Third Age Learning KW - Fall 2019 Tuesday Series - Indigenous Perspectives: Paths to Understanding

The Seven Generations Philosophy

Efforts to work towards reconciