • Farewell feast with local community elders
MORE ABOUT THE SUMMER CAMPS: Oral Lessons
• Introductions of Agency Chiefs Scout Camp facilitators and youth • Code of conduct made by youth at the start of camp and repeated every morning • Tipi teachings with family support staff and elders • Learn to read and write Cree syllabics • Songs, skits (plays), cheers, each patrol (group of kids with one adult, scout leader) had to prepare one or more of these to present to other groups • Campfire stories, each child said what they really appreciated about the camp and shared a story if they had one (ages, 10-12) • Teachings about respect for self and others
Life Skills
• Shelter building, pioneering, knot tying – youth learned to build bridges, benches, swings, different types of shelters • Stove and lantern lighting-after learning how to properly use the stove the children prepared their own meals, and shown how to refuel the stoves and lanterns • Cleaning- they cleaned after themselves , and learned the three R’s reduce, re-use, recycle, washed their own dishes, washed hands before each meal cleaned up the campsite on the last day of the camp • Fire lighting- Finding a safe area to light a fire, learnt about underground fires and over head fires, how to respect fires, learned how to use matches, lighters, flint, and how to put out the fires • Team skill building- learning how to work with each other to come to a conclusion in order to make a decision, activities designed to test their abilities to communicate and work together to solve problems
Activities
• 10-12 year olds are given the opportunity to plan own schedules of daily activities • Games- soccer, capture the flag, flag tag, kickball etc. • Canoeing- learned the different parts of the canoe and paddle, different strokes, how to safely enter and exit the canoe, and learned how to rescue a tipped canoe using the T-rescue, the kids enjoyed night canoeing
• Archery- learned safety procedures and how to aim and shoot properly and the different parts of the bow and arrow • Fishing- learned the parts of the rod and the attachments, how to cast • Swimming- the kids really enjoyed swimming together • Hiking- studied nature and enjoyed walking through their land • Arts and Crafts- dream catchers, birch bark canoes, beaded key chains, necklaces, bracelets, rock paintings, sock puppets, color and design t-shirts, family trees, coupon books, and Cree syllabics • Kids are provided with nutritious meals and snacks, and were kept well hydrated
Campsites
• Nice vast open spaces necessary for all the procedures and activities throughout the day • The big top at the campsites provided shade and protection from the rain • Teepees made it possible for some activities to take place inside including elder teachings • Being near the lakes for the swimming and canoeing activities
Scout leaders
• In general the kids listened well with the scout leaders present • The scout leaders participated in all the activities
Supplies
• Everyone was accommodated • All the kids were well equipped for the activities • Camps moved from Big River first nation to Pelican & Witchekan. The youth workers from each community had to run-around one week prior to get organized for food and other supplies
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Elders
• Kids were eager to learn from the elders and listened intently • This year we will have more elders to accommodate and promote traditional activities.
Dates and Times
• We had lots of help from high school and post secondary summer students • Some band staff fire crew workers helped out setting up the camps such as hauling fire wood, water, garbage and setup big top and teepees
Instructors
• Instructors were orientated before camp which helped the camp run better • They were really understanding with the kids and communicated well with the kids • The kids learned from different instructors at almost every station • Instructors had the most responsibility at the camp • They sometimes had to take over the scout leaders positions in order to continue the camp activities • Sometimes the instructors were running around for things which delayed the amount of time with the kids learning and having fun
Volunteers
• The more volunteers the smoother the camp ran • The volunteers were orientated one week prior to the host the camps
Registration
• Pre-registration was good kids showed up and were ready to go • There was on-site registration
SOME NEW SUGGESTIONS TO IMPROVE FOR NEXT ACCFS YOUTH SUMMER CAMPS
• Need a person to keep track of inventory such as food, sun screen and mosquito repellent • One person from each community should be responsible for the registration forms in their communities • We need people who have experience in dealing with kids or else an orientation to learn how to deal with and communicate with kids better • Have the campsites in a more isolated area • Need one person to seek out elders, one female and one male for each day or two days rotation • On the year of the summer games have it more before or after the games so there is less of a run-around for this camp • To make the communities more aware by means of announcing at schools, presentations to leaders, announce on the radio and sticking up posters months before hand • Recommend to link with the RCMP Community Cadet Program
COUNCIL OF THE CREE NATION OF MISTISSINI CONSEIL DE LA NATION CRIE DE MISTISSINI 187 Main, Mistissini Lake, Québec, G0W 1C0
Tel.: (418) 923-3461 Fax: (418) 923-3115
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CLOSING STATEMENT
All in all, the camps were a huge success for the parents, elders, guardians/ caregivers and children, who all walked away with more knowledge and appreciation for life. Everyone who participated became more close to each other and can contribute more to the community. Through oral lessons, life skills & activities, the children have memories they’ll cherish for a lifetime. Everyone involved had a great time and is looking forward to next summer camp. The Youth Camps were a success and special thanks to all community elders, adult volunteers and staff that came out to support our youth. The Agency Chiefs Child & Family Services are very proud of the kids, parents, and guardians that registered and came out for the 2011 Youth Camp Adventure. We are always looking forward to working as partners with other professional organizations to deliver the best youth programs for our agency. Furthermore, we are working together with the Agency Chiefs Tribal Council to have SCOUTS about program be part of our future planning to set up annual organized youth activities to promote safety, leadership, teamwork, and fair play for the betterment of our communities. 2011 Youth Camps adventures will be remembered forever from all participants in our Agency. For more information please visit: www.agencychiefs.com Agency Chiefs Child & Family Services
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valon Rare Metals Inc. (TSX:AVL) & (NYSE Amex:AVL) (“Avalon”) is a mineral exploration and development company actively pursuing rare metals deposits in Canada. Avalon’s flagship project, its 100%-owned Nechalacho Deposit, located at Thor Lake, NWT, is potentially one of the largest undeveloped rare earth elements resources in the world. The Nechalacho deposit is distinctive as it hosts valuable ‘heavy’ rare earth elements (REEs), which are important elements in the advancing green energy technology sector and other high-technology applications besides numerous other industrial and commercial applications. The Nechalacho deposit is also one of a few potential sources of these critical REEs outside of China where ~95% of current world supply exists. Avalon is well funded, with no debt and a progressive exploration and development focus. According to Avalon, the Company’s Mission is to, “Maximize shareholder value by being the first to market with a new supply of heavy rare earths, by providing superior customer service and by being a leader in socially responsible mineral production.” Social responsibility is often talked about by corporations but few take the action to achieve results in Corporate Social Responsibility (CSR) and environmental stewardship, which are foundations for sustainability, but Avalon has demonstrated that it is a leader in CSR. In 2010, Avalon was awarded the Prospectors and Developers Association of Canada’s (PDAC) Environmental and Social Responsibility Award for its excellent performance in community engagement in the north. On January 27, 2011, Avalon hosted its Annual General Meeting in Toronto where it rolled out its Corporate Social Responsibility Roadmap. “We are proud to introduce our Corporate Social Responsibility Roadmap, and to share our strategy for managing our business in a sustainable manner. The purpose of this document is to discuss how we are formalizing our approach to sustainable management, to advance Avalon’s economic viability, environmental stewardship and social accountability,” stated Don Bubar, President of Avalon. Avalon’s CSR Roadmap is an extraordinary document which describes Avalon’s Corporate Governance and Policy Framework, its Stakeholder Engagement practices, and its Environment and Social Responsibility goals and practices along with Avalon’s commitments to CSR. The Roadmap is a pre-cursor to the Company’s inaugural Corporate Sustainability Annual Report (CSR Report) which will be released in April 2012.
