THINKINDIGENOUSINTERNATIONALEDUCATIONCONFERENCEWORKSHOPSCHEDULE–THURSDAY,

MARCH21,2019

BREAKOUTSESSIONS#110:10–11:00

ROOM:RIVERCREE1BeingTwo-Spiritednêhiyaw(WoodlandCree)andSaulteauxinanIndigenousDoctoralCohort:Laughing,CryingandStory-tellingonourWayTowardIndigenizingHigherEducation.WemetinJuly2006uponourentryintothefirstIndigenousdoctoralcohortattheUniversityofBritishColumbia's(UBC's)EducationalStudies:LeadershipandPolicyprogram.OurfirstdayinthedoctoralprogrambeganwithatraditionalwelcometoCoastSalishterritory,prayers,songs,drumming,atalkingcircleandfeasting."Lookaroundthisroom",oneoftheIndigenousprofessorstoldus."Ifyouseesomeonestruggling,reachouttohelpthem.Youarebrothersandsistersnow.Ifoneofyoufails,thenweallfail".Thisworkshopusesatraditionalstory-tellingmethodologyadvancedbyJo-annArchibald(2008)toidentifyanddiscussourexperiences,challengesandsuccessesinanIndigenousdoctoralcohortsetwithinaEuro-centricbasedpost-secondaryinstitution.LedbyIndigenousprofessorsfromCanada,theUSA,Australia,NewZealand,MexicoandChina,wemovedthroughtheprogramtogetherasacollective...untilwedidn't.Thishourofreflexivepraxisunsettlesandtroublestherhetoricaboutwhathappenswhenoureducationaljourneytakesdifferentpaths,andconsiderslifeafterwards.DR.SHELLYJOHNSON,THOMPSONRIVERSUNIVERSITY(KEESEEKOOSEFIRSTNATION,SAULTEAUX)C0-PRESENTER,JERRYGOODSWIMMER(STURGEONLAKEFIRSTNATION,CREE)Buthowdoyoudoit?IndigenizingtheCurriculum101.BeginninginJanuary2018,weworkedtogethertoestablishanIndigenousResearchMethodologiesAdvisoryCouncil.Itspurposewastoguidethedevelopmentofanew,twoweekintensivecourseforMasterofEducationstudentsintheareaofIndigenousResearchMethodologies.Indigenousandnon-Indigenouspeoplesbothinsidetheuniversityandinthecommunityworkedtoestablishacoursethatwouldbeco-taughtbyaninstructorandknowledgeholders,healers,local,nationalandinternationalinter-discipinaryscholars.Theresultwasthateachclassbeganwithahalf-hourSecwepemctsinlanguagelesson,basedintraditionalknowledge,oraltraditionassignmentsandgradingrubric,andastudent-responsetoIndigenouscommunity-identifiedresearchneeds.ThisworkshopusesIndigenousstory-tellingandvideographytoidentifyanddiscusskeyfindingsfromtheIndigenouscurriculumdevelopmentprocess,andtoassistotherstodeveloptheirownwaysto"Indigenizethecurriculum".DR.SHELLYJOHNSON,MUKWAMUSAYETT,CANADARESEARCHCHAIRININDIGENIZINGHIGHEREDUCATION-THOMPSONRIVERSUNIVERSITY(SAULTEAUX)

ROOM:RIVERCREE2KoruJourneyTheKoruisasymbolsynonymouswithAotearoa[NewZealand].Itsoriginscomefromindigenousprinciplesandpracticesthathavebeenpasseddownfromgenerationtogeneration,fromTupuna[Ancestors]toTangata[People].Circularinshape,theKoruconveysanideaofperpetualmovement.The'KoruJourney'wasdevelopedasaneducationalframework,asadisciplineinhealth,safety&wellbeing.TheintentwastocreateaneducationalmodeltoincreasetheengagementofourindigenousworkersacrossAotearoa.Inrecognitionofculturaldiversity,the'KoruJourney'signifiedapassagetoengage,educateandempowerourpeople.Theemphasiswasoncrossingculturaldivides,bysafetypracticesbeinggroundedinculturalbackgroundsandseenthroughanindigenouslens.InMaoriandPolynesiancultures,theKoruisafoundationforcontinuouslearningandengagement.Thesuccessofthe'KoruJourney',promptedaninitiativetodevelopuniquesafetydocumentation,systemsandworkpracticestoassistinbridgingthegapsfromculturaldiversity.Itbenchmarkedashiftfromgenericstylesofsafetyconsultation,communicationandcooperation,tooneofapersonalculturalcontext.Whiletheframeworkwasdevelopedtoeducateindigenouspeoplesinhealthandsafety,it'scontextualnatureallowsthistobeappliedandpracticedacrossallareasofeducation.RACHAELTETOKO,Ngatirehia,(NgapuhikiAotearoa(NewZealand)ROOM:RIVERCREE3IninewAchakosukININEWACHAKOSUKwillpresentaIninewperspectiveonastronomy.ItwasnotonlyRomans&Greekswholookedintothenightskies&madeconnections,wondered,observed&stoodinawe.EverycultureonthesurfaceoftheEarthlookedintotheskiesatnight.Romans&Greeksweretheluckyoneswhowereputintotheeducationalcurriculum,butEVERYCULTUREundestoodaboutthesky.Everyculturehadthecapacityofintellectualreason,intellectualthought,observation,patternrecognition,prediction,philosophy&hypothesis.ParticipantswillhearaboutIninewEpistimology&thedeepconnectionswehavewithPimatisiwin...WILFREDBUCK,MANITOBAFIRSTNATIONSEDUCATIONRESOURCECENTERINC.(OPASKWAYAKCREENATION,CREE)ROOM:RIVERCREE4NehiyawLanguageExperienceThispresentationwilldiscussthesuccessofthenehiyawLanguageExperiencecampandthevariousteachingmethodsthatareused.ThenehiyawakLanguageExperiencecampisgoingonits14thyearwhereIndigenousandnon-IndigenousparticipantscomeandlearnhowtospeakCreewiththeguidanceofmasterlanguageteachersforoneweekinJulyeachsummerindifferentcommunitiesthroughoutSaskatchewan.Thereareanumberofteachingmethodsusedinthecampbytheexperienced,fluentteacherssuchasTotalPhysicalResponseorTPR,AcceleratedSecondLanguage

AcquisitionMethodorASLA,andthedirectmethod.TheCreelanguagecampincludesmanyland-basedactivitiessuchasadailymedicinewalk,snaring,fishing,firemaking,birchbarkbitingandbasketry,berrypicking,mooseskinningandsmoking.Thecampalsoincludesmanyculturalactivitiessuchassmudging,sweatlodgeceremonies,sharingcircles,andothereventsthathappeninThiscampisgoingonits15thyearbecauseofitssuccessandcommitmentfromtheteachersandparticipantswhomakethelanguageapriorityeachsummer.TherearemanyexcitingtimescominginthefutureforthenehiyawLanguageExperiencesinceitisanon-profitorganization.BELINDADANIELS,UNIVERSITYOFSASKATCHEWAN(NEHIYAW/PLAINSCREE)CO-PRESENTER,RANDYMORIN,UNIVERSITYOFSASKATCHEWAN(NEHIYAW/PLAINSCREE)ROOM:ENOCHAWritingMyGrandmother'sStoryWritingMyGrandmother'sStoryfocusesontheimportanceofIndigenousstorytellingasawaytocreateconnectionbetweenyouthandtheirculturesandhistories.ThepresentationwilltellapersonalnarrativeabouthowvoicesandstorieshavebeensystematicallytakenawayfromIndigenousEldersandyouthinplacesthatoncesupportedthemaboveeverythingelse.ItwillthendiscusshowtobuildthestorytellingcapacityofyouthandElderstomakesurethatthereisanavenuefortheirwordstoreachanaudience.Thiswillincludepracticalexamplesthateducatorscanbringintotheirclassroomsorschoolsettings.CONORKERR,NORQUESTCOLLEGE,(METIS)ROOM:ENOCHBWhatCanIContributetoMeaningfulReconciliation?TeachingandLearningAboutresidentialschoolsHowhasyourschooldistrictrespondedtotheeducationrelatedcallstoactionfromtheTruthandReconciliationCommission'sfinalreport?ParticipantswilllearnaboutthecollaborativeprocessthatTheCriticalThinkingConsortium(TC2)andtheGrandErieDistrictSchoolBoard(GEDSB)utilizedtodevelopasetofgradesixlessonsthatsupportstudentsandteachersinlearningabouttheMohawkInstituteResidentialSchoolinBrantford,Ontario.Thelessonsassistteachersandstudentstoidentifytheirpersonalpathwaystoreconciliation.ThisresourceisoneelementofTC2'sandtheGEDSB'sresponsetothecallsofactionfromtheTruthandReconciliationCommission'sfinalreport.ThesessionwillbeledbyUshaJames,ExecutiveDirector,ofTheCriticalThinkingConsortium.Participantswillhavetheopportunitytoactivelyengageintheresource.WARRENWOYTUCK,CRITICALTHINKINGCONSORTIUMCO-PRESENTER,SABRINASAWYER,SIXNATIONSOFTHEGRANDRIVER,GRANDERIEDISTRICTSCHOOLBOARD

ROOM:ENOCHCHowtoRevitalizethePlainsCreeLanguageinMaskwaciThepurposeofthisprojectwastocompileanddevelopateachingtoolthatcanbeusedinaCreeclassroom.Materialsweregatheredandreferredtointhismanuscriptthatwasputtogetherinabinderofinstruction.ThebinderofinstructionisatooltohelptheCreeLanguageteacherintheCreeLanguageprogram.ItwasfeltthatthisprojectcanbethebeginningofpossiblecurriculumdevelopmentofCreeLanguagematerialswiththecommunityofMaskwaci.DR.LILLIANGADWA-CRIER,(KEHEWINCREENATION/SAMSONCREENATION,CREE)ROOM:ENOCHDWalkinginTwoWorlds;UsingTraditionalKnowledgeinaContemporaryWorldWalkinginTwoWorlds;UsingTraditionalKnowledgeinaContemporaryWorldwillwalkyouthroughhowtouseIndigenousKnowledgeasthefoundationoflearningoutcomes.Educators,languageinstructorsandallotherlanguagelearnerswilllearnhowtoconnectIndigenousKnowledgewithcontemporarymaterialsusingIndigenouslanguages.Learningactivitiesareoutcomebasedandstudentcentered.TheseactivitieswillbemodeledthroughvariousinstructionalmethodologiessuchasTPRandASLAfororallanguagedevelopmentandPWIMastheinstructionalstrategyforthereadingandwritingofthelanguage.Connectionstosubjectareassuchasnumeracy,science,mathematics.Iwillbeshowingvideosofmy10yearolddaughterlearningthelanguage,readingthelanguage,andwritingthelanguage.CELIADESCHAMBEAULT,MEADOWLAKETRIBALCOUNCIL(CUMBERLANDHOUSE,CREE)CO-PRESENTER,SIENNADESCHAMBEAULT,NORTHWESTSCHOOLDIVISION,(CREE)ROOM:ENOCHEmiyowahkohtowin:IndigenousStudentSuccessStrategySaskatchewanPolytechnicSaskatchewanPolytechnicIndigenousStudentSuccessStrategy;2018-2023SharetheinstitutionalwidestrategydesignedtoaddressthespecificneedsofIndigenousstudents.ThegoalistocreateanenvironmentthatfosterssuccessandimprovesprogramcompletionratesamongIndigenousstudents,forSaskatchewanPolytechnicthismeanswemustintegrateIndigenouswaysofbeing,knowing,teachingandlearningineverythingwedo.TheIndigenousStudentSuccessStrategywillfocuson5keyareasencouragement/support,transitionprogram,personalsupport,financialsupport,andtheunderstandingofIndigenousPeoples.TheworkshopalignswiththeTRCcallstoactionthrough7distinctivepointsthatalsoalignwithoursigningoftheIndigenousEducationProtocolthroughCICAN(CollegesandInstitutesCanada)JASONSERIGHT,SASKATCHEWANPOLYTECHNIC(METIS)CO-PRESENTER,DEANNASPEIDEL,SASKATCHEWANPOLYTECHNIC(CREE)

