Darren Thomas is from the Seneca Nation, and a member of the Bear Clan. He resides at the Grand River Territory of the Haudenosaunee. Darren is a PhD candidate in community psychology at Wilfrid Laurier and is a full-time lecturer in the Indigenous Studies program at the Brantford Campus. His research focuses on First Nations community development through Indigenous rights and resource governance. Darren also operates a consulting firm that works with the private and public sectors to learn how to better serve Indigenous peoples. Darren specializes in working with Indigenous peoples, designing and implementing programs and initiatives that inspire Indigenous peoples to be proud of their heritage, and take a powerful place in modern society. Darren has over 25 years of experience working in addiction, education, radio, theatre, and community development.
Indigenizing Education in Canada: Why? When? How?
Speaking of the horrific impacts of Indian residential schools and 150 years of Canadian control over the lives of Indigenous peoples, Truth and Reconciliation commissioner Senator Murray Sinclair has said, “Education got us into this mess, education will get us out of it.” I believe this to be true, but we must understand that the education he is talking about is not the standard offering which reinforces the notion of western superiority and domination. Indigenous youth are the youngest and fastest growing population in Canada today and our education system will continue to fail them in its present form. Postsecondary institutions must lead the way in developing indigenized, de-colonized education not only to serve Indigenous youth, but to serve all Canadians. In this talk I will look at the ways universities are approaching the challenge of changing a system that has generally failed not only Indigenous youth, but also Canadians over the past 150 years.
Lori Campbell is nēhiyaw āpihtākosisān (Cree-Métis), originally from Treaty 6 territory in northern Saskatchewan. She is an intergenerational survivor of the Indian Residential School system and a child from the Sixties Scoop generation. Lori is proud to say that over the last 25 years she has managed to locate and contact not only her birth mom, but all 6 of her living siblings – scattered across three provinces in what is currently known as Canada. Her life experiences have contributed not only to her understanding of Indigenous issues, but also to her passion for education. Lori holds two undergraduate degrees (Indigenous Studies and Psychology), a master’s degree in Adult Education and is currently working towards a PhD in Social Justice Education through the University of Toronto. Currently, she holds the position of Director, Shatitsirótha’ Waterloo Indigenous Student Centre and looks after the Indigenous Studies academic programming at St. Paul’s University College.
The Contradiction, and Direction, for Indigenous/Police Relations
There are lots of conversations happening nation-wide about reconciliation; what it means, and if it can ever happen in the face of so many ongoing injustices continuing to be lived by Indigenous peoples. One thing that is true is that Indigenous and Settler peoples do not live the same lives and they cannot be assured of receiving the “same” when it comes to policing services. Many people in society are able to say that the police are there to protect and create safety. They might even say, “I can expect when I call the police that they will respond quickly and effectively to resolve my concerns and needs.” Contrastingly, Indigenous peoples experience disproportionately higher numbers of violence, underprotection, mistrust, and low confidence in police interactions and responses to calls for help. Their story is likely, “don’t call the police” and “never get into the back seat of a police cruiser.” Examining the ideology that embeds policing policies and practices (as with all societal institutions) reveals systemic colonialism and racism. Is change possible? I believe so; but it will require seeing the humanity in one another, challenging preconceived notions and assumptions about Indigenous peoples, and learning what one did not know.
Erin Hodson is Wilfrid Laurier’s Indigenous Curriculum Specialist. Erin is of Mohawk descent, and received her MEd with a focus on the Social and Cultural Context of Education from Brock University in 2017. For almost 10 years, Erin worked for the Tecumseh Centre for Aboriginal Research and Education where she created and taught courses focusing on Canadian history through the understanding of the Indigenous peoples of Turtle Island. Erin has been involved in several research projects investigating the state of Indigenous education in Canada. During her research, Erin has witnessed firsthand the benefits of engaging with Indigenous culture for both her own people’s sense of self within mainstream education and for benefit of non-Indigenous people. Erin has been an outspoken advocate for including Indigenous content throughout all levels of education.
Cody Groat is Mohawk from Six Nations, and grew up in Ingersoll, Ontario. He earned a Master of Arts degree in World Heritage Studies from the University of Birmingham (UK), and is currently a PhD Candidate in History at Wilfrid Laurier University. His research focuses on the commemoration of Indigenous history by the Historic Sites and Monuments Board of Canada from 1919- 2019. He is also the author of Canadian Stories (2016), a book that features his interviews with well-known individuals such as Paul Martin, Kim Campbell, Peter Mansbridge, Dan Aykroyd and the late Farley Mowat.
Allan Downey is Dakelh, Nak’azdli Whut’en, and an Associate Professor in the Department of History and Indigenous Studies Program at McMaster University. Author of The Creator’s Game (2018), Allan is a recent recipient of a Fulbright Fellowship to Columbia University where he continued to advance his research focused on the history of Indigenous nationhood, sovereignty, and self-determination. Beyond his research and teaching activities, one of Allan’s greatest passions is working with Indigenous youth and he volunteers for several Indigenous communities and youth organizations throughout the year.
Allan is the author of The Creator's Game, a book about the history of lacrosse in Indigenous communities from the 1860s to the 1990s, exploring Indigenous–non-Indigenous relations and Indigenous identity formation. The book can be bought or ordered through most bookstores.
RENE MESHAKE is an Anishinaabe Elder, storyteller, visual and performing artist, award-winning author, flute player, multimedia artist and a Recipient of Queen Elizabeth II’s Diamond Jubilee Medal. By blending Anishinaabe and English words into his performances, he communicates his spiritual heritage and poetics. His education includes: Creative Writing from the Humber School for Writers, Anishinaabe oral tradition, language, arts and culture. He has an active on-line presence as a Funky-Elder.
KIM ANDERSON is a Metis writer and educator, working as an Associate Professor in the Department of Family Relations and Applied Nutrition at the University of Guelph. Dr. Anderson holds a PhD in history and is a Canada Research Chair in Indigenous Relationships. Her books include A Recognition of Being: Reconstruction Native Womanhood; Life Stages and Native Women: Memory, Teachings and Story Medicine and Keetsahnak: Our Missing and Murdered Indigenous Sisters.
Privacy Policy: TAL-KW will keep confidential all personal information which may have been provided to it by its members or any other persons and will not disclose such information except to its auditors as requested and to its directors for the purpose of operating its programs.
Site photos credit (excluding speakers): Nancy Forde Photography http://www.instagram.com/nancyfordephoto.