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Avalon has not only created a plan to advance CSR, more importantly Avalon has demonstrated its commitment to social responsible leadership by taking action. Some of Avalon’s CSR actions include: • Avalon formed a Sustainability Committee (formerly named the Community, Environment, Health and Safety Advisory Committee) to provide input and advice to executive management on issues and actions related to community, environment, health and safety. The committee includes representation from a senior environmental expert, a mining industry environmental expert and an Aboriginal representative. • Avalon was the first junior exploration company to formally adopt PDAC’s e3 Plus principles and guidelines as policy. PDAC’s e3 Plus is all about responsible exploration.
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• Avalon is now a member of the Mining Association of Canada and follows their CSR principles of “Towards Sustainable Mining”. • Avalon provided full disclosure and transparency by publishing all INAC Land Use inspection reports on its website. • Avalon’s executives are actively engaged in PDAC’s Aboriginal Affairs Committee, CSR Committee, e3 Plus subcommittee and the Health and Safety Committee. • Avalon has engaged First Nations in a mutually respectful manner by engaging in early stage communications and consultations. • Avalon treats all stakeholders near its exploration and development activities with respect. Avalon Vice President of Operations, David Swisher points out that, “Our Senior Management team is committed to being a socially responsible leader in our industry and to community stakeholders, shareholders and with our Aboriginal partners.” Avalon demonstrated this commitment to CSR leadership by announcing in November 2011 that Mark Wiseman was hired to fill the position of Vice President of Sustainability for Avalon. Mr. Wiseman will be responsible for ensuring that Avalon delivers on all of its Corporate Social Responsibility obligations. Mr. Wiseman will also champion the Company’s health and safety programs to achieve the goal of zero harm in the workplace. Don Bubar, President of Avalon, commented on the hiring by stating, “The addition of Mark to our management team is a testament to Avalon’s commitment to bringing the Nechalacho project into production in the most environmentally responsible and safest way possible. Mark is a firm believer that zero harm is an achievable goal on any mining project. He actively promotes the principles of sustainability, and knows they can be
successfully achieved in a mining environment. We look forward to having Mark build on the solid Community, Environment, Health and Safety foundation established to date in the Company under the leadership of Vice-President, Exploration, Bill Mercer.” It did not take long for Mark Wiseman, V.P. of Sustainability to collaborate with the Avalon team to engage Avalon’s commitment to CSR and sustainability values. Avalon did not cut corners but took a professional approach by adopting Global Reporting Initiative, Version G.3 which is the most comprehensive sustainability reporting guideline available in the world today. The Global Reporting Initiative sets out performance indicators and principles that organizations can use to measure and report on their economic, environmental, and social performance. These factors are what I term as SEE practices: Social Performance, Economic and Environmental and they are practices that people are watching for and expecting from companies that practice CSR – especially in light of concerns about climate change, environmental degradation, human rights abuses and corporate greed! Companies engaged in SEE practices and CSR are advancing into the new paradigm of corporate social change that recognizes sustainability as a value system and foundation upon which to build a responsible successful organization. By incorporating sustainability into corporate governance and management practices, better decision making is enhanced allowing for identification of opportunities and the ability to mitigate risks. Monitoring, measuring and reporting on sustainability further establish where the organization is and helps to improve goals and achieve better performance. Organizations practicing CSR and sustainability earn respect and attract and keep quality people, partners, suppliers, investors, and customers with the added advantage of improving economic performance that benefits communities, employees, investors and other stakeholders. It is these CSR and
SEE practices that set companies like Avalon apart from others and establishes Avalon as a CSR leader. Avalon’s dynamic team delivered on its commitment to produce its inaugural Corporate Sustainability Report. As CEO Don Dunbar states, “The theme of this Report, Journey to a Sustainable Future, clearly captures the true essence of where we, as a company, are today and where we are heading. As I noted in our Roadmap, “We believe that a strong commitment and a strategic approach to corporate (social) responsibility are essential for managing the challenges and opportunities of a rapidly changing global environment.” I also pledged, “The Company is prepared to commit the human resources and provide the policy framework, practices and procedures, and transparent reporting necessary to improve our sustainability performance and enhance our current reputation as a socially responsible small to midcap company.” We clearly remain aware that as we progress and grow, stakeholder expectations for the sustainable management of material issues will continue to evolve and become more complex.” Avalon’s efforts to engage its mining exploration and development activities in a holistic manner that views the environment, health, social, community interests, First Nation’s interests, stewardship and economic development factors as all important continue to make Avalon a global leader in CSR. Avalon has made a serious commitment to CSR which is what community people, consumers, investors, First Nations and governments are expecting from avant-garde corporate leadership in today’s global environmentally conscious community. More information on Avalon, its CSR Actions and award winning leadership can be obtained from www.avalonraremetals.com
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he Native Women’s Association of Canada (NWAC) is one of Canada’s National Aboriginal Organizations and represents Aboriginal women, particularly First Nations and Métis women. NWAC has representation in meetings of Canadian leaders and is generally viewed as the national voice representing Aboriginal women in Canada. NWAC was founded in 1974 as an aggregate of 12 Aboriginal women’s groups from coast to coast to coast, with the goals of preserving Aboriginal culture, achieving equal opportunity for Aboriginal women, and having a role in shaping legislation relevant to Aboriginal women. NWAC has, for over 38 years served as a collective voice for Aboriginal women on all issues related to our life experiences and our way of being. Violence has impacted our communities and people in many ways. As First Nations, Métis and Inuit peoples we ALL suffer directly and indirectly from the trauma of losing a loved one. Too many mothers, daughters, sisters, aunties and grandmothers have been taken from us. Sadly, no one is immune. NWAC has confirmed that there are 582 known cases of missing or murdered Aboriginal women and girls in Canada (What Their Stories Tell Us: Research findings from the Sisters In Spirit initiative, 2010). NWAC spent five years working hard to research every case, yet we believe there are still many more cases to document.
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THERE IS HOPE. THERE IS COMMITMENT. NWAC is the only National Aboriginal Organization working directly to address the issue of extreme violence experienced by Aboriginal women and girls. NWAC began this work with the Sisters In Spirit initiative and continues with the Evidence to Action project. NWAC remains committed to developing concrete actions and activities that will end the cycle of violence, particularly that which may lead to disappearance and death of Aboriginal women and girls.
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FAMILIES DEMAND ACTION, CHANGE AND RESULTS. The Evidence to Action project continues the work generated though the Sisters In Spirit Initiative (2005-2010). As the name implies, it is designed to move work on this issue from the research phase into the action phase. We continue to work directly with family members who have suffered the trauma of losing a loved one. Together, we learn from one another. Families after all, are the experts, they are the ones with the lived experiences and their voices need to be heard. All the information that families share with us feeds directly into the work that NWAC produces. Working with families authenticates our work and makes it so very powerful.
If you would like to learn more about the work that NWAC does please do not hesitate to contact us. We receive calls from families, community leaders, justice officials, educators and service provider slooking for advice, resources and support all the time. We would be happy to connect you to our tools and resources as well as introduce you to other families in your area. Please call us at 1-800-461-4043. We look forward to your call. RECEIVE YOUR COMMUNITY RESOURCE GUIDE. On January 28, 2012, NWAC launched a new product entitled “Community Resource Guide: “What Can I Do to Help the Families of Missing and Murdered Aboriginal Women and Girls?” The Community Resource Guide (CRG) is a plain language publication that has been designed to assist educators, health and service providers and other allies with the necessary information and tools to work in a culturally appropriate and sensitive manner with families who have lost a loved one.