ROOM:ENOCHFUsingoutdoorlearningtodecolonizeeducation:Storiesfromanon-reserveandanurbanschool.Out-of-classroomandoutdoorlearningprovidesanopportunityforstudentstobecomeexcitedandengagedinlearning.ManyIndigenousscholarshaveindicatedthatreconnectingwiththelandisanecessarysteptowardsthedecolonizationofeducation.Inthissession,wewillpresentaframeworkofthemajorapproachestooutdoorlearningincludingland-based,place-based,outdooradventure,andenvironmentaleducation.Wewillbrieflydiscusssomeoftheliteraturethatsupportsoutdooreducation'simpactonpositivelearningandpersonaldevelopmentforstudents.Throughoutthesession,wewillbesharingourpersonalexperiencesasteachersofanon-reserveprogramandacity-basedprogramthatbothuseoutdoorlearningasafoundationforthelearningsuccessofthestudents.Wewillsharestartingpointsthatcanbeusedbyeducatorsintheirownpractice.Therewillbeanopportunityforyoutodiscussyourschoolandhowoutdoorlearningcouldlookinyourpractice.CHRISCLARK,UNIVERSITYOFSASKATCHEWANCO-PRESENTER,CHARLIECONNOR,CHIEFNAPEWMEMORIALSCHOOL(PETERBALLANTYNECREENATION)CO-PRESENTER,JOELACHANCE,CHIEFNAPEWMEMORIALSCHOOL(BIGISLANDLAKECREENATION)ROOM:STRONGWOODSWhānau4Life:AnIndigenousCulturalBasedInternationalAlumniEngagementStrategyWhānau4Life:anIndigenous,culturalbasedinternationalalumniengagementstrategy,thatbeginsattheAucklandUniversityofTechnology(AUT)Marae(IndigenousVillage)andintroducesinternationalstudentstoNewZealandMāoriculture,customs,protocolsandtheconceptof'whānau'(kinship).Heldeachsemesterforthepast17years,theactivitiesoftheWhānau4LifeprogrammeprovideaplatformforbuildingnewrelationshipswithIndigenouspeopleofNewZealandandstudentsfromacrosstheworld.Uponreturningtotheirhomecountries,theWhānau4Lifeprogrammecontinuestoprovideourinternationalalumniwithwonderfulopportunitiestoreconnectregularly,professionallynetworkandpromotestudyingabroadinNZ.TheWhānau4LifeprogrammederivesfrominternationalstudentpromotionandparticipationincoursesofferedbyFacultyofMāoriandIndigenousDevelopment(FMID).Itincludesaspecial3dayweekendnoho/stayheldattheAUTMarae,thatprovidesfirsthandpracticesandmemorablelearningexperiencesbyengaginginternationalstudentsintheIndigenousculture,whileunderstandingthatculturalandIndigenoustraditionshaverelevanceandplaceintoday'ssociety.Inaddition,theWhānau4Lifeprogrammecreatesstrongcollaborationbetweendomesticandinternationalstudentsoncampus.Inthespiritofsharing,theIndigenous/Māoristudentsimparttheirculturalknowledge,traditionsandexpertisetotheinternationalstudents.JASONKING,AUCKLANDUNIVERSITYOFTECHNOLOGY(AOTEAROA–NEWZEALANDMÄORI)

BREAKOUTSESSIONS#211:10–12:00

ROOM:RIVERCREE1IndigenizingTeachingPractice:Nehinuw(Cree)UnderstandingsIntheirbook,Teachingeachother:NehinuwconceptsandIndigenouspedagogies,LindaandKeithGouletchallengeEurocentricthoughtandpracticeineducation.Thebook,whichiswritteninaframeworkofNehinuw(Cree)pedagogy,combinesthepracticalexperienceofteacherswiththepertinentNehinuwconceptsofeducation.Inthispresentation,KeithGoulet,afluentNehinuwspeaker,willidentifysomeofthekeyNehinuwconceptsandexaminethedeepermeaningoftheseconceptsfromaNehinuwperspective.LindaGouletwillsharehowtheseconceptsapplytoschoolingwithexamplesfromteachingpractice.Inadditiontothefoundationofkisinaumasowin(self-directedlearning)andkiskinaumagehin(teacherdirectedlearning),thefocuswillbemadeonkiskinaumatowin(teachingeachother).CreerelationalmodelsandtheextensiveinteractivenatureofNehinuwthought,practiceandunderstandingwillbepresented.KEITHGOULET,NEHINUW(CREE)FIRSTNATIONSUNIVERSITYOFCANADACO-PRESENTER,LINDAGOULET,FIRSTNATIONSUNIVERSITYOFCANADAROOM:RIVERCREE2KemaExperiences-Whereknowing,creatingandsharingcomestogetherinnatureKemaExperiencesisamulti-sensory,interactive,digitally-enhancedmobileartexhibitfeaturingcontemporaryartisticexpressionsoftheDane-zaabushcampculture.Itshowcasesinnovativeandcreativeapplicationofhunter'swisdomusingvirtualrealityandtechnologyleavingpeoplefeelingrooted,connected,transformedandenergized.Kemaisagoodplacephysically(e.g.idealhunter'scamp)aswellaswherewewanttobewhennegotiatingourwaybetweenorbalancingtheneedsof1)thephysicalandspiritualbeing,2)themindandtheheart,3)ourselvesandourcommunity,4)ourcommunityandtheoutsideworld,and5)thephysicalworldanddreamworld(Nachine).KemaExperiencesisdesignedtofostergreaterpersonalresiliencethroughatransformativeconnectionwithourheritageandtheacquisitionofculturalartsandtechnologyskillsthatcontributetohealth,wellnessandemployability.Itisalsodesignedtocreategreaterunderstandinganddeeperconnectionswithpeopleoutsideofourcommunity(reconciliation).Theprojectisasmallpieceinthebiggerpictureofreclaimingpastandtransformingforwardwithgreaterclarityinsocialengagementinthecommunitythatwillhelpusdevelopinnovativeculturalartstourismeconomy.GARRYOKER,SIMONFRASERUNIVERSITY(DOIGRIVERFIRSTNATION,BRITISHCOLUMBIA)C0-PRESENTER,DR.KATEHENNESSY,SIMONFRASERUNVIERSITY(TREATY8TRIBALASSOCIATION)

ROOM:RIVERCREE3LanguageDeconstructed:UnpackingColonialCodesinIndianistMusicandProductionTheimpactsofcolonialismonIndigenouspeopleshavebeendeeplyfeltglobally.ForIndigenouspeoplesofNorthAmerica,includingCanada'sFirstNations,MétisandInuit,theon-goingexperiencesofcolonizationcarrieswide-reachingsocial,political,cultural,andeconomicimplications,impactingIndigenousexpressionsofidentity,sovereignty,andequityissues.Buildingonqueertheories,decolonizationandvisualmethodologies,weexaminehowheteronormativityinmusichascontributedtotheerasureofIndigenousqueeridentities,whichhasreinforcedandperpetuatedstereotypicalexpressionsofgenderandsexuality(e.g.,rigidgenderbinariesimposedonIndigenouspeoplesandcultures).Further,weexamineIndianistpiano/vocalsheetmusicproducedduringthelate19thtoearly20thcenturiesbyfocusingonimages(i.e.,design,illustrations)featuredonthecoversofIndianistmusic,andthemesexpressedinlyricsthathavecometorepresentracial,genderandsexualitystereotypesofIndigenouspeoplesinthemainstreamCanadianandUSimaginaries.InthisworkshoppresentationwesharemethodsusedtodeconstructandanalyzelanguagepresentinIndianistsheetmusic,anddiscusshowthisreinforcesheteronormativeexpressionsofgenderandsexuality.SPYDÉNOMMÉ-WELCH,BrockUniversity(Anishnaabe)CO-PRESENTER,ELIZABETHGOULD,UNIVERSITYOFTORONTOCO-PRESENTER,KEVINHOBBS,BROCKUNIVERSITYROOM:RIVERCREE4Treaty101:Spirit&Intent-UnderstandingTreatyRelationshipTreaty101:SpiritandIntent-UnderstandingTreatyRelationshipwilleducateandenlightenallpartcipants.Understandingtreatyandtherelationshipofiscrucialmovingforwardastreatypeoplesifthereistobeeffectivechangeforthegeneraionscoming.Anintimatelookattreatythedaybeforesigning,thedayofsigningandthedayaftersigningisvitalinunderstandinghowthetreatyrelationshipbetweenFirstNationsandtheBritishCrownchangedincontext,understandingandintent.Inordertoprotectthesacredtreatywemustknowwhatistobeprotected.MR.CORYARCAND,KIPOHTAKAWEDUCATIONCENTRE(ALEXANDERFIRSTNATION)ROOM:ENOCHA21yearsofpostgraduateteachingbyprivilegingAustralianAboriginalandTorresStraitIslanderwaysofknowing,seeing,being,doing.21yearsago,theUniversityofSydney'sSchoolofPublicHealthestablishedtheGraduateDiplomainIndigenousHealthPromotion(GDIHP).ItwasdevelopedtoalignwiththekeyvaluesandprinciplesthatunderpineffectiveIndigenoushealthpreventionandpromotion:self-determination,socialjusticeandequity.ThegraduatediplomaattractsAustralianAboriginalandTorresStraitIslanderhealthworkersandotherswhohavearoleinpromotingthehealthoftheircommunities.NootherAustralianuniversityoffersaGraduateDiplomainIndigenousHealthPromotion.DevelopedinconsultationwithAboriginalandTorresStraitIslanderhealthprofessionals,thiscourseisbasedonnationalandinternationalbest

practiceinIndigenoushealthpromotion.After21yearsofsuccessfuldeliverywehavedevelopedanalumninetworkacrossAustralia,creatingacriticalmassofAustralianAboriginalandTorresStraitIslanderpublichealthgraduatesdoingamazingworktoensurethefuturehealthandwell-beingoftheircommunities.OurlongevityislargelyduetoprivilegingAustralianAboriginalandTorresStraitIslanderwaysofknowing,seeing,being,doingasweadministerandteachourprogram.MICHELLEDICKSON,UNIVERSITYOFSYDNEY,AUSTRALIA–SCHOOLOFPUBLICHEALTH(AboriginalAustralian(Darkinjung/Ngarigo)ROOM:ENOCHBCreatingspaceforIndigenousKnowledgeandPerspectives:QuestioningtheQuebecCurriculumSeveralstudiesdemonstratethenegativeimpactofacurriculumwhereIndigenousculturaldimensionsarelittlepresent(Corbière,2000;Battiste,2002;Michell,Vizina,AugustusetSawyer(2008).However,isitpossibletomaintainandevenenhancetheidentityofIndigenousstudentswhilerespectingthecurriculuminplace?Wewillpresenttheresultsofanaction-researchthatwasconductedintwoelementaryschoolsinQuebec,inwhichtheproportionofAnishinabegstudentsexceeds50%.Thegoaloftheresearchwastovalidatehowtheperspectivesandtheknowledgesofthecommunitiescouldbeintegratedintotheregularcontextoftheclass.TheresearchwasconductedbyadoptinganIndigenousresearchperspective(Poirier,2014;Smith,1999).A'hybrid'pedagogy,inspiredbytheIndigenouspedagogyBattiste(2002)aswellasthePlacebasedpedagogyrecentlyupdatedbySomerville(2011),servedasaframeworkforthecollaborativedevelopmentoftwenty-sixteachingandlearningactivities.TheresearchparticipantsperceivedthecommunityandElders'rolefortheintegrationofIndigenousculturaldimensionsintheclassroomascrucial.TheresultsalsocallintoquestioncertainelementsoftheQuebeccurriculum,whichshouldbemorerepresentativeofFirstPeoples'realities.DIANECAMPEAU,UniversitédeSherbrookeROOM:ENOCHCWinterCountBuffaloRobeProjectTheThinkIndigenousconferencepresentationwillincludeaboutnotlimitedtobriefhistoryoftheTruthandReconciliationCommissionandhonouringtheSacredBuffalobylearningabouttheWinterCountBuffaloRobeproject.ThegoaloftheprojectisintendedtobuildrespectfulrelationshipsandreconciliationbetweentheFirstNationspeopleswithintheCatholicChurchandCommunity.ItisanopportunityforconferenceparticipantstoengageindiscussionandlearnaboutthisWintercountanditsfinaldestination.AstheTRCCallstoActionrequireaformalapologyfromhePopetosurvivorsandtodevelopongoingstrategiestoensurethattherecongregationslearnabouttheirchurch'sroleandlegacyofresidentialschools.DENNISOMEASOO,REGINACATHOLICSCHOOLDIVISION(SAMSONCREENATION,CREE)