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The CRG is divided into three sections, Chapter 1) Advocates and Campaigners, Chapter 2) People Assisting Families and Chapter 3) Teachers and Educators. The CRG publication contains a poster, three factsheets, 10 toolkits and a CD for easy access to electronic files for printing and distribution. Some of the topics addressed are “Sisters In Spirit Vigils,” “Men as Effective Allies,” and “Safety Measures for Aboriginal Women.” The Teachers and Educators section contains detailed information on “Introducing the Issue of Missing and Murdered Aboriginal Women and Girls Into the Classroom” as well as a vetted list of “Suggested Resources.” We are especially proud of our three new fact sheets which are already being used in classrooms across the country. WE CAN ACHIEVE SOCIAL CHANGE. We can address violence and develop the solutions required for healthy communities where Aboriginal women and girls are free to live without fear. NWAC envisions a time where the words ‘missing’ and ‘murdered’ are eliminated from our common vocabulary. For more information on the Native Women’s Association of Canada (NWAC), to order a copy of the Community Resource Guide, or our new poster please contact us at 1-800-461-4043 or visit our website at www.nwac.ca.
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Photo credit: Elle Andre Warner.
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he significance of the circle to indigenous cultures across North America could not be more prevalent than in the paintings of one of Northwestern Ontario’s most important artists, Roy Thomas (1949– 2004). Vision Circle, the title of a major retrospective of the work of Thomas taking place at the Thunder Bay Art Gallery this summer is an appropriate summation of how this Ojibwa artist interacted with, and viewed the world. The circle of life – birth, life, death, the four seasons, the medicine wheel, and the circling embrace of family and ancestors - are all extremely important elements in Roy Thomas’ work. Influenced by the new visual language developed by Norval Morrisseau, Roy Thomas was a generation younger than Morrisseau and took a far different life path, one that, though marred by tragedy, was measured by consistent artistic excellence, mentorship of artists and young people, and respect for family. Born in the small regional community of Long Lac, Roy Thomas expressed himself through art from an early age, whether he was drawing in the sand, snow and sky with a branch as a tool or tracing creatures on his grandmother’s back as she told him traditional stories. The influence of the pictographs that he saw as a child are also evident in the symbols in his paintings and his depictions of people and animals – birds, fish, bear, turtle, and creatures from the spirit world – that represent and inhabit the air, land, water, and fire. In works that are full of colour and symbolism, Thomas tells stories, describes relationships between the animal, human and spiritual worlds, and teaches us about his Ojibwa culture in his art. Early in his career, Roy Thomas participated in the pivotal Art Gallery of Ontario exhibition Norval Morrisseau and the Emergence of the Imagemakers. Co-curated by Tom Hill and Elizabeth McLuhan, the show was produced in order to establish a critical framework for the evaluation of artistic activity at the time in the province - the so-called Woodland School. McLuhan and Hill concentrated their efforts on an examination of Norval Morrisseau’s influence on a group of five of the most promising artists working in the genre –including Roy Thomas – who were chosen from an estimated seventy five practitioners working throughout the province. Over 25 years later Elizabeth McLuhan is working with the Thunder Bay Art Gallery as the guest curator of Vision Circle where she will revisit the vibrant career of Roy Thomas. hopeforthefuture.ca
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Roy’s second son Randy is an emerging artist who was recently awarded a commission to produce a series of drawings to be part of a new architectural feature, the Celebration Circle in the Spirit Garden at Prince Arthur’s Landing, Thunder Bay’s new waterfront development. Randy Thomas’ interpretation of the competition theme, which placed emphasis on sharing, peaceful co-existence and regard for the natural world, ultimately won him the award. To honour his father and mentor, Randy chose to include Roy’s work ‘Lifegivers’ as part of this work of art. One of the most interesting pieces in the retrospective is the painting entitled ‘We’re all in the Same Boat’ which Roy Thomas painted in February 1984, shortly after the opening of Emergence of the Imagemakers. In this documentary piece Roy depicted the participating artists - Norval Morrisseau, Daphne Odjig, Saul Williams, Carl Ray, Joshim Kakegamic, Blake Debaissage, and himself- and illustrated them in a canoe with their painting tools in a wonderful illustration of the journey they were all experiencing at the time.
The impact of Roy Thomas as an artist, a mentor, and a father is strong and clear. The circle of his influence continues to widen. Be sure to see his exhibition Vision Circle at the Thunder Bay Art Gallery.
Thunder Bay Art Gallery www.theag.ca
The major retrospective at the Thunder Bay Art Gallery, Vision Circle, brings together over 60 of Roy Thomas’ paintings from public and private collections in Canada in order to show the depth of his artistic achievement. The works range from his earliest drawings to very large and impressive public commissions. Following the exhibition in Thunder Bay (June 8 – September 9, 2012) Vision Circle will travel to other Canadian galleries over the next two years. Coming full circle to his family, we see that Roy’s influence is strong and clear. His twin sons Roy and Randy continue to follow their father’s passion. Roy Jr. is currently pursuing a career in architecture and assisting his mother Louise in the operation of the Ahnisnabae Gallery in Thunder Bay. Louise founded the Gallery as a tribute to the work of her late husband and has created a successful business where art by over 100 Aboriginal artists from Thunder Bay and beyond is exhibited and sold.
From left: Louise Thomas (Roy’s wife), Roy Thomas Jr., and Randy Thomas photo credit: Alastair C MacKay, Thunder Bay Art Gallery.
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he Beedie School of Business at Simon Fraser University has a proud history of introducing pioneering graduate courses in business. After all, it was the first school in Canada to offer an Executive MBA program for working professionals, going on to produce more than 1500 graduates since the program’s inception more than 40 years ago. It should therefore come as no surprise to find the Beedie School of Business once again leading the way with the launch of the country’s first Executive MBA in Aboriginal Business and Leadership. The launch of the cohort, which will be hosted at SFU’s Segal Graduate School of Business in downtown Vancouver, comes at a time when Canada is recognizing the growing need for senior-level management education for Aboriginal managers and entrepreneurs. With Aboriginal communities taking greater control of their land and resources and establishing new businesses, the new EMBA will address the shortage of senior-level management education, as well as providing training for individuals and organizations collaborating with Aboriginal communities. “There is no program like it. You can go throughout the country looking for education programs that specifically address First Nations and you won’t find one like this,” said Michelle Corfield, Executive in Residence for the program, who until recently held the position of Vice-President for the Nuu-chah-nulth Tribal Council. “This is aimed at looking at a First Nations world view from a real perspective. Not as something that is added on, but integrally ingrained in the program, looking at how to integrate both the First Nations perspective and western world views to come to an operating understanding of how it is to function in First Nations in British Columbia and Canada.” The world of business and economic development is increasingly important to Aboriginal peoples in terms of establishing independent sources of income and control over traditional territories. It is also important in protecting and growing resources available through impact benefit agreements or revenue sharing arrangements with governments. On an individual level, increasing numbers of Aboriginal people are turning to entrepreneurial activities as a way to build security for their families and as a means of expressing their independence and creativity.
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• • • • • “I’ve had a flood of emails from different companies asking, ‘How can we be involved?’ They are interested in learning about the program because they would like to recruit our students when they come out of this program” • • • • • offered by the Beedie School of Business, but will also examine business and economic issues from an Aboriginal perspective.
Mark Selman
Program director Mark Selman has an extensive management education background, building customized degree programs with business, especially in the natural resource sector, as well as working in First Nations communities on social and economic development. Mark consulted with Aboriginal leaders for several years on the course development. “People see increasingly that the economic success of the region and the country are somewhat dependent on the success of Aboriginal as well as non-Aboriginal people,” he said. “I’ve only had positive responses around the fact that SFU will be mounting this program and that it will be unique. Many companies are trying to get better at working with Indigenous peoples as part of our future as a country and as a part of the future of economic development, not just for Aboriginal communities but for companies that want to be successful. Everybody seems to agree that it is time this was done.” For Beedie School Dean Daniel Shapiro, the merits of creating the program were obvious: “The Beedie School of Business believes that our biggest opportunity to create change for Aboriginal people and communities in B.C. and Canada is by building capacity for groups of students with common interests and concerns.”
Who is it for?
The Executive MBA in Aboriginal Business and Leadership will provide executive-level education which reflects the growing role of business development for Indigenous peoples. Participants will study core management concepts and principles already included in the Executive Master of Business Administration program currently
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The program is intended for Aboriginal leaders and the growing number of Aboriginal people who are running their own businesses; as well as non-Aboriginal managers and entrepreneurs who are working with First Nations and Aboriginal communities. It will also be suitable for people who are going to be filling roles in new organizations that are growing across the province, especially in areas such as health and social services, where Aboriginal people are taking control of organizations that have historically been run by the federal government. Participants will share a concern for “nation-building”, as well as running successful businesses. Many participants in the program will have gained leadership experience as members of councils or as senior administrators for band council governments and some may expect to continue in those roles. Even those who work in businesses will often be involved in implementing economic development strategies developed in relation to their Nation’s interests. Students accepted into the program typically will have an undergraduate degree in a non-business discipline and seven to ten years of work experience, but there could be exceptions for candidates with significant work experience and no undergraduate degree. Feedback received since the announcement of the program certainly shows there is demand for such a course. Selman explains: “I’ve had a flood of emails from different companies asking, ‘How can we be involved?’ They are interested in learning about the program because they would like to recruit our students when they come out of this program, they would like to be involved in teaching in the program and they want to know whether or not their employees or their clients, people who are in their circles of influence, would fit with this program.”
Why the Beedie School of Business?
Aside from being a pioneer in terms of introducing market-responsive business programs, what makes the Beedie School of Business the optimal place to deliver such a program? “The Beedie School of Business has offered Executive MBA programs for 40 years, longer than anybody else, and so we have a great deal of experience in offering them and faculty members who are highly skilled at teaching in executive programs,” said Selman. “We also have the experience in having developed specialized versions of the Executive MBA that we have offered around the province. By being out around the province we’ve learned a lot more about how different communities interact with the business world.” Indeed, in addition to a successful track record of customizing graduate programs to meet the needs of specific audiences, the Beedie School of Business has worked with Aboriginal communities and organizations on several major initiatives. These include: building a strategic plan and providing management programs for the Haisla Nation and working with the Haisla owned Kitimat Valley Institute of Technology to provide several programs on using real estate development as a tool for economic development for Aboriginal communities; conducting research and development of strategic learning plans with the Coastal First Nations Initiative; designing and managing the Ahp-cii-uk initiative with three Nuu-chah-nulth communities; and developing the Leadership Exchange Program in partnership with the Industry Council for Aboriginal Business. “These initiatives have given us insight into working with First Nations that is fundamental. If we didn’t have that experience we wouldn’t be able to pull this off,” said Selman.
“The real key thing here is that we are training our next generation of Aboriginal business and executive leaders,” said William Lindsay, Director of the SFU Office for Aboriginal Peoples. “When I was a young man there were no Aboriginal people in positions of leadership anywhere except on the reserve, but that’s changing now. Ten years ago I was in a program offering entry level business courses where I was teaching people starting out as entrepreneurs who were thinking of establishing their own businesses. I’m really pleased that within a ten year span we have progressed from the point of offering just beginner courses in business to now Executive MBA business training.” Lindsay said that this shows that Aboriginal people have caught up in this regard: “They are now business leaders, they are running their own businesses and they are in executive positions already. This kind of program will give them that little extra bit of training that will be beneficial for them, for their communities, for the province, for the nation, for society, for everybody. I’m proud of Simon Fraser for taking the lead and establishing this program.” For more information about the Executive MBA in Aboriginal Business and Leadership, visit http://beedie.sfu.ca/AboriginalEMBA/about/
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It’s a new game in
Robbie Robertson on overcoming addiction and living your dreams.
By: Tony Palermo Photography: David Jordan Williams
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sk popular musician Robbie Robertson about his aboriginal background and you’ll feel his passion as he describes how strong of a bond he has to his native roots. Despite spending most of his youth growing up in Toronto, Robertson travelled several times a year with his Mohawk mother back to the Six Nations reserve where she was raised. These family trips left a huge mark on Robertson, where he was always impressed with what he saw. “I was quite young and I didn’t necessarily know the big picture or the reality, but I remember thinking that these people knew how to live,” says Robertson. “Looking around, I believed that these people had it made, that they had it all going on.” Specifically, Robertson was blown away by the instinctual and outdoorsy ability of his Six Nations cousins. He found it hard to keep up with them, noticing that his cousins didn’t just climb trees, they ran up them. He noticed other things too – things like they could smell the air and tell that it was going to rain in a few hours, and how they could pick certain plants out of the field and know what to do with them. It was an inspiring whole other world for a boy from the big city. “To me, they knew all kinds of magic,” says Robertson. “I was so impressed with them.” Later on when Robertson heard comments about the plight of native peoples, he couldn’t understand it, often thinking that it was those making the comments who were the ones who had problems. He held a completely different perspective of his aboriginal family from most of the city-folk, and indeed his Six Nations family had a very deep influence on him from an early age. “A lot of my first lessons in life, including my whole musical connection, came from there,” says Robertson. “So, Six Nations and my family were very deep and meaningful to me.” As Robertson grew older, he began to dream big about becoming a successful musician who would tour the world. He wanted to do big things – special things – and he eagerly shared his dreams with those around him. Unfortunately, most people, including a good part of his Six Nations and Toronto families, were less than encouraging. When he told some of his Six Nations relatives about his musical dreams, they laughed at the young, enthusiastic Robertson, encouraging him to take a
couple of Tylenol and sleep it off – that those dreams didn’t come true for natives like him. But Robertson would have none of it and refused to believe he couldn’t achieve his dreams. He was determined to follow his heart and do anything and everything he wanted. And his message to those around him was simple: believe in him or don’t, but if you don’t, then the best thing you can do is get the hell out of the way. Looking over his career, there’s no denying the now 69-year-old Robertson’s success: he was a member of the popular musical group The Band in the 60s and 70s, and has since led a successful solo career as both a musician and in film. He’s also a member of the Canadian Songwriter’s Hall of Fame, has won numerous other awards, and was once listed by Rolling Stone Magazine as one of the 100 Greatest Guitarists of All Time.
BELIEVE IN HIM OR DON’T, BUT IF YOU DON’T, THEN THE BEST THING YOU CAN DO IS GET THE HELL OUT OF THE WAY.
FACING HIS OWN DEMONS
ut it wasn’t always easy for Robertson, and he faced a few demons of his own. As he tells it, in the late 60s, and especially in the music world, there was a lot of experimenting with drugs. People were using drugs to expand their minds, using marijuana and other substances for the experience. “Drug use wasn’t looked at in a negative way back then,” explains Robertson. “It wasn’t like you were labelled as a coke, heroin or any other sort of drug addict. Everybody was engaged and was experimenting together. And, in some ways, it was a lot of fun.” But Robertson’s voice lowers and slows as he explains what the 70s brought, noting that as the drug use continued, it became a much darker period. People were beginning to die from addiction, but still the experimenting continued. In fact, drug use was so common in the music industry that Robertson says he didn’t really know anyone who didn’t do drugs. “Drug use infiltrated the world I was in to the point that I saw people all around me really getting hurt by this,” explains Robertson. “It was derailing people’s careers and was making them behave in negative ways in their relationships – all kinds of darkness. And, because I was in the midst of all of that and didn’t know any better at the time, I got caught up in it too.” Robertson says eventually he was fortunate enough to pull it together and get away. It was an experience that really opened his eyes – certainly one that scared him – but not before changing his life and affecting his marriage, his music and his band.
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THE RECOVERY PROCESS IS EXTRAORDINARY.