ROOM:ENOCHDMovingBeyondRhetoricandBuildingMeaningfulRelationshipsThediscussionisaimedatelevatingthedialoguesconcerningreconciliationandbuildingmeaningfulrelationshipsamongstIndigenousandNon-IndigenousthroughIndigenousCulturalCompetencyTrainingmodels.Thefocusistoaddressthebureaucraticrhetoricthatexistswithinadvocacyandlobbyingeffortsthatishinderingpathwaystosustainablerelationshipstowardspartnershipdevelopment.Theaimistodistildialoguestograssrootsonalocal,regionalbasistoinfluencenationalnarrativesofon-goingstatusquo.TheintentistoenhanceselfawarenesswithinindividualstoshiftdialoguesfromdeficitbasedperspectivesofIndigenousPeoplestoonerootedwithinrespectandrecognition.AsaproventraineronNationalstageswithinCanadaatbothpublicandcorporateagency-MichaelEtheringtonhastheprovetrackrecordwithregardstomovingbeyondrhetoricandestablishingtheneedforframeworks,planningprinciplesonchallengingthecurrentstatusquoofrelationshipsamongstIndigenousandNon-IndigenouswithinCanadaMICHAELETHERINGTON,MICHAELETHERINGTONCONSULTING,(MUSHKEGOWUK)ROOM:ENOCHELandBasedEducation,ConnectingtheLand,AnimalsandCulturetoSchoolCurriculum.IwillshowcasehowMakwaSahgaiehcanFirstNationSchoolincorporateslandbasedlearningintoallsubjectareas.Ourprogramiselderled,weteachourstudentswhattheeldersbelieveisimportant.Whattheywanttheirgrandchildrentorememberthirtyyearsfromnowwhentheyaregone.Theconnectiontothelandandtheanimals.Theytellmewhatisimportanttothem,theyassistandgivedirectionsonthebestwaytoteachit.Idoastheyask,thenworkwiththeteacherstocomeupwithaplanthatcandeliverthespecificoutcomefromthecurriculumandtheelders(i.e.,knowthepropertechniquetoavoidcuttingoneself,knowwhentohuntanimals).Myapproachisthinkindigenousfirst,Ithinklikeaneyihowfirst,thenconnectthecurriculumtothelearningoutcomeandsubject.Iwillgooverthisprocessindetailduringthepresentation.Wehavehosteddifferentlandbaseactivitiesandhaveinvitedotherschooldivisionstoattendandeachtimeithasbeenverysuccessful.Iwillsharemyknowledgeaboutwhywehavesuchastronglandbasedprogram,howIhavegainedthisknowledgeovertheyearsinhunting,trappingandpracticingourculture.HavinganeducationdegreeputsmeinasituationwhereIwanttosharewhatIknowbecauseitgotmetowhereIamtoday.Iwanteveryonetosucceed,butitallstartswithwhoyouare,andyourIdentity.Throughlandbasededucationthestudentshavetheopportunitytolearnabouttheircultureandgainasenseofbelonging.DELANEGRAHAM,MAKWASAHGAIEHCANFIRSTNATIONSCHOOL(CREE)ROOM:ENOCHFDecolonisation,Reconciliation,andImmigrantWomen'sEmpowermentThroughaSharedPieceofLand:SharingaTransformativeJourneyThepaperisbasedonanauto-ethnographicreflection,whichshowshowparticipatingincommunitygardeningcansupportsocialandenvironmentallearningaboutreconciliation,decolonization,and

immigrantwomen'sempowermentinmeaningfulandsynergisticways.Throughmyauto-ethnographicreflections,Ishowhowcommunitygardeningprovidesacriticalcontextfornavigatingthechallengesandprocessesofdiasporicidentityconstruction,conditioningwomen'sempowermentinresistancetoinequitablecommunitypoliticsandpatriarchalsocialstructures.Internationalstudents,newcomers,andchildrenwhoworktogetherinourcampuscommunitygardenlearnnotonlyhowtheirfoodisgrownbutalsodifferentformsofsharingcross-culturalknowledgesacrossgenerations.InthispaperIoutlinewhy,asaCanadiancitizenanddiasporicwoman,Ifeelitisimportantformetolearnaboutdecolonizationandreconciliation.Diasporasoftheinteriorandacrossnationstatestranscendboundariesincontextswherewomenarebothtargetsofmulti-layeredsystemicoppressionandagentsengagingnewidentitiesandspaces.ThispaperattemptstotransmitwhatIhavelearnedaboutbuildingtransnationalsolidaritiesusingthecommunitygardenasastartingpointforpracticesthatenabledeeperunderstandingsofhybridizedexperiencesamongnewcomerimmigrants,refugees,settlers,andIndigenouspeoples.Iwouldarguethatacommunitygarden,includedinformalandinformallearningspaces,couldhelpdevelopsocialcapitalthroughaproductivewayoflearningmutually-respectfulapproachestosustainability.Intercultural,inter-generational,andtransnationalexchangesaboutsustainingcommunitiesandecosystemsareatthecoreofdecolonization,reconciliationandempowerment.JEBUNNESSACHAPOLA,PHDFELLOW,WGSY,UNIVERSITYOFSASKATCHEWANROOM:STRONGWOODSRemoteIndigenousStudentsinAustraliaandBoardingSchools:TheQuestionofCapitalBenefitsContemporaryboardingschoolsinthe21stcenturyareincreasinglyunderstoodasinstitutionswherestudentsliveandlearnforanacademiceducation(Bass,2014).Bassfurtherhighlightedthatalthoughmanyeducationinstitutionsholdacommongoal,boardingschoolshavevaryingpurposesfordifferenttargetgroups.Despitethespectrumofpurposeandthegroupstheyaretargetedfor,BourdieuandPasseron(1990)assertedthatcapitalbenefitsaretransmittedandacquiredinsuchinstitutions.ThenotionofcapitalbenefitopportunitiesineliteboardingschoolscanbearguedasoneofthemajorfactorsthatinfluencedboardingdestinationsforIndigenousstudentsfromremotecommunities.AsOsborne,Rigney,Benveniste,Guenther,andDisbray(2018)highlighted,"theacquisitionofWesternsocialandculturalcapital...largelyunderpinsthelogicofadvocatingforboardingprograms"forremoteIndigenousstudentsinCentralAustralia(p.12).Accordingtotheseauthors,in2016morethan80remotestudentsfromCentralAustraliawereboardingineliteprivateschoolslikeTheGeelongCollegeandStPatricksCollegeinVictoriaandScottsCollegeandTrinityGrammarSchoolinNewSouthWalesthroughsponsorships.Giventheexcessivecostofthispolicy,onehastoquestiontherationalebehindinvestinghugesumsofmoneytosendremoteIndigenousstudentsinterstatewhenthereareboardingschooloptionsavailablewithinthestate/territoryinregionaltownsandcities.Whiletherecouldbemultiplebenefitsofsuchamodelofaddressingremoteeducationalneeds,theextentofcapitalbenefitsstudentsacquiresremainunknown(Osborneetal.,2018).Buildingcapitalbenefitsinlearninginstitutionlikeboardingschoolscanbeacomplicatedprocess.Itrequiresengaging,makingconnectionsandbuildingrelationshipwithpeople/events/groupsetc.foropportunitiestobecreated(Bass,2014).Simplybeingpartofthatenvironmentwillnotmaximiseopportunitiesforcapitalsbenefits.WhetherremoteIndigenousstudentsareequippedwiththenecessaryskillsandknowledgetoaccesscapitalbenefitsinaboardingschoolenvironmentisunknown(Osborneetal.,2018).Nevertheless,onethingisforcertain,everyyearagoodnumberofremoteIndigenousstudentswillcontinuetobesentinterstatetoattendprivateeliteboardingschools.ThisislikelytobethetrendinthecomingyearswiththecurrentsupportofstateandterritorygovernmentsinAustralia.WILISULUMA,UNIVERSITYOFENGLAND,ARMIDALENSW,AUSTRALIA

BREAKOUTSESSIONS#31:00PM–1:50PM

ROOM:RIVERCREE1WhiteCorn:CommunityEducationandSustainabilityThroughIndigenousFoodSystemsIndigenouscommunitiesfacehighratesofchronichealthconditionsthatcanbedirectlyrelatedtofoodinsecurity.Colonizationisoftenfoundatthecoreoftheseissues.Fortunately,theindigenousfoodsovereigntymovementhasincreasedtheattentiontotheneedforaccesstothesehealthyandculturallyappropriatefoodsandre-educationofhowtheyaregrownandharvestedinaccordancewithindigenousagriculturalpractices.TwoacademicscholarsfromtheOneidaNationinWisconsinwillsharetheworktheyhavedonedemonstratinghowtheyhavesupportedtheresurgenceinthepopularityofatraditional,heirloomstaple:TuscaroraWhiteCorn.Theywilldiscusstheculturalsignificanceofthethreesisters(corn,beans,andsquash),thetraditionalecologicalknowledgepreservedthroughthecorn,thehistoryofwhitecornintheircommunity,thehealthbenefitsofeatingindigenousfoods,andthewaysinwhichtheOneidacommunityhasbeentryingtogrowmorewhitecorntomeetthecommunity'sincreasingdemand.Thehighlightofthepresentationwillfocusonhowacooperativeof15OneidafamiliescalledOhe•lákuhasbeengrowingwhitecornonlargeplotsoflandandtherecognitionofthisancientprocessasacomprehensive,scaffolded,curriculum.DR.TONIHOUSE,UNIVERSITYOFWISCONSINOSHKOSH(ONEIDANATION)CO-PRESENTER,DR.REBECCAWEBSTER,UNIVERSITYOFMINNESOTADULUTH(ONEIDA)ROOM:RIVERCREE2OralTraditionalStories:ACentralSourcetoIndigenousKnowledgeAppliedtotheDigitalArtifactConstruction.IntroductionConstructionoftheindigenousartifacthasbeeninpracticeforthousandsofyearshowever,manydifferingviewsconcerningthecreationofthedigitallyformattedartifactarebeginningtoemerge.Whilsttheartifactmayembracetheattributesofitsdesigners,ortheintendedusers,orboth.Thekeyissueherewasforprojectinitiatorstounderstandtheuserandtheindigenouscommunitybeingrepresented.Thechallengeariseswhenthedeveloper'sbackgrounddiffersdramaticallyfromthatoftheuser.Themetaphoricaldistanceofboththedesignerfromtheuserscouldposeproblemstodesign,constructionandenjoyment.ProblemStatementTheincreaseduseofITartifactsgloballyhasspurreddebateastowhatdegreeindigenouscommunitiesbenefitfromtheusabilityofsuchartifacts.Thispaperargues,creatorsofITartifactshavereliedsolelyongenericpredefinedattributesofculture,whichmaynotbesufficientforsuccessasindigeneitytakesmanyformswhereeachindigenouscommunitiesunderstandingoftheartifactcanbedescribeddifferently.Anydeviationwouldmisrepresenttheindigenouscommunityconcernedcreatingongoingdisconnectionstobothheritageandtraditionsasaresult.TheSolutionTosolvetheproblemposed,agreementiscentral.AsanexampleadoptinganindigenousworldviewoftheITartifactasanapproachthatinvolvesanunderstandingtowardstraditionalheritage.Thispaperreportsonthedoctorateprogresstodateonworkconnectingindigeneitytotechnology.KEVINSHEDLOCK,VICTORIAUNIVERSITY,AOTEAROA(Aotearoa,NgaPuhi-NgatiPorou–Whakatohea)