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“I finally realized that I had people dying around me,” he says. “I realized that I needed to get out of the way. And, it’s one of the reasons why I had to leave The Band.” Robertson says that taking control of his life wasn’t easy, nor was there a quick solution. It involved a lot of trying different things, finding out what worked and what didn’t. It involved a lot of reflection and sometimes taking a step backwards and asking “where am I, what am I doing here and what do I want to do?” But one thing Robertson decided from the start was that he wasn’t going to play victim. He was determined to set his life right, and that involved him stepping up and trying every day to move his life forward in a positive direction. As he talks about it now, Robertson says that he tries not to look at the low points in his life as low points, but rather as experiences and mistakes that he needed to learn from. “When we’re talking about people in the throes of alcohol and drug disease and all of the other shit we hear about, that’s really just escapism,” notes Robertson. “That’s people just trying to kill the pain. If people have an issue with a disease like alcohol and drugs, they have to get help today. They have to act on it and do something so they just don’t become victims and say there’s nothing I can do. The recovery process is extraordinary.”
NEW GAME IN TOWN
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obertson believes that being aboriginal today is a lot different than it was when he or his mother were growing up – a time when people considered being native a sort of handicap. He remembers seeing the negative, almost defeatist attitudes amongst some of his aboriginal family and friends. He witnessed a lot of people who had just given up, and whose daily job was to put themselves out of their misery with alcohol and drugs. “Growing up, I saw alcohol have an effect on relatives of mine, and on other people, unlike anything else you’ve ever seen,” says Robertson. “And seeing this, you think ‘Wow, that’s like taking poison, poison for the soul.’ I found it to be very, very painful.”
EVERYONE NEEDS TO SHED THAT SKIN AND THAT BELIEF THAT YOU HAVE SUCH A DISADVANTAGE IN LIFE BECAUSE OF YOUR HERITAGE. DON’T PLAY BY THOSE RULES ANYMORE.
He notes that today’s North American Indigenous youth do not have to live by those standards, and indeed shouldn’t live by those standards and restrictive attitudes. “It’s a new game in town,” says Robertson. “I tell Indigenous youth to pursue their bliss and dreams. That’s the bottom line now. I just don’t believe in the old school or the old rules anymore. Everyone needs to shed that skin and that belief that you have such a disadvantage in life because of your heritage. Don’t play by those rules anymore.” Robertson continues to lead a full life and shows no signs of slowing down. In addition to his music and public appearances, he has two writing projects in the works: an autobiography and a book about Hiawatha and the Peace Maker, a story he heard as a kid on the Six Nations reserve and always struck a chord with him.
As the story goes, The Peace Maker is someone who brought several warring aboriginal nations together, nations who had been at war ever since they could remember. War was all they knew. And the Peace Maker came along and he said he was bringing to the people a whole new way of looking at life called the Great Law of Peace. In bringing the people together, the nations dug up a tree and they buried all of their weapons of war in that cavity of the tree. Then, they replanted the tree and called it the Tree of Peace. “Scholars say that the Tree of Peace is not far from Kingston, Ontario,” says Robertson. It’s easy to think of warring factions finding peace – people stop fighting one another, the war stops, and there is calm and harmony. But as Robertson has illustrated, sometimes the battles are within ourselves, whether it’s battling the demons of addiction or our own self-image. As Robertson says, peace and success is possible, for everyone, once you decide to take charge and start working towards the life you want to lead. “Every day, I still wake up and think ‘OK, I have stuff to accomplish today’,” says Robertson. “I don’t look at it like work. I look at it like breathing. I still want to do magical things. And my goal every day is to just do my very best. Really, that’s all it comes down to. I want to know that every day I’ve done my very best.” For more information on Robbie or to purchase his latest album How To Be Clairvoyant visit: www.robbie-robertson.com
Robbie addresses the audience during his award presentation at the National Aboriginal Achievement Awards Gala in Vancouver February 2012.
photo provided by Indspire
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Alderone Iron Ore Corp. www.alderonironore.com
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earning is a life-long journey and Northern College offers an open, trusting, and everexpanding circle of relationships to experience and explore.
Through the wisdom of our Aboriginal Council on Education, Elders and community leaders, Northern College is guided by the fundamental values of strength, honesty, sharing and kindness to benefit our communities. We are committed to responding to the choices and directions of Aboriginal peoples and ensuring that the needs of the Aboriginal community are met. Northern College is dedicated to providing students quality and accessible education leading to career opportunities. Small class sizes mean students have easy access to faculty, computers, labs and equipment. Our diverse program offerings and partnerships with employers and other colleges and universities provide our students with unique benefits and a competitive advantage.
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Northern offers over 75 full-time and part-time programs including Welding Engineering Technology, Mining Engineering Technician, Nursing, Paramedic, Pre-Service Firefighter Education and Training, and Veterinary Technician. Programs are offered at the certificate, diploma, degree, pre-apprenticeship and apprenticeship level, and many are offered through distance education. Northern College serves over 65 communities and 17 First Nations in Northeastern Ontario. With campuses in Haileybury, Kirkland Lake, Moosonee and Porcupine, Northern College is also a leader in the delivery of distance education. Northern College works with key governmental and nongovernmental partners to ensure that both large and small communities have growing access to literacy, training and education. Northern College is working to provide increased access to its programs and services to all the communities in our area, with special emphasis on the First Nations communities along the James Bay Coast and in proximity to our campuses. Engage your spirit, heart, mind and body by complementing your world view and traditional practices with the knowledge and experience a Northern College education can offer. We can help you develop a career path that allows you to achieve your dreams and give back to your community. Build upon your relationships with family, community and the land while expanding your knowledge and practical skills.
Begin the journey of self-discovery and personal growth by visiting www.northernc.on.ca or calling (705) 235-3211.
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Matt Manson President and Chief Executive Officer
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tornoway Diamond Corporation (TSX-SWY) is pleased to announce that it has entered into an Impacts and Benefits Agreement for the Renard Diamond Project with the Cree Nation of Mistissini (“CNM”) and the Grand Council of the Crees (Eeyou Istchee) / Cree Regional Authority (“GCC(EI)/CRA”).
fruitful relationship between the Crees and Stornoway, a relationship based on respect for Cree rights and environmental and economic sustainability. In accordance with the principles of our Cree Nation Mining Policy, the Crees and Stornoway have ensured that our traditional rapport to the land remains intact.”
The new agreement, designated the “Mecheshoo Agreement”, was signed by representatives of Stornoway and the Cree parties at a ceremony held in Mistissini, Quebec earlier today in the presence of community members, members of the local “Tallymen” family, regional dignitaries and media.
“Stornoway has demonstrated an immense openness and has been willing to adapt the project in a manner that respects the Crees of Mistissini, our interests, our values, our culture and our way of life. This is the way we want to be dealt with.” said Chief Richard Shecapio of the Cree Nation of Mistissini.
The Mecheshoo Agreement is a binding agreement that will govern the long-term working relationship between Stornoway and the Cree parties during all phases of the Renard Diamond Project. It provides for training, employment and business opportunities for the Crees during project construction, operation and closure, and sets out the principles of social, cultural and environmental respect under which the project will be managed. The Mecheshoo Agreement includes a mechanism by which the Cree parties will benefit financially from the success of the project on a long term basis, consistent with the Mining Industry’s best practices for engagement with First Nations communities. Matt Manson, Stornoway’s President and CEO, stated: “Today’s signing of the Mecheshoo Agreement builds upon a long record of good faith dialogue and mutual respect between Stornoway and the Crees of Eeyou Istchee. This agreement demonstrates our commitment to establishing strong social acceptability for the Renard Diamond Project and confirms the Crees’ support for responsible mine development. As we move forward with our permitting and project financing activities, we can look forward to developing an important, long-lived diamond mine at Renard that will deliver meaningful benefits to both Stornoway’s shareholders and our local community partners.”
Stornoway employee, Matthew Swallow helps moor the Float Plane as it lands at the Camp Lagopede dock.
“The Mecheshoo Agreement is again an example where, with the cooperation and participation of the Crees, mining development can take place and prosper in Eeyou Istchee,” said Dr. Matthew Coon Come, Grand Chief of the Grand Council of the Crees (Eeyou Istchee). “This agreement marks the beginning of a cooperative and 6 carat and 10 carat diamonds from the Renard Diamond Project on top of the Quebec’s 400th anniversary “toonie” coin.
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About Stornoway Diamond Corporation Stornoway is a leading Canadian diamond exploration and development company listed on the Toronto Stock Exchange under the symbol SWY. Our flagship asset is the 100% owned Renard Diamond Project, on track to becoming Québec’s first diamond mine. Stornoway also maintains an active diamond exploration program with both advanced and grassroots programs in the most prospective regions of Canada. Stornoway is a growth oriented company with a world class asset, in one of the world’s best mining jurisdictions, in one of the world’s great mining businesses. STORNOWAY DIAMOND CORPORATION www.stornowaydiamonds.com
About the Renard Diamond Project The Renard Diamond Project is located approximately 250 km north of the Cree community of Mistissini and 350 km north of Chibougamau in the James Bay region of North-Central Québec. In November 2011, Stornoway released the results of a Feasibility Study for Renard that highlighted the potential of the project to become a significant producer of high value rough diamonds over a long mine life. NI 43-101 compliant Probable Mineral Reserves stand at 18.0 million carats, with a further 17.5 million carats classified as Inferred Mineral Resources, and 23.5 to 48.5 million carats classified as non-resource exploration upside. All kimberlites remain open at depth. Pre-production capital cost stands at C$802 million, with a life of mine operating cost of C$54.71/tonne giving a 68% operating margin over an initial 11 year mine life. Production start-up is scheduled for 2015. Readers are referred to the technical report dated December 29, 2011 in respect of the Renard Diamond Project for further details and assumptions relating to the project.
Stornoway employee Matthew Swallow awaits the floatplane’s arrival at Camp Lagopede at the Renard Diamond Project.
Camp Lagopede and the Renard Diamond Project from the air.
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The Dryden Municipal Telephone System is a full-service public utility telephone company owned by the City of Dryden. Our mandate is to provide efficient and effective, state-of-the-art, nationally connected telecommunications services to our subscribers while maintaining the financial and technical integrity of the system. Profits made by the company are used to keep the company current with new technologies and to reduce the tax burden on the residents of the City of Dryden.
WE PROVIDE:
1. Telephone service to the residents and businesses located in West Dryden, i.e., the portion of the City of Dryden that was the Town of Dryden before the amalgamation of the Town of Dryden and the Township of Barclay into the City of Dryden, 2. Cellular, Mobile Radio and Paging Services to all residents of the general area, and Sales and Leasing of Globalstar Satelite Telephones 3. Internet Service to the general area, with High Speed DSL in Dryden, and Dial-up Service in and around our city, as well as High Speed Wireless Internet from Vermilion Bay west of Dryden to Wabigoon to the east on Northwestern Ontario’s largest Wireless Internet Network. Our Business Offices and Retail Telephone Store is located in the City Hall, at 30 Van Horne Avenue, and we are open from 8:30am to 4:30pm, Monday to Friday (except statutory holidays). We can be reached by fax at 223-1109 and by phone as follows: - General telephone and Internet service inquiries : 223-1100 - Cellular and Mobility inquiries : 221-1000 - Connections, disconnections and billing inquires : 223-1111 - Trouble reports for Dial-up, DSL, and Wireless Internet : 221-2100 - Directory Advertising : 223-1115
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Chief Atleo what advice do you have for Canada’s youth as they consider their educational future? Education offers the spark that can light the fire of potential in an individual. It’s up to each individual to decide if they’re prepared to undergo the hard work required to achieve their dreams and aspirations. I encourage young people to believe in themselves and in their potential. It’s important for each student to know you are not alone. People like myself and every other person who works at a university like VIU are there to support you, to see you succeed, to see your hopes and dreams take flight. When I was in school and I was looking for an easy way out of a course that I found very difficult. I learnt that, there was the difficult way — or, the more difficult way. If you apply yourself 100 per cent and commit to doing the work and fulfilling your commitment to yourself, all things are possible. You can accomplish anything you put your heart and mind to. The work is harder when we don’t open ourselves to the possibilities, when we get in our own way by not applying ourselves, by not being committed to the hard work.
What role has education played in your life? Education has shaped my life. First Nations, like most cultures, have strong roots that tell us learning is critical. I came from a family of educators. My dad was my first principal and my mom was a substitute teacher at a school I attended in my early years. When I finished my masters in 2003, it represented a major personal turning point. I took a Master of Education in Adult Learning and Global Change from universities on four continents, Sweden, South Africa, Australia and the University of British Columbia. I took this program as I was motivated by a deep desire to learn and understand the forces that are impacting our lives. Historically those forces might have just been in our region of the world, but increasingly, as the forces of globalization wash on to the shores of Vancouver Island, it’s incumbent for us to understand what those forces are and how they impacts our lives.
Was there anyone who played a significant role in shaping your views about education? My late grandmother. She told me the story of how she and all of her 17 children went to residential schools and all have very difficult stories to tell about their time, yet they’re all so resilient.
There is no easy way. Take a good, a hard look at the challenge and then, I encourage you to accept it.
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She said, “you know, grandson, I was a fighter all my life. Every single one of my kids was a fighter as well. Grandson, you don’t fight with your fists any longer. You fight your fight with education.” To still suggest that there’s hope and optimism for the future and that it can be derived through success in education is a powerful legacy for an elder who went through some of the most difficult times that our people have faced.
How can Aboriginal families and other Canadians move forward to promote education in the wake of the tragedy and trauma associated with residential schools? Following on the heels of the important apology made by the Prime Minister in the summer of 2008 to the generations who attended residential school, the next step would be to invest heavily in education. It will require a concerted effort across the policy spectrum. To me, education is the most powerful tool towards reconnection, reconciliation and freedom for First Nations as well as reconciliation between First Nations and the rest of Canada.
How important is education? Education is the door that we open and walk through to achieve progress in areas like health, economic development and reconciliation. Not just universities and governments, but all of society needs to see education as a crucial tool that we must all invest in. We all need to encourage young people that if you do acquire a high school diploma, if you do go on to complete an apprenticeship or post-secondary education, that your lifetime earnings will be much more than if you leave school early. Universities can play a role not only in their own learners. They can also reach back and pull success right from the early grades to ensure that there is early literacy — that every child who hits the age of three is beginning to read. We must pursue a goal toward a 100 per cent graduation rate. In Canada overall, the graduation rate of high school students is upwards of 90 per cent but many First Nations suffer with lower than 50 per cent or even 40 per cent in some cases.
Why is education particularly important to Aboriginal students and communities? We’re in a period of real transition from coast-to-coast. Education is a powerful spark that can light the potential for every individual. More broadly, education is one of the most powerful tools of reconciliation.
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First Nations are increasingly going to help shape a sustainable future and increasingly will help facilitate reconciliation by reaching out to Canadians with an open hand, the way that the ancestors did in treaty-making.
What challenges do you see for Aboriginal students as they pursue their educational and life goals? There’s been inequitable access to education in the course of recent history. That’s still a curse today. We want to make sure that equality of access is seen as a human right, as an individual right, a First Nations right that was negotiated in treaties going back a long way.
is aging and retiring at a rapid rate. When Canada is asking who is going to pay for pensions, I’ve got my hands up saying, ‘Let’s unleash the potential of the young people in this country, especially the First Nations, because they will make a huge economic contribution.’