ROOMRIVERCREE3RethinkingScienceandEnvironmentalEducationfromIndigenousKnowledgePerspectives:AnexperiencewithaDeneFirstNationcommunityAchallengefacingmanyIndigenousschools,especiallythosethatserveculturally-diversepopulationsisthedisconnectionbetweenschoolsandstudents'homecommunities.AkeytoenvironmentaleducationisIndigenousknowledge-orientedscienceeducation.Despitetheirobvioussignificance,Indigenousknowledge-focusedenvironmentaleducationapproachesremainrelativelyneglectedinscienceeducation.Thepurposesofthispaperaretohelptoaddressthisgapbasedonacommunity-basedscienceandenvironmentaleducationprogramofferedintheDeneFirstNationcommunityinSaskatchewan,Canada.Throughthisexample,thisIndigenousknowledge-orientedapproachseeksapartnershipbetweenstudents'experiencesoflearningscienceinthecommunityandschoolbysynthesisingcriticalandplace-basedlearning.AnIndigenousknowledge-orientedland-basedlearningofscienceandenvironmentalchallengesalleducatorstoreflectontherelationshipbetweenthekindofeducationtheypursueandthekindofplacesweinhabitandleavebehindforfuturegenerations.Keywords:Land-basedPedagogy,Colonialism,Eurocentrism,Westernscience,IndigenousKnowledge,ResearcherResponsibilitiesRANJANDATTA,UNIVERSITYOFREGINAROOM:RIVERCREE4NaturalCuriosity2ndEdition:TheImportanceofIndigenousPerspectivesinChildren'sEnvironmentalInquiryCreatedinextensivecollaborationwithIndigenousandallyscholars,thesecondeditionofNaturalCuriositysupportsastrongerawarenessofIndigenousapproachestochildren'senvironmentalinquiry.WithanewlyexpandedIndigenouslens,thenewresourceinvitesgenuineandmultipleentrypointsforeducatorstobegintorespondtotheTruthandReconciliationCallstoActions,specificallyaddressing"teachertrainingneedsrelatedtobuildingstudents'capacityforinterculturalunderstanding,empathy,andmutualrespect."ArespectfuldialoguebetweenWesternandIndigenouswaysofrelatingtonatureinthiseditionchallengesustoask,"Howcanwehelpfuturegenerationsshiftfromsufferingwiththeburdenof"stewardshipfortheenvironment"toalifeofactiveparticipationin,coupledwithdeeploveandrespectfor,MotherEarth?"Thissessionwillengageparticipantstobuildgroupknowledgearoundhowenvironmentalinquiry,deepenedbyIndigenousperspectives,cansupportashiftawayfromactsofstewardship,towardsrelationshipsofreciprocityacrossTurtleIsland.HALEYHIGDON,DR.ERICJACKMAN,INSTITUTEOFCHILDSTUDYLABORATORYSCHOOL,OISE-UNIVERSITYOFTORONTOCO-PRESENTER,BRIANNAOLSON-PITAWANAKWAT,DR.ERICJACKMAN,INSTITUTEOFCHILDSTUDYLABORATORYSCHOOL,OISE-UNIVERSITYOFTORONTO(WIKWEMIKONGUNCEDEDFIRSTNATION)

ROOM:ENOCHALandBasedEducation,Language&CultureThefocusofthissessionwillbeonlandbasedlearning.PresentersfromkihiwwacistonschoolwillspeakabouttheinfusionofLandBasedLearningthattheyhaveprioritizedandmadeapartoftheirweeklyclassroomroutines.ThissessionwillofferaninsightintotheoperationandimplementationoftheirLandBasedLearninginitiative.TheirstudentslearnaboutLanguage,HistoryandCultureformlocalandsurroundingElders/Expertsonwaysofknowing.kihiwwacistonutilizespartnershiptobuildrelationshipandopportunityforthetwosurroundingPrairieSpiritSchoolDivisionschoolsindigenousandnon-indigenousstudentsalike.Thefocusisona"handson"approachtosharingtheskillswherestudentsnotonlygettoseebutactivelyparticipateinlandbasedactivities.Theactivitiesinclude(butarenotlimitedto):feasts,pipeceremonies,outdooreducation,medicinepicking,storytelling,survivalskills,traditionalknowledgesharing,Creelanguageinstruction,firstnationprotocolandmethodologies.Furthermore,thepartnershipsprovideopportunityforthesurroundingschoolstafftoengageinprofessionaldevelopmentin:culturalorientation,culturalsensitivity,toleranceandansweringthecalltoactionineducationlaidoutbytheTRCreport.Lastly,theMuskegLakeCreeNationandthePrairieSpiritSchoolDivisionwerefortunatetopurchaseaCulturalCenterthroughtheInvitationalSharedServicesInitiative.TheculturalcenterislocatedintheheartofMLCNandprovidesaYearroundfacilityfortheLandBasedEducation.KARENMORIN,KIHIWWACISTONSCHOOL,(MUSKEGLAKEFIRSTNATION,CREE)CO-PRESENTER,GLORIAGREYEYES,KIHIWWACISTONSCHOOL(MUSKEGLAKEFIRSTNATION,CREE)ROOM:ENOCHBWhatisIndigenous?Whatisyourunderstandingof“IndigenousKnowledge?WhatroleorfunctiondoesIndigenousKnowledgeserveincontemporaryAboriginalcommunities?Offeredasthecoreofthispresentationisthefollowingargument:allhumansareessentiallythesameandsharethesamebasiccapacityforthinkingandfeelingaswellasforsocialandmoralreasoning(Brown1991).Inthispresentation,wefocusonhumandiversity.Byhumandiversity,wemeanbothbiologicalandphysicalvariationsandtheirsignificanceinvariousnaturalandsocialenvironmentsaroundtheworld.Theproblemsofhumandiversityarecomplex,widespread,andcontinuing.Thepurposeofthispresentationistomeetthechallengeofhumandiversitybysupplyingthenecessaryinformation,concepts,andperspectivestogaspthedynamicsofhumaninteractionatbothgroupandpersonallevels.Attheendofpresentation,youwillbebetterabletothinkanalyticallyandcriticallyaboutdifferencesandsimilaritiesamonghumangroups,toappreciatepersonallytherisksandtherewardsofengagingothers,andtounderstandthenecessityformakingtheeffortinthefirstplace.ThepresentationistoelevateyourlevelofconsciousnessaboutIndigenousthinking.ThepresentationwillfocusonIndigenousthinking.MARJORIELAVALLEE,UNIVERSITYOFALBERTADR.CORAWEBER-PILWAX,PROFESSOR,UNIVERSITYOFALBERTA

ROOM:ENOCHCThinkingIndigenous:JiggingMétisAlgorithmsAlgorithmshavelongbeenassociatedwithmathematicsandcomputingscience.Onedefinitionofanalgorithmsuggeststhatalgorithmsareaprocessorsetofrulestobefollowedincalculationsorotherproblem-solvingoperations.Whilewecurrentlyassociatealgorithmswithcomputers,humanbeingsalsoengageinalgorithmicacts.Forexample,theMétishavecreatedalgorithmsininventing,creatingandlivingwiththeland:theRedRivercart;loghouses;sewingandbeadingmoccasins.Whilecomputeralgorithmsareinorganicandlackspirit,feelingsandconsciousness,JiggingMétisAlgorithmsarehuman/organicalgorithmssincetimeimmemorialandinherentinthelivingbeingandpossessthesamefouraspectsofMétisandconsciousness.Métisalgorithmswereinherentinmindpictures,insightsandvisionsofdancingnumbers,mathematicsandcalculationprocessesbyasetofrules,oftenverballyexpressedintheMichifandCreelanguages.Métisalgorithmswerepartneredandbraidedwithotherknowledgesystemslikewesternscientificknowledge.WewilldescribeandexploretheconceptofMétisalgorithmsinthissession.ELMERGHOSTKEEPER,UNIVERSITYOFALBERTA(BUFFALOLAKEMÈTISSETTLEMENT)CO-PRESENTER,FLORENCEGLANFIELD,UNIVERSITYOFALBERTA(MÈTISNATIONOFALBERTA)ROOM:ENOCHDLearningfromtheland:IndigenousscienceandteachereducationatkâmwâtanahkLand-basedlearningisincreasinglybeingrecognizedasanimportantcontextforIndigenouslearningthathasfar-reachinghealthbenefitsforall.Thispresentationisfocusedontheexperiencesofoneoftheinstructorsofacourseforpre-servicescienceteachers.ThecourseisdesignedtohelpteachersrespectfullyincludeIndigenouswaysofknowingintheirscienceteaching,andprovidesaspacefortransformativelearningamongbothstudentsandinstructors.Thecourseincludesonedayofurbanland-basedlearninginandaroundSaskatoon,andtwodaysofwildernessland-basedlearningatthekâmwâtanahkLand-basedLearningLab.kâmwâtanahkislocatedonabeautifulquartersectionanhournorthofSaskatoonwherestudentslearnwithknowledgekeepersandscientists,andhavetheopportunitytoconnectwiththefloraandfaunaofdiverseecosystems(e.g.,aspenforest,nativeprairie,andwetlands).Instructorandstudentexperienceswillbehighlightedthroughphotos,videos,andstories.LINDSEYHELLER,SIMONFRASERUNIVERSITYCO-PRESENTER,DR.JEFFBAKER,CHAIRINABORIGINALEDUCATION,COLLEGEOFEDUCAITON,UNIVERSITYOFSASKATCHEWAN

ROOM:ENOCHEIndigenousEducatorEngagementTheElementaryTeachers'FederationofOntario(ETFO)istheprofessionalandprotectiveorganizationrepresenting83,000educatorsemployedinOntario'spublicelementaryschools.ETFOisacatalystforpromotingdialogueandactiononequityandsocialjusticeinclassrooms,schoolsandcommunities.ETFOalsohasafull-timeExecutiveAssistantwhooverseesFirstNations,MétisandInuitEducation.TobestsupportmembersintheirlearningaboutCanada'slegacyandrelationshipwithIndigenousPeoples,ETFOhascreatedculturallyappropriateandrelevantresourcesandlearningopportunitiesforOntarioeducatorsthroughworkingrelationshipswithalliesandFirstNations,MétisandInuitmembersandorganizations.ToensurethatallmembersareengagedandrepresentedintheFederation,ETFOhasdevelopedprogramsandopportunitiestoengageIndigenousmemberstobecomemoreactiveinvariouscapacities,including:writingandresourcedevelopment,participatinginworkgroupsandcommittees,presentingworkshops,andparticipatinginleadershipprograms.OneoftheprogramshighlightedinthissessionwillbeETFO'sAnnualLeadershipSymposiumforFirstNations,MétisandInuitWomenMembers.Participantswilllearnabouttheseengagementapproaches,andtheimportanceofhavingIndigenousmembersinvolvedinvariousleadershipcapacitiesineducation.RACHELMISHENENE,ELEMENTARYTEACHERS’FEDERATIONOFONTARIO(EABAMETOONGFIRSTNATION)ROOM:ENOCHFGwaayaksichikweyan-MakingThingsRightThispresentationwillshowcaseanewcomprehensiveresourcedesignedtosupportteacherswiththeimplementationoftherevisedSocialStudiesandHistorycurriculuminOntariostemmingfromtheTruthandReconciliationCommission'sCallstoAction.Strategiesandresourcesonhowtoappropriatelyandrespectfullyembedthisintocurriculumcontentwillalsobeexplored.Thisworkshopwillshareabouttheimportanceofinitiating,establishingandmaintaining,meaningfulandmutuallybeneficialpartnershipswitheducators,students,FirstNationcommunitiesandorganizationsasasalienttenetofreconciliationineducationsystems.JODIEWILLIAMS,FNMIEDUCATIONASSOCIATIONOFONTARIOCO-PRESENTER,TESAFIDDLER,FNMIEDUCATIONASSOCIATIONOFONTARIOROOM:STRONGWOODSAnishinaabewinintheAcademyThispresentationexplorestheprecarityofdoing‘doubleduty’bylivingintwoworldsandinterruptingtheviolenceofbenevolenceintheacademy.ThejourneyofanIndigenousscholartraversingtheinvisibleborderlandofAnishinaabewin(beliefinanAnishinaabewayofcomingtoknowandphilosophy

basedonAnishinaabemowin)andthewesterninstitutiontobuildeducationalandresearchbridgeswillbesharedinstory.TheTraditionsandstoriesofElderscontinuetoinformAnishinaabeidentity,consciousnessandcontinuanceasdiscourse.Thepresenter’sdoctoralresearchdemonstratesIndigenousresearchmethodologybasedonAnishinaabewintheorytoillustrateimportantconnectionsbetweenIndigenousKnowledgeandbroaderhumanandIndigenoustraditions.SharlaisparticularlyinterestedinworkingfromwithinanIndigenousparadigm,or,alternativereality,towardseducationaltransformationbycreatingspaceforIndigenouspathwaystoknowledgeproduction.ThegoalofthispresentationistobuildunderstandingofmethodsthatshapeconceptualspaceforIndigenouswaysofknowing,beinganddoingsuchasstoryworkCirclepedagogyandwholisticIndigenouspedagogicalapproaches.ThisissharedtosupporttheworkofIndigenousscholarsinhighereducationandtopromotetransformationatalllevelsofeducation.SHARLAPELTIER,UNIVERSITYOFALBERTA(CHIPPEWA/ANISHINAABE)

BREAKOUTSESSION#42:00PM–2:50PM

ROOM:RIVERCREE1CentringIndigenousVoicesinPublicSchoolSystemsUsingexamplesofIndigenous-focusedcollaborativeinquiry,thisinteractivepresentationwilldemonstratehowrelationshipsandstudentvoicecanguidetheworkinschoolsandclassrooms.WewilltalkabouthowlocalrelationshipswithIndigenouscommunitypartnersanchoredtheworkintwopublicboardsasteachersandstudentsworkedthroughcentralinquiries:Howdoesknowingourpastimpactourpresentandourfutureactions?Howwillafocusonrelationshipsandcontractsallowstudentstodevelopasenseoftheirroleincommunity?WewillsharethedifferentdirectionsthelearningswentandhowthismodelthatcentresIndigenousvoiceschangesteacherpractice.COLINDACLYNE,UPPERGRANDDISTRICTSCHOOLBOARD(KITIGANZIBIFIRSTNATION)CO-PRESENTER,TROYMARACLE,HASTINGSANDPRINCEEDWARDDISCTRICTSCHOOLBOARD,(MOHAWKSOFTHEBAYOFQUINTE)ROOM:RIVERCREE2CirculatingTogether:IndigenousandNon-IndigenousWaysofKnowing,Being,andDoing,inCanadianScienceandMathematicsEducationOurresearch,supportedbytheSocialSciencesandHumanitiesResearchCouncilofCanada,wasareviewofacademic(publishedinacademicbooksandjournals)andgrey(newspapers,websites,etc.)literature(2006–2007)torespondtothequestion:howIndigenousandnon-Indigenouswaysofknowing,being,anddoing,havebeentakenupinscienceandmathematicsteachingandlearning,inK–12andteachereducation?Ourpresentationwillfeaturetheresultsofthisreview:theimportanceofrelationship,place,andprocesstowhatisoccurringintheCanadiancontext.Thesethreeelementswerevisibleintheemergingthemes:culturallyrelevanteducationandethical/culturalrelationality;

language;continualteacherlearning/effortatalllevelspre-serviceandin-service;andunlearningcolonialismanddecolonizing.ThereisanurgencyregardingthisworkgiventheTRC's(2015)CallstoAction.Educationalorganizationsacrossthecountryhaveestablishedtaskforcesandcommitteesfocusedonreconciliation,andwhatthatmeansintermsofteachingandlearning.Ourresultshavethepotentialtopointtheseorganizationsinthedirectionofexistinggoodworkandsuggestwaysforengagingintheprocessesofreconciliationmeaningfullywithinmathematicsandscienceteachingandlearning.FLORENCEGLANFIELD,UNIVERSITYOFALBERTA,(METISNATIONOFALBERTA)CO-PRESENTERS,DAWNWISEMAN,BISHOP’SUNIVERSITY;LISALUNNEYBORDEN,STFRANCISXAVIERUNIVERSITYROOM:RIVERCREE3LinksbetweenIndigenousWomen,Well-BeingandMotherEarthInthispresentation,Dr.CathyRichardson/Kinewesquaowilltalkabouttheimportantconnectionsbetweentheholistichealthandwell-beingofIndigenouswomenandMotherEarth.Cathysharesinformationaboutherexperienceofcancer,historicallinkswiththeminingindustryinUraniumCity,herworkasatherapistwithsurvivorsofcolonialism.ShesharesheranalysisabouttheparallelsbetweenthetreatmentofwomenandthetreatmentofEarthandwhatthismeansforIndigenouswomen'sempowermentandexpressioninCanada.Sheisaco-developerofresponse-basedpracticeand,assuch,discussestheimportanceofIndigenouswomen'sresistancetomistreatmentandmisogynywhilesharingpositiveexamplesofcommunityaction,Indigenouswomen'sleadershipandactsofcollectivecare.CATHYRICHARDSON,UNIVERSITYOFMONTREAL(METISNATION)ROOM:RIVERCREE4Avoidingmovestoinnocence:SettlerprincipalsandCallstoActionEducationhasbeenwidelytoutedasthekeytoreconciliation.Butisreconciliationjustanotherformofcolonization;afinalattempttopacifyIndigenouspeoplesand"nothavetodealwiththis(Indian)problemanymore"(Tuck&Yang,2012,p.9)?.Likewise,thereismuchcontentionaroundtheroleofsettlersinreconciliation.TuckandYang(2012),forinstance,outlineseveral'movestoinnocence'bynon-Indigenouspeoplesthatattemptto"relievethesettleroffeelingsofguiltorresponsibilitywithoutgivinguplandorpowerorprivilege,withouthavingtochangemuchatall"(p.10).Yet,withoutwholesalerevolution,theproblematicunder-representationofIndigenouspeopleswithintheteachingprofessionmeansthatnon-IndigenousprincipalshaveinheritedthetaskofsupportingtheimplementationoftheTRCCallstoActioninCanadianschools.Howthenmightnon-Indigenousprincipalsgoaboutdoingsoinethicalandauthenticways?DrawingondatacollectedaspartofanongoingSSHRCfundedstudy,wetroubletokensettlerengagementandhighlighttheimportanceofrelationship,reciprocity,andIndigenouscommunityleadershipasintegralcomponentsofreframingtraditionalstructuresofhierarchyandthecolonialityofauthorityinschools.PETERTURNER,UNIVERSITYOFREGINA,(CREE)CO-PRESENTER,PAMELAOSMOND-JOHNSON,UNIVERSITYOFREGINACO-PRESENTER,MICHAELCAPPELLO,UNIVERSITYOFREGINA

ROOM:ENOCHABetweenTwoWorldsBetweenTwoWorldsfocusesonstrategieswecanusetohelpourstudentshaveasuccessfullifeandastrongsenseofprideinwhotheyare.IwillbesharingmypersonaljourneyofgrowingupwithoutknowingwhoIwasandhowattendingSUNTEP(SaskatchewanUrbanNativeTeachersEducationProgram)providedmewiththeopportunitytofindmyself.Inbeingreconnectedtomyculture,itsparkedapassioninsideofmethatsentmetoAotearoa(NewZealand)lastsummertolearnfromourMāoribrothersandsisters.Ihopetosharemypassion,myexperiences,andmyvisionofSovereignIndigenousEducation.CURTISVINISH,SASKATCHEWANURBANNATIVETEACHEREDUCATIONPROGRAM,USASKROOM:ENOCHBTeachingAstronomyThroughanIndigenousLensAstronomyistheworld’soldestscienceanditisfundamentaltothetraditionalconsciousoftheIndigenouspeoplesofCanada.Thematerialevidenceofmedicinewheelsandothermanipulatedlandformsprovideaninsightintotraditionalwaysofunderstandingindigenousviewsoftheuniverse.Thepatternsofmotionofcelestialobjectswereusedasacalendar,clockandforwayfinding.Engagingstudentsinthesecomplexconceptsofskyscienceischallenging.EmployingIndigenoustraditionalcosmologyalongwithcontemporarydiscoveryhelpsstudentstocomprehendpracticalapplicationsofskyscience.JenniferHowseisaneducationspecialistwhohasofferedastronomyprogrammingattheRothneyAstrophysicalObservatoryforthepastthirteenyears.ShewillshareherinsightsandresourcesrelatedtoAstronomyeducationthroughanIndigenouslens.JENNIFERHOWSE,ROTHNEYASTROPHYSICALOBSERVATORY,UNIVERSITYOFCALGARYROOM:ENOCHCLandandLife:ExploringasenseofplacethroughPhoto-VoicewithNeehithuw(Cree)youthManyFirstNationsleaders,communitymembersandyouthhaveexpressedaneedforawiderrangeofeducationalopportunities(Finlay&Akbar,2016)thatcanincludeactivitiesthatmovebeyondtraditionalwesternmodels(Goulet&Goulet,2014).SchoolcurriculainIndigenouscommunitiesarethereforeincorporatingalternativepedagogiessuchastheartsthatnotonlyallowyouthtoexploreandexpresstheirrealitiesandinterestsbutthatalsoofferthemholisticwaysoflearningandknowing(Yuenetal.,2013).ThispresentationlooksatonesuchexamplethattookplaceataFirstNationshighschoolinaNeehithuw(Cree)communityinnorthernSaskatchewanthatofferedasix-weekcourseinCommunicationsMediathatfeaturedanadaptationofphotovoice(Wang,1997;JenningsandLowe,2013)andfilmmakingtodeveloppositiverelationshipsandpromotefeelingsofwellbeinginthephysical,intellectual,social/emotional,andspiritualaspectsofbeing.Wewillhighlightthecontentofthephotosproducedbythestudents,thebenefitsofthecourse,andthechallengesfacedbytheteacherandstudentsduringtheprocess.LACEYENINEW,SENATORMYLESVENNESCHOOL,LACLARONGEFIRSTNATION(CREE)WARRENLINDS,CONCORDIAUNIVERSITYLINDAGOULET,FIRSTNATIONSUNIVERSITYOFCANADA