How do you see your role as Chancellor of Vancouver Island University in contributing to the experience of Aboriginal learners? There is an important contribution that First Nations professionals can make when they are invited to take leadership roles in education. First Nations students often have not had the experience of seeing themselves reflected back in the makeup of their institutions. It is also a way for educational institutions to reflect the full diversity that is Canada.
How can an institution like Vancouver Island University adapt to shifting opportunities for graduates? Education has been a top priority not only for me personally but for me in my work serving First Nations at the Assembly of First Nations.
What needs to be done to improve educational opportunities for Aboriginal students? Governments have a really important role not only to maintain a focus on the priority of education but also to ensure that equality of access does exist and that the appropriate resources are in place. It’s not just First Nations. It’s about equality for everybody like those who face deep poverty in inner cities.
We have some of the very best thinkers who have been attracted to, and trained by VIU. A smaller institution like VIU is more nimble, more able to react to a rapidly changing world around us. When Canada is reaching out to the Asian economy, it isn’t just about big energy. It isn’t just about oil and gas. It’s about intellectual skills and abilities. It’s about engineering and innovation. VIU also offers the opportunity to pursue a trade. When I bump into a master chef at a world-class restaurant who trained in the culinary arts at VIU, it’s another reminder of VIU’s broad and wide-ranging legacy.
We have to make sure that everybody in Canada has the opportunity to lift themselves up. Governments must play a leading role in supporting that.
How can education contribute to understanding the role of treaties in Canada’s past, present and future?
Education is an incredible investment not only economically but for human potential. First Nations are the fastest growing segment of the Canadian population at a time when the mainstream population
Douglas Treaties and others that have been discussed in partnership between the Snuneymuxw First Nation, VIU and the Royal Society of Canada, are a reminder that the treaties that blanket most of Canada don’t just belong to First Nations.
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First Nations were one side of the discussions that included newcomers of the day. The notion that we are all treaty people means that there is a shared responsibility. Canadians, whether you are a person who has been here 10 generations or you’re a landed immigrant, you are a treaty person as well. We might not have written that Indian Act. We might not have created the residential school system. We didn’t open and run those residential schools or create the great trauma and harm that came out of them. But, we can all share in the responsibility of recognizing that our collective ancestors had the wisdom to form partnerships and forge treaties so that some time in the future we would remember what it was they intended. We can recapture that promise today.
Snuneymuxw First Nation and Vancouver Island University are the hosts of a conference this year on Pre-Confederation Treaties of Vancouver Island. How can these types of gathering advance the aspirations of First Nations people and the broader community? Dialogues fostered by Vancouver Island University and the Snuneymuxw First Nation raise consciousness about the roots of conflict and play a role in facilitating reconciliation in this country. There have been over 40 court cases that have affirmed First Nations treaty rights. They are affirmed in the Canadian Constitution. More recently, Canada endorsed the United Nations Declaration on the Rights of Indigenous People which states that First Nations must have the right to participate in designing the future together with the state in areas like education, health and economic development. These original treaties were made in sacred ceremonies. Certainly we’ve drifted away from that. It’s time to move beyond the blame and finger-pointing and all accept responsibility. Stronger First Nations will make for a stronger Canada. It makes sense to learn what the ancestors instructed would be good for us. They had a lot of wisdom—perhaps more than we have today.
How do you retain your optimism as you advocate on behalf of Aboriginal Canadians? I really believe in people. I believe that people have the opportunity to engage in discussions about issues that are close to their hearts. Governments are put in place by people so we need to support those governments to respond to needs and priorities. We need change and we need action.
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More and more, I’m seeing Canadians from all walks of life saying, ‘We’re prepared to walk with you. We’re prepared to share our side of the burden as well to make sure that we make right the things that have happened in the course of history.’ That is what is particularly moving for me, the number of Canadians who are stepping forward. That’s where I place my faith. That’s where I place my trust. That’s where my hope springs. Vancouver Island University Toll-free 1-888-920-2221 . Local 6510 . viu.ca
Mission The Aboriginal Centre will be the gathering place for the enrichment of students’ cultural identity, expression and supportive resources for success: First Nations. Metis and Inuit students’ goals will be actualized. “The Aboriginal Centre at Bow Valley College had a huge impact on my education. It was my home away from home. The Elder and staff were so supportive and gave me the inspiration to achieve my goals” (Blair Cunningham, 2011 Events Management Diploma Program Graduate).
The Bow Valley College (BVC) Aboriginal Centre, established in 2008, offers learner supports for academic programming, financial advising for sponsorship, hosting culturally relevant sessions, for students, and access to Aboriginal Elders. All activities are facilitated by two staff--Noella Wells, the Aboriginal Centre Director, and Sable Sweetgrass, Administrative Assistant. Noella and Sable work as a team and collaborate with Enrolment & Learner Services in supporting Aboriginal student success.
Aboriginal students have access to the Cultural Resource Elder, Dila Provost who provides cultural teachings, smudge ceremonies and sharing circles throughout the three semester schedules at Bow Valley College. Students are encouraged to meet, share and discuss any issue with Dila who is able relate about her own lifelong journey in formal education. The Centre also coordinates an Aboriginal speaker schedule, the Blackfoot and Cree Language sessions, and the annual June Aboriginal Awareness month on campus. Events are open to all of the BVC student community to participate in the sessions, with the staff providing class presentations about the Aboriginal Centre, along with some historical highlights such as “Indian Residential Schools”. 2013 is a much anticipated date because construction of our South Campus will be complete with a new location for Bow Valley College’s Aboriginal Centre. The Centre will include a gathering place for events and ceremonies all directed at enhancing the success of Aboriginal students at Bow Valley College, Calgary, Alberta.
Bow Valley College is located in downtown Calgary, where the Bow and Elbow Rivers meet (known to the Siksika (Blackfoot) as Moch-kinstsis). Since 1963, BVC has had specialized training and developed customized programs for communities/ Nations of the Siksika, Piikani, Kainai, Stoney/ Nakoda and Tsuu Tina, which are all part of the Treaty 7 territory in Alberta. The College also serves the Métis Nations (Zone 3), for whom the Aboriginal Upgrading program initially was created. Currently, some First Nations are offering Bow Valley College programs on their reserve communities.
www. bowvalleycollege.ca
The BVC Aboriginal Centre is the first stop for many Aboriginal students coming into the academic halls of learning. It is the Centre’s resources that assist the students in establishing a connection to the Aboriginal culture, reserve, community, and language as they continue on their lifelong journey in learning. It is through the Aboriginal Centre that many students visit to connect with BVC departments and obtain support services in their academic learning, career goals, and financial needs. Students are able to access information about affordable housing, food bank hampers, scholarships and bursaries.
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new educational website was recently launched called A Learning Community Network (ALCN). It’s a subscriptionbased portal that gives subscribers unprecedented access to a whole new experience of online learning free on charge. “ALCN is ideal for those who have neither sufficient time nor the financial resources to continue or upgrade their education,” says Richard Williams of InfoSource, a top North American educational courseware provider, who created the learning portal. Subscriptions to ALCN are available free of charge to those who qualify, thanks to generous donors to The Glooscap Heritage Society and Trinity Global Support Foundation (TGSF), who are making them available to Canadians wishing to better their lives and preserve their culture. ALCN includes the complete library and learner packs of educational courses that were offered in previous years and more recently through www.EagleLearning.org. The e-learning library includes course titles and a wide range of subjects from computer technology, human resources, accounting and general business to customer service as well as personal development and life skills.