ROOM:ENOCHDTraumaInformedArtLessonsAngelaHall,throughherstudieswithDr.JaneSimington'sTraumaRecoveryCertificationProgram,KutenaiArtTherapyInstituteandSpiritualInformedCreativeArtsGraduateCertification,St.StephensandasaTeacher,ConsultantandAlbertaEducationManagerwith25yearsexperiencesinFirstNations,MetisandInuitEducationhasdevelopedanumberofArtactivitiesforstudentsgradesK-12thatutilizesIndigenousWaysofKnowing,nature,visualization,meditationandtraumainformededucationtosupportsstudentsinthefollowing:self-regulation,feelingsafeatschool,trustingonesownknowing,developingandmaintainingholisticbalance,developinghealthyboundaries,deepensawarenessofselfandothers,deepeningawarenessoftherichnessinIndigenouslanguage,culture,Elders&KnowledgeKeepersandconnectingtonatureasateacherforhealthyliving.ANGELAHALL,EDMONTONCATHOLICSCHOOLS,METISNATIONOFALBERTAROOM:ENOCHEYoungIndigenousWomen'sCircleofLeadership:CreatingspaceforIndigenousLanguage,TraditionsandCeremonyThispanelwilldescribetheYoungIndigenousWomen'sCircleofLeadership(YIWCL)programanditsimpactsonparticipants.YIWCLisaneducationalCreeimmersionprogramwhoseobjectivesaretomobilizeIndigenouslanguagesandIndigenousknowledgetransfer.YIWCLoffersauniquepedagogicalapproachtoCreelanguageimmersionthroughtraditions,ceremony,andknowledge.Furthermore,itisourhopethatsuchpedagogiesandprogramdevelopmentideaswillinformIndigenouseducationandlanguagepoliciescurrentlyunderdevelopmentinCanadaandbeyond.ROCHELLESTARR,UNIVERSITYOFALBERTA,LITTLEPINEFIRSTNATION,BIGSTONECREENATION,GREENLAKE,SADDLELAKECREENATIONCO-PRESENTERS,DARLENEAUGER,SUSANSINCLAIR,ELDERMARGARETCARDINALROOM:ENOCHFLateralViolenceinIndigenousPost-SecondaryEducationAsaby-productofcolonizationinNorthAmerica,lateralviolencecontinuestoflourishthroughpowerimbalanceswithinIndigenouscommunities.Bullying,gossipandharassmentaresomeofthetacticsusedtodemoralizeothersandreinforceestablishedpowerdynamics.Traditionalwaysoflivingthatfocusoncollectivewell-beinghavebeenmostlyreplacedbyneoliberalideologythatsupportspatriarchalbehavior.CombinedwiththeassimilativepoliciesbeingpushedthroughbytheCanadianGovernment,lateralviolenceactsasabarriertoIndigenoushealing,resurgenceandliberation.ByexploringlateralviolenceasaformoftraumadefinedbyReneeLinklater(2014),wecanbegintocreateapathwaythatallowsforintrospectionintoharmfulpracticesweasIndigenousPeoplesareengagingintoidentifywaystoovercomethistrauma.ThebarriersthatlateralviolencecreatesinIndigenouspost-secondaryeducationwillbeexaminedinthispresentation.ByutilizingthePeacemaker'sstoryformetaphoricalcomparisonwithourcurrentreality,thepotentialforIndigenouscommunitiestohelporhindereducationalsuccesswillbediscussed.EVANJAMIESON-ECKEL,MCMASTERUNIVERSITY,ROTINONSHONNI

ROOM:STRONGWOODSResurgenceThroughIndigenousPoiesis:AnIndigenousMetissage

IndigenousArts-basedInquiryprocesses,asknowledgepractices,areecologicalencountersofprofoundreciprocalrelationalitythatacknowledgetheactofco-creatingthroughlivingembodimentsofIndigenouspoiesis.WhatisprovokedinIndigenousArtsInquiryarepotentialencountersthataskustofullyengageinenactmentsofmakingsuchthattheceremonyofthesesacredpracticesmakesandunmakesus.Thisradicalparticipationthroughtheofferingofourhumblehumanityallowsustomoveintothelivingintensityofprofoundrelationshipwiththegreatfluxofbecoming.Itisinsuchpowerfulactsofattunementthatweentrainwiththeacousticecologyofpolyphoniccreation.Thehumanandthemorethanhumanarealllivingenactments,possiblepathwaysofbeingandbecoming,teachingsoffered,soundingthroughsonicresonanceandreverberation.Indigenousmodesofartisticinquiryengageusinprocessesofcreation,offeringthere-searcheroreducatormultiplepathwaysforexploringIndigeneity.IndigenousPoesisisaparticipatorypedagogicalprocessthatliesattheheartofIndigenousEducation.ItisbyreturningtotheancientteachingsthroughIndigenousArtsInquirythatwelearntoradicallyre-imagineandre-animateourvisionofthefutureforthegenerationstocome.Hereartbecomesecologicalactivism.

VICKIKELLY,SIMONFRASERUNIVERSITY,ANISHINAABE/METIS

BREAKOUTSESSIONS#53:00-3:50

ROOM:RIVERCREE1TheFutureisThunderbirdWomen:IndigenousFeminismDefinedbyIndigenousWomenIndigenousgenderroleshavebeendistortedbycolonialism,boththroughimposedsystemsofpatriarchyandredefininggenderroleswithinIndigenouscommunities.InCanada,theIndianActof1857initiatedasystemofpatriarchywhichresultedinthelossofmatrilinealfamilylinesandIndigenouswomen'srightstorepresenttheircommunityinleadershiproles.Thissystemstillexiststoday,anddespitenumerousattemptstomodifythelaw,theIndianActstillexertspatrilinealbiasonIndigenouscommunities.Inspiteofthis,thereexistsalargevolumeofresearchandliteraturebyIndigenouswomenwhichinvestigatesIndigenousfeminismandtheagencyofIndigenouswomenintheircommunities.ExamplesincludethewritingsofSherryFarrell-Racette(Farrell-Racette2010),LeeMaracle(Maracle1996),BeverlySinger(Singer2001)andCarolRoseDaniels(Daniels2018)aswellasonlinecampaignssuchasRematriate(Rematriate2018).Moreover,manyIndigenouswomeninCanadaarenowsteppingforwardtoaddresspatriarchalsystemsinIndigenousinstitutions,suchastheAssemblyofFirstNations,andoutdatedlawsfavouringmalerepresentationoverfemaleinmeetingwithgovernmentalinstitutions.MyresearchconsidersdecolonizationmethodsinrelationtoIndigenousfeministperspectivesinresearchpractice.ThroughanIndigenousresearchparadigmbasedontheteachingsoftheIndigenousCreemedicinewheel,thispaperaimstodecolonizehomogenousformsofresearchbypromotingIndigenouswomen'sknowledge.ThemedicinewheelinIndigenousteachingsisaphilosophyandapracticalmethodofinterpretingthephysical,mentalandtranscendentaldomains.Forresearchpurposes,themedicinewheeloffersauniquerepresentationofIndigenousepistemology,ontology,axiologyandmethodologyforuseinresearch.Furthermore,followingdecolonialtheoryandIndigenous

methodologiesthisresearchinvestigatestheintersectionsofIndigenousfeminismindecolonizingknowledgeproductionanddismantlingpaternalisticaffectsineducationalinstitutions.IncludingIndigenousapproachestolistening,participationandstorytellingasopposedtostandardizedinterviews,aswellasobservationanddocumentanalysis,thisthesisopensspaceforgeneratingcommunity-baseddefinitionsofIndigenousfeminism.FocusingontheCanadiancontext,IndigenouswomeninSaskatchewanpossessavastamountoftraditionalknowledgeandwaysofknowingwhichhavebeendevaluedsincetheenforcementoftheIndianAct.OnevitalwayofIndigenizingculturalrevitalizationisbyreclaimingIndigenouswomen'sepistemologiesasameansofdecolonizinggenderrolesandnegatingtheimpactsoftheIndianAct.Keywords:Indigenous,methodologies,feminism,intersections,indigenization,decolonialtheory,epistemologies,matriarchy,IndianAct,Canada,SaskatchewanAMANDAFAYANT,UNIVERSITYOFTROMSØ,NORWAY:CENTERFORSAMISTUDIES,CREE/METIS(SASKATCHEWAN)ROOM:RIVERCREE2LandBasedLearningCurricularLinksMadeFunandEngagingThisinteractiveworkshopwillexplorethetopicoflandbasedlearningactivities,conceptbasedlearningofthedraftcurriculum.Traditionalaboriginalgamesandenvironmentalgameswillbeusedtomodellandbasedlearningcurricularlinks.PLCgroupingsandconceptbasedintroductionandmodelingwillbecovered.TERRYLYNNCOOK,NORTHLANDSCHOOLDIVISIONCO-PRESENTER,JULIAMCDOUGALLROOM:RIVERCREE3IntroductiontoDigitalStorytelling:Resources,Tips,andToolsforLearningThroughtheStorymakingProcessCreatingdigitalstoriesgeneratesanopportunityforin-depthlearningengagementaslearnersexploreandreflectontheirstorytopicsthroughthestorymakingprocessandbysharingthestorywithothers.ThisworkshopwilldiscusscollaborativedigitalstorytellingwithIndigenouscommunities,includingresources,tools,andtipsthatcanhelpcreateimpactfuldigitalstories.WewillshareourexperiencesinfilmmakingwithBlackfootyouthattheIinakaasiinakupitsiniikiiPiikaniDigitalLiteracyandCulturalCampinPiikaniFirstNation,andcreatingaugmentedreality(AR)storieswithgraduatestudentsandKnowledgeKeepersfromSaddleLakeCreeNationforTreaty6markerbearsculptures.Beginnertechnicaladviceforrecordingvideo,audioandeditingwillbeshared,aswellasconsiderationsfortheapplicationofOCAPprinciples,consent,collaboration,copyright,anddatastewardshipinthecontextofdigitalstorytelling.ARETHAGREATRIX,UNIVERSITYOFALBERTA,KASHECHEWANFIRSTNATION(ALBANYBAND)CO-PRESENTER,AMANDAALMOND

ROOM:RIVERCREE4Arts-BasedLearningwithIndigenousYouthontheLand–RestoringOurRootsTheinaugural"RestoringourRoots"retreattookplaceonAbenakiterritorysoutheasternQuébecinJuly2018andwaspartofaresearchprojectaimedatincreasingopportunitiesforurbanIndigenousyouthtolearnabouttheirculturesandhistories.Theretreatincludedteachingsaboutceremonies,amedicinewalk,arts-basedworkshops,pow-wowdancing,storytelling,andsharingcircles,amongotheractivities.Theparticipatoryarts-basedactivitiesofferedduringtheretreatopenedupacrucialspaceforyouthtoquestion,exploreanduncovermoreoftheirstoriesbyengaginginvisual,oral,andembodiedsharing.Theseofferingscreatedasafecontainerforbothindividualandcollectivesharingaroundsubjectsoftendifficulttoexpressorembody,fromtheimpactsofracism,genderedandcolonialviolencetothedesiretobelongandfindvoiceintheircultures.Thesethemeswereexploredwithmoreintuitiveapproachesbyrespondingtovisualsandgesturalexperiencesthroughvisualcollages,circlestorytellingandpow-wowdancing.Youthreflectedafterwardsthattheseactivitieshelpedthemaccesspartsofthemselvesandtheirstories,tomaketangibletheirexperiencesincreativewayswhilemakingspaceforthemtobeseenandmirroredbytheirpeers.Manyyouthexpressedthedesiretohavemorearts-basedactivitiestocontinuetouncovertheirroots,sharetheirstories,andconnectwithothers.MOECLARK,CONCORDIAUNIVERSITYNISTAMÎKWAN,METISJOSEPHNAYTOWHOW,STURGEONLAKECREENATION(CREE)ELIZABETHFAST,CONCORDIAUNIVERSITY,MÉTISNATIONCO-PRESENTERS:VICKYBOLDO,CONCORDIAUNIVERSITY,CREE-METIS,BROOKEWASONTIIOSTHADEER,CONCORDIAUNIVERSITY,MOHAWK(KAHNAWAKE)CHRISTOPHERREID,NATIVEMONTREAL,NISGA’ANATIONROOM:ENOCHATeachingCompassionThroughMossBagTeachingsTeachingCompassionThroughMossBagKiskinohamatowinaderivedfromaschoolprojectthatbecameanation-widephenomenonandneedwithincommunities.Itisthroughmymentorsandteachers,thatIcontinuetosharetheseteachings.Myphilosophyhasbeenthat,inordertoheal,wemustlearnourteachings.Kitehayaksaythatourteachingsareundervaluedbymany.Itisuptoustobringthemback.Ieducateandre-tellstoriesofMossBagTeachingstohelptheyoung,namelymothers(ohkawimawak)tobringuptheiryounginagoodway,inthenehiyawway.Ihavefoundoutthroughvariousworkshopsindifferentcommunities,thattheseteachingsareimperativetohavehealthyyoungfuturegenerations.Itisalsoencouragedtohaveyoungmale(ohtawimawak)beinvolvedasparenthoodrequirestwo.Thisworkshopishighlyinteractive,completewithteachingsandlearningtowrapbabiesinamossbag.ParticipantswillbetaughtCreelullabiesfortheirusageintheirhomeand/orintheirclassroom.Further,membersoftheworkshopwillbeequippedwithideasandhopethatwecanmodelcompassioninthehomeandclassroomusingandlivingourTeachingsANGELINCRIER,YELLOWHEADTRIBALCOLLEGE(SAMSONCREENATION,CREE)CO-PRESENTER,DR.LILLIANGADWA-CRIER,(KEHEWINCREENATION,CREE)

ROOM:ENOCHBKiskinwahamâtowin/TeachingOneAnother:CollaborativeLearningintheUniversityofAlbertaLibrariesDecolonizingDescriptionProjectTheUniversityofAlbertaLibraries(UAL)hasalonghistoryofengagementwithIndigenousindividualsandcommunitiesinpartnerships,serviceprovision,andprofessionalplacements;however,werecognizedthatdescriptivemetadatapracticespertainingtoIndigenouspeoplesandcontextsneededtobeaddressedinordertoenhanceserviceforIndigenousUALusers.In2016,theUALformedtheDecolonizingDescriptionWorkingGrouptoinvestigate,define,andproposeaplanofactionforhowtheUALcouldmoreaccurately,appropriately,andrespectfullyrepresentIndigenouspeoplesandcontextsthroughitsdescriptivemetadatapractices.Initsfinalreport,thegroupidentifiedthecriticalneedtoconductoutreachandconsultationwiththeIndigenouscommunitiesinAlbertaandtheNorthinordertoreviseproblematicsubjectheadingsinacollaborativeandequitableway.In2018,theDecolonizingDescriptionProject(DDP)teamwasformedandsetouttoexploreengagementstrategiesandmethodswiththeIndigenouscommunitiesofAlbertaandtheNorth.ByengagingtrueactsofKiskinwahamâtowin/TeachingOneAnotherandcollaborationateverystageoftheinitiative,theDDPteamandUALhopetoenhanceservicesforIndigenoususersoftheUALthatcontributestoawelcomingandrespectfulenvironmentwithinthelibrariesforall.TYSONTHOMAS,MASKEKOSIHK(ENOCH)CREENATION,UNIVERSITYOFALBERTALIBRARIESCO-PRESENTER,SHARONFARNEL,UNIVERSITYOFALBERTALIBRARIESROOM:ENOCHCStoneyNakodaGrizzlyReportandImplementationModelIn2016,theStoneyNakodacompletedastudyonGrizzlyBearsintheKananaskisParkForestarea,aspartoftheAboriginalFundingforSpeciesatRiskprogram.Thestudyutilizedtraditionalknowledgeintheprocessofculturalmonitoringasamethodologywithinthereport.Thistraditionalknowledgeperspective,isnotbasedonWesternScience,andoffersadifferentunderstandingofGrizzlyBearbehaviorandhabitat.Recommendationsfromthereportwillbesharedinthepresentationaswellasrecentdevelopmentsonoutreachinitiatives.Also,animplementationmodelwillbeoffered,asafollowuptothereport.March21,2019isinternationaldayofforests,andagoodtimetoreflectonourcurrentuseofforests,andthewildlifethatweshareforestswith.WILLIAMSNOW,STONEYNAKODA,STONEYTRIBALADMINISTRATIONROOM:ENOCHDTeacherQualityStandard:ProfessionalPracticesinanIndigenousFrameworkTreatySixEducationCouncil(TSEC)locatedinNorthBattleford,Saskatchewanserves12memberschoolswithastudentpopulationof2,600inoursystem.TheTSECTeacherQualityStandard(TQS)documentisresearchbasedandaninnovativeapproachtothesupervisionandevaluationmodelinourschools.ThispresentationisanexplanationofourprocesswiththeTQSandthesixkeyoutcomesthatidentifyprofessionalpracticesthroughanIndigenouscontextineducation.Thestandardssupportteacherdevelopmentovertimewhichultimatelyenhancesstudentlearning.Teachers,principalsand

superintendentsengageinreflectiveconversationsofteacherappraisalsduringthiscollaborativeprocess.Theoverallaimistodevelopresponsiveinstructionalleadersintheclassroomwithourmemberschools.DARCELLAKASOKEO,TREATYSIXEDUCATIONALCOUNCILCO-PRESENTER,NOELLAMITSUINGCO-PRESENTER,TYLERCAMERONROOM:ENOCHEWabanakiLanguageInitiativesofNewBrunswickMypresentationhighlightstheeffortsofTNEGIintherevitalizationofMi'kmaqandMaliseet(Wolestequay)languagesofNewBrunswick.Withtherealizationofourlanguagesdying,asurgeofrevitalizationofthelanguagesisattheforefront.TNEGIhassupportedtherevitalizationandhasseveralinitiativestoaddressthisimportantaspectofourculture.Overviewofinitiatives:RevitalizationProjectsWabanakiEarlyYearsTreatyEducationPilotProgramAcculturationLandBasedLearningOnlineLanguageProgramsinbothLanguagesSayItFirstPleasebringlaptopsforanyoneattendingsessionGAILFRANCIS,THREENATIONSEDUCATIONGROUPROOM:ENOCHFCreeLeadershipandtheIncongruenceofWesternLeadershipThissessionwillexploretheincongruenceofwesternleadershipandtheconceptofCreeleadership.WesternleadershiptheoryfocusesontheindividualwhileCreeleadership;nîkânastamâkêwin,honorsthecollectivegood.Nîkânastamâkêwin,initspracticeandancientgroundingcanprovideavaluabletheoreticalframeworkforschoolsandorganizationsthatwanttohonorourCreetraditions.Thissessionwithexploretheactionofnîkânastamâkêwinandtheprinciplesthatguideit'spractice,principleslike;kisêwastisiwin,wahkohtowin,andtapahtêyimisowin.NOELLASTEINHAUER,SADDLELAKECREENATION,UNIVERSITYOFALBERTACO-PRESENTER,PATRICIASTEINHAUER,SADDLELAKECREENATION,UNIVERSITYOFALBERTA

ROOM:STRONGWOODSOurJourneyasAnishinaabeJingleDressDancer/Educators:HealingtoTraumaImpactedClassroomsThetraumaimpactofcolonizationandtheIndianResidentialschool(IRS)experiencehaveformedinter-generationalimpactstotoday'sIndigenousstudentsandclassrooms.ThispresentationisanintroductionanddiscussiontotraumainformedteachingstrategythroughanAnishinaabehealinglens.Teacherandclassroomeducationrequirewisdom-basedapproachestoteachingandhealingapproachesintheclassroom,whichformstheresearchquestiontothisresearchproject.ThispresentationwillexpandthespaceofIndigenouseducationandheedtohistoricaltrauma,andhowitimpactsthethinking,speakingandlivingofIndigenousstudentsincontemporarytimes.BothpresentersbringtheirownJingledance/healingculturallivedexperiencesaseducatorstoexplorevariousthemesimportanttotraumainformededucationalpracticesthroughdiscussionsof(a)traumaimpactedhistory,(b)disruptingill-formedteachinglabels,(c)de-traumatizingandreclaimingthinking,speaking&livingIndigenous,(d)philosophicalapproachestohealingfromaAnishinaabeontology,(e)bringingculturalagencytoclassroomhealingapproaches,and(f)community-basedtraumainformededucationconsiderations.ConclusionsdrawnincludetheimportanceofengagingeducatorswithIndigenouspedagogiestoempowerthemselvesforinformedchangewithdiverse,comprehensivestrategiesandopportunitiesoftraumainformedapproaches.KARENJPHEASANT-NEGANIGWANE,ANISHINAABE,UNIVERSITYOFALBERTACO-PRESENTER–SOPHIEPHEASANT,ANISHINAABE,KENJGEWINTEGEDUCATIONALINSTITUTE,ONTARIO

BREAKOUTSESSIONS#64:00-4:50

ROOM:RIVERCREE1EvaluationofAboriginalStudentNeedsbySchoolProfessionals:PromotingtheImplementationofBestPracticesbasedonInformedDecisionsToensureequityandtendtowardsinclusion,itisnowrecognizedthatschoolsmustquestiondiscriminatorypracticesthatcouldoccuranddeveloparangeofservicesthatconsiderstudentdiversity(UNESCO,2017).However,dataavailableinQuebectendtoshowthatAboriginalstudentsaremorevulnerableintermsofacademicsuccess(Conseilsupérieurdel’éducation[CSÉ],2010;Presseau,Martineau&Bergevin,2006)andtheyareover-representedinspecialeducationclasses(Gabel,Curcic,Powell,Khader&Albee,2009;Minister’sNationWorkingGrouponEducation,2002).Thesefindingscanbeexplained,inpart,bythechallengesrelatedtothesocio-economic,socio-culturalandlinguisticcharacteristicsofAboriginalstudentsconsideredwhenassessingtheirneedsandtheirimpactoneducationalsuccess.SeeingthedecisiveroletheassessmentofneedsplayswithintheQuebecschoolsystemandtheinherentrisksrelatedtoitsimplementationwithAboriginalstudents,asynthesisofknowledgewasconductedtoanswerthefollowingquestion:WhatarethebestevaluativepracticesforassessingtheneedsofAboriginalstudentsbyschoolprofessionals?Thispresentationwillgivetheresultsbasedonareviewof82papers.Theycanbedividedbetweenthefiveprofessionalactsthatcomposetheassessmentofneeds.Consideringthefourkeymessages,thissynthesisofknowledgereiteratesthatamongthebestpracticesidentified,acomprehensive,dynamicanddifferentiatedassessmentoftheneedsofAboriginalstudentsisapromisingwaytoensuretheirequityintheeducationalsystem.SYLVIEOUELLETCO-PRESENTER,CORINABORRI-ANADONCO-PRESENTER,NADIAROUSSEAU