Shared Resources This is an area of ALCN that allows subscribers to share resources they have found particularly helpful or interesting with other subscribers. Resources can include websites, videos, other courses, PDF documents, PowerPoint presentations and more. Resources are organized according to subject so they are easy to use. Subscribers are encouraged to share resources they have found helpful, but sharing is not required by all subscribers. Collaboration Collaboration between subscribers is what makes ALCN feel more like a community than anything else. It allows subscribers to communicate via social media tools and draw from other subscribers. Tracking Tool For groups of learners, large or small, there is a Learning Management System that can track each learner’s course history and provide learning progress reports. In addition, there will be tools to help Aboriginal communities in Canada document, preserve and share their rich culture which varies immensely across the country
ALCN is an evolving network with new resources and information added continually. A subscription to ALCN includes access to the following: Learning Programs ALCN offers a wide range of e-learning courses that are available 24 hours a day, 7 days a week. The e-learning library includes course titles in the areas of Digital Literacy (Microsoft Office and Internet Basics), Essential Softskills (Effective Communication in the Workplace and Working with Difficult People), and Protecting Students in the 21st Century (Recognize Scams, Fraud and Use the Internet Smartly). Webinars ALCN has a library of pre-recorded webinars, covering a wide range of subjects. They are quick and easy ways to learn a lot about a subject of particular interest, in a short amount of time. Some examples of webinars are: -Going Google: The Quick Start Guide to Getting Started with Google Tools -You Just Got an iPad: Now What? -Reaching Out to Make Global Connections
“ALCN is unique in that it allows its subscribers to upload and share resources that will help enrich their learning experience as a whole,” says Mr. Williams. “In addition, the ease with which subscribers can reach out to one another and collaborate will assist every member in developing their own Personal Learning Network.” As noted, subscriptions to ALCN are free of charge, and easy to obtain. Individuals and groups of learners, big or small, may subscribe at one time. Simply email info@alcn.ca and include your: • • • • • •
first and last name organization (if applicable) home or organization mailing address day-time phone number e-mail address if requesting for a group, please indicate the approximate number of subscriptions that will be required Feel free to refer ALCN to family, friends and community organizations that may be interested in taking part in this new and exciting way of learning – free of charge. Visit www.alcn.ca
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s the Grand Chief of the Mushkegowuk Council and on behalf of the Mushkegowuk Chiefs I would like to extend a warm welcome to those visiting our Mushkegowuk Traditional Land.
Grand Chief Stan Louttit
Our Mission Statement “To respond to, and carry out, the collective will of all Mushkegowuk members. We are committed to providing responsible and accountable political leadership. The Mushkegowuk Council is dedicated to providing quality, equitable, and accessible support and advisory services to respond to, and meet, the social, economic, cultural, educational, spiritual, and political needs of First Nations; thereby improving the quality of life for our people.” Mushkegowuk Council has many projects and training that network with the communities. We had just finished an Advocacy Public and Information Program (APIP) project. The objectives of the APIP is promotion of healing and reconciliation amongst youth and inter-generational survivors, and helping Canadians, particularly the youth (Aboriginal and non-Aboriginal), to understand the impacts that the legacy of Indian Residential Schools has had on
Aboriginal People and their communities in order to promote the goal of better understanding towards new partnerships for the future. We have traveled to the seven communities of Mushkegowuk Council to do presentations, workshops on the Impacts of Indian Residential Schools and Suicide Prevention, and some traditional teachings. Sleeping Children Awake (DVD) was shown and we did powerpoint presentations on Suicide Prevention. The groups presented to were: community members, youth, and survivors of the IRS, schools that requested workshops on suicide prevention and bullying, presentations were made to non-native students in 3 schools (Chapleau, Timmins & Cochrane). Many of the Canadian population have no clue what happened to our people in Indian Residential Schools; they need to hear the history and why most suicides is prevalent with our youth and adults.
Here is an example of some the history presented: • In the 1800s, the Canadian government believed that it was their duty to educate and care for the country’s aboriginal, native people. • They assumed that if they were exposed to Christian religion and Canadian culture, customs, and education rather than native traditions, they would become “Canadian.” • These teaching facilities later became to be known as Residential Schools. • The intention of the residential school system was “to kill the Indian in the child” and to transform Aboriginal children from “savages” into civilized members of the Canadian society. • By the mid 1880’s native children were being kidnapped and forcibly taken from their parents to attend residential schools far away from their homes to ensure children would have no parental or cultural influences. • That for generations, and by law, we were placed in a separate, inferior legal category than other citizens (1857 - the Gradual Civilization Act). • The Indian Act was proclaimed in 1876, making First Nations ward of the Government. • While legislation helped created residential schools in 1884, a 1910 agreement between the federal government and various churches running residential schools was referenced by Superintendent of Indian Affairs as the “final solution to the Indian Problem.”
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But we continue to strive for healing and wellness within our communities and as individuals and family. A Healing and Reconciliation Conference was held in Cochrane, ON – March 26 to 30, 2012; the theme was Strengthening Our Roots and Our Voices. Over 100 people attend the conference and we received positive responses and feedback. The people would like to see another conference happen next year. The APIP project began October 2011 and ended March 31, 2012. We hope to get funded again this new fiscal year to continue with the healing process, awareness & information to the general population, and to continue to educate our youth both native and non-natives. High rate of suicides have been prevalent in the James Bay region from 2009 to early 2010. On May 13, 2010, Mushkegowuk Council as directed by the people, Grand Chief Stan Louttit declared a state of emergency on the suicides. Several teleconference meetings took place with EMO and with Federal & Provincial Governments to address the high rate of suicides. A working group was established on August 2010 to create a Regional Crisis Response Plan on the suicides and short term funding was provided by Health Canada. In a short time frame a lot of work was accomplished with focus groups and presentations to the James Bay communities. The RCRP was in draft form by March 2011 and is in the final stages today. The Council of Chiefs have approved the Regional Crisis Response Plan as a “living” document. Darien Theria, Ph.D. has critiqued the whole document and minor changes were made. Darien has expertise in working with youth suicides and with First Nations communities. Governments have responded to the suicides by providing funds for different programs; such as, Right to Play, Youth Activators, Youth Engagements, etc. Today, communities and organizations continue to work together to address the suicides, and postvention and prevention were strengthen with various organizations and in the communities. Important steps were taken to respond to suicide ideations or attempts. Crisis Coordinators have received training in CISM (Critical Incident Stress Management) and Through the Pain Suicide Prevention. Communities and various organizations continue to offer activities, awareness, education and training to address the high rate of suicides and not to ever experience the high rate of suicides with our youth and adults. Funding continues to be an issue although we receive short term funding but everyone manages to continue to work together to bring down the number of suicides or bring it to a halt within our region.
You Matter. You Are Good Enough. You Are Loved.
Submitted by Peggy Formsma, Health & Wellness Coordinator, Mushkegowuk Council http://mushkegowuk.com
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he Open Learning Division of Thompson Rivers University is a leader in the open and online delivery of quality post-secondary education in Canada.
Providing ‘open’ access to education means more than offering curriculum at a distance, it is a philosophy of education that offers students the choice and opportunity to pursue educational goals on their own terms. Through Open Learning students have access to over 550 courses and 55 programs that easily ladder into other credentials. Students may also be eligible to receive academic recognition for past educational experiences, including that gained in the workplace, and apply it to their credential. Today, we are working with First Nations and Aboriginal communities and organizations across Canada to bring our courses and programs where they are needed most — the learners’ own communities. Our Learning Centres serve as a model of success for foundational learning initiatives like the BC Adult Graduation diploma (high school equivalent) as well as advanced training in Business, the Arts and Health Care. This model is built for student success and is supported by solid academic foundations and the various communities. Open Learning provides First Nations and Aboriginal learners with the opportunity to learn at their own pace, with the assistance of over 200 Open Learning Faculty Members, while still allowing for different learning styles. Our partners in education represent an additional opportunity for students to access quality post-secondary education in their area. A Thompson Rivers University representative is ready to deliver information sessions in your community, at your local community college or at your place of work, regarding Open Learning courses and programs and the Thompson Rivers University advantage.
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