ROOM:RIVERCREE2APedagogyofIndigenousLeadership:AnAutoethnographicTaleofPersonalTransformationandCollectivelyBecomingThepurposeofthissessionistodiscussmyautoethnographythatexploresmytensionandfrustrationwithundervaluedindigenousleadershipknowledgecriticalforbeinganagentofchangeinbuildingcommunitiesonaglobalscale.Mynomadicstoryhighlightsmycriticalreflectionsandlearningsduringmyexperienceslearning,volunteeringandworkinginover70countries,mostrecentlivingwithMayanscholarsinGuatemala.IhavespentmuchofmyacademicandprofessionalcareerstrugglingwiththedominanceandelitismofWesternknowledgeandhavefoundmydissertationasawaytoconfrontthesedisturbingissues.Ibeganthisinquirywithasocialconstructionismframeworkguidingmywork;however,myexperienceshavetransformedmythinkingtoaposthumanwayofseeingtheworld.Thishasbeenanimportantprocessforme,nevertheless,itcontinuestobeunclearanduncertainhowacademiaandorganizationsworkinginamulticulturalenvironmentcanescapefromtheiroftenmainstreamparadigmsofleadership,whichcausemoreharmthangood,despitegoodintentions,andhavethecouragetounlearnandrelearntoembraceaviewoftheworldthatvalueslocal,human,andnon-human,knowledge.DR.ALFONSOMONTEROJR.,LEWISUNIVERSITYROOM:RIVERCREE3TraditionalIndigenousGames:HandgamesandHuntingPracticeOurpresentationwillintroducethebasicsofhand-gameplay.Wewillfocusonthebasiccallsignsforthehand-gamesandthestructureofthegame.Wewillalsodiscusshowtheycametobeandwhytheyweretraditionallyplayed.OurpresentationwillalsointroduceatraditionalCreespearthrowinggame.Thisgamewascreatedtobuildhuntersaccuracywhenhunting.Wewilldiscusswhatmaterialsareusedtofacilitatethedifferentgamesandalsolookathowpeoplecandevelopthemfortheirownuse.Wewillalsohavetheopportunitytoplaythegamesandhavesomefun.JESSICAHVAL,CREE,PWKHIGHSCHOOL–SSDECCO-PRESENTER,PAULBOUCHER,CHIPEWYAN,PWKHIGHSCHOOL–SSDECROOM:RIVERCREE4CircleofCourageLeadershipProgramTheCircleofCourageLeadershipProgram'sgoalsaretoprovidestudentswithopportunitiesofpersonalgrowthinthefourprinciples:Belonging,Mastery,IndependenceandGenerosity.Thesessionwillalsoprovidepracticalskillsandtechniquestohelpcreatesafeenvironmentswherestudentscanbuildresiliency.Inthispresentationthestudentsthathaveparticipatedintheprogramwillsharehowtheyhavegainedpersonalgrowthwithintheirfamilies,culture,educationandcommunities.VERONICAGRAFF,M.E.LAZERTEHIGHSCHOOL,EDMONTONPUBLICSCHOOLDISTRICT,ENOCHFIRSTNATION

CO-PRESENTER,SHARELLEEMERYCO-PRESENTER,JAILSATAYPOTATCO-PRESENTER,TYREEPAPINCO-PRESENTER,KYLETRANROOM:ENOCHARipplesofIndigenizationTheUniversityofTorontoScarboroughcontinuestoaddresstheTruthandReconciliationCommission'sCallstoActionthrougheffortstoIndigenizethecurriculumandteaching.Whileitiseasytobecynicalaboutthebarrierstoeffectingchangeinoureducationalinstitutions,itisimportanttoacknowledgethesuccesses.Withlimitedresourceswefeelwehavebeenabletoachieveagreatdealinashorttime.Inthispresentationwewilltalkaboutourteachinginitiatives–sometogetherandsomealone--andtheincrementalchangeswehaveseenasaresult:Elderasteacher,andprofessorsaslearnersandthenteacherswitharenewedlens.Cumulativelytheinitiativeshavehadarippleeffectonstudentsandfaculty.Afterbuildinginitialrelationships,deeperrelationshipshaveresultedthatcannotbebroken.Wewillsharehowteachingpracticesandcurriculahavechangedresultinginchanginghearts,mindsandactions.Thedemandexistsformore.WENDYPHILLIPS,ANISHINAABE,UNIVERSITYOFTORONTOSCARBOROUGHCO-PRESENTER,CONNIEGUBERMANCO-PRESENTER,CHRISTINEBERKOWITZROOM:ENOCHBMi'kmaq&WolastoqeyK4Connections:Explore37land-basedlessonplansdrivenbyculturalteachingsandearlychildhooddevelopmentalindicatorsSearchingforland-basedlessonsforyourFirstNationsK4preschool?SeekingIndigenousearlyyearsactivitiesthatachieveholisticchildhooddevelopmentalindicators?Attendthissessiontoexplore37lessonplansfor'thinkinganddoingIndigenous'inage3-5schooling.Learnabouttheprocessofcommunity-drivenresourcecreationinWabanakiterritory(NewBrunswick).Leavewithculturally-responsiveoutdoorlessonsthatyoucanuseyourfirstdayback.EachlessonplanwascreatedbyMi'kmaqandWolastoqeyearlyyearsandculturaleducators,completewithFirstNationsteachingsandextensionsforenrichment.Together,the37lessonsplansmeetlocally-createdindicatorsforFirstNationsself-identityandallinternationalHighScopePreschoolKeyDevelopmentalIndicators(KDI).Thishands-onworkshopwillfeatureanintroductorypresentation,participantreviewoflessons,andgroupdiscussionforfeedbackandsharingothersuccessfulpractices.Presentedbythecommunity-drivenWabanakiEarlyYearsConnectionsTeaminthespiritofland-based,culturally-balanced,earlyyearslearning.KARENSOMERVILLE,ESGENOOPETITJMI’KMAQFIRSTNATION,THREENATIONSEDUCATIONGROUPINC.CO-PRESENTER,LAURIEDONOVAN,ELSIPOGTOGSCHOOL

ROOM:ENOCHCMusicwithTwizztheSeasonTwizzisanIndigenizedvisionary,whohasaneyeforcapturingthestorywithinthedigitalmediaheissharingwiththeworld.TwizzisfromtheMosquitoFirstNation,heisanemergingmusicartistandvideoographer.ThisIndigenousartistproudlygrewuponMosquitoFirstNationandinthecityofSaskatoon.CurrentlyenrolledattheUniversityofSaskatchewanthroughITEPforhiseducationdegree,TwizzplansanddreamsofcreatingaplatformforyoungIndigenousartistswhowanttopursuemusicinSaskatchewanandworldwide.HeissettoreleasehisfirstindependentalbumthisOctober2019,andhopeshecanusehisvoicetoempoweryouthtokeepthatdreamalivewithintheirmind,spirit,anddowhatevertheywantinthisshorttimethatwehaveonturtleisland.Sincetheartistissharingunreleasedmusic,Twizzispolitelyaskingthattherebenofilmingorvideoingofhisperformance.Picturesarefine.Instagram@TwizztheseasonTESLERMOSQUITO,MOSQUITOFIRSTNATION,INDIANTEACHEREDUCATIONPROGRAMROOM:ENOCHDApplyingForumTheatrewithFirstNationsAdultsandYouthinEducationAformofTheatreoftheOppressed,ForumTheatre,involvescommunitymembersbuildingtrustandcommunicationthroughgames;identifyingcommonconcerns;recognizingcurrentconditions,players,andcausesofasituation;andcollectivelyexploringsolutionsforchange.Itisdistinguishedbytheinteractiveparticipationoftheaudience,whofunctionas‘spectactors’inexploringalternativeoutcomestotheplay.WeareinvestigatingusingForumTheatreasameansofexploringissuesandpromotingwellbeinginvariousIndigenouscommunities.Oneofourcommunitypartners,theYellowknivesDeneFirstNationDechįtaNàowo,incorporatedaspectsofForumTheatreinadultandyouthcommunitycoursestotargetspecificskilldevelopmentandenhancelearning.Inthisworkshop,communityinstructorswillengageconferenceparticipantsinexperientialexamplesofincorporatingForumTheatreineducationtoencouragestrengtheningIndigenousidentity.CommunityinstructorswillfocustheworkshoponpracticesforbuildingnewrelationshipsbetweenstudentsandElders,developingtrustandcommunicationskillsbetweenstudentsandElders,fosteringlanguagedevelopment,andencouragingbroaderwaysofthinkingabouteducationalconceptsthatreflectIndigenousculture.Inaddition,researchersandcommunitymemberswillsharetheirperspectivesonincorporatingForumTheatreinculturallyappropriatewaystoreachIndigenousyouththroughbuildingcapacityandpromotingmentalwellness.LAURIE-ANNLINES,DENE,UNIVERSITYOFALBERTACO-PRESENTERS:ALIABEL,EILEENBETSINA&MARGARETERASMUS,YELLOWKNIVESDENEFIRSTNATIONCO-PRESENTER:CINDYJARDINE,UNIVERSITYOFALBERTA

Room:ENOCHEBenefitsofIndigenizingScienceCurriculumforGradesK-14Theimportanceofincorporatingcultureintothesciencecurriculummakesthecontentmoreengagingforthestudentsandhelpsthemtohavebettersuccessintheirsciencecourses.Pastresearchconductedinthisareawillbeshared,aswellasideasandsuggestsastohowtobestincorporatecultureintothesciencecurriculum.AlsosharedwillbeformatutilizedinthepasttohostaSummerScience/Culturecampforgrades7-12,utilizingsummerinterns.Suggestedaudience:TeachersfromgradesK-14THOMASINAMANDAN-STEVENS,MSUBOZEMAN,MTRoom:ENOCHFEducationasResistance:APrisontoPost-SecondaryPeregrinationThismultivocalpresentationpresentstheexperiencesofagroupofpeople--someincarcerated,somewhoarenot--whoinvestigateintersectionalpedagogiesofpostsecondaryeducationandincarceratedpeople.Thispresentationisaportraitofindividuals'experiencesofNativeStudies362:IndigenousWomen,throughthewordsofinstructors,students,andfacilitatorsattheUniversityofAlberta.Weexplainourapproachestoscaffolding,formativeassessment,theneedtomakeexplicitthetacitknowledgesofpostsecondarylearningenvironmentsandaconceptwecall,'strethicals'.TheWinter2019courseofferingofNS362taughtbyDr.TracyBear,welcomed6Indigenouswomencurrentlyincarceratedtoaudittheclass.InFallof2018ateamcomposedofTracyBear,LisaPrins,AllisonSivak,andJenniferWardoffereda12-sessionpreparatoryclassintwocarceralinstitutions,foratotaloftwenty-fivestudents.Ourpreparatorycoursemadevisualjournals,consideredscholarlyandcreativereadings,practicedreadingandtakingnotes,anddiscussedtheoften-alienatingyetsometimesempoweringcultureofacademia.Whatdidwelearnandunlearnfromthisprocess?Whataretheethicalprinciplesthatguidethisworkandhowcanwetakewhatwehavedevelopedtogetherinthispedagogyandapplyittomoretraditionaleducationalenvironments?Isthispossible?TRACYBEAR,UNIVERSITYOFALBERTACO-PRESENTERS:JENNIFERWARD,ALLISONSIVAKROOM:STRONGWOODSTBD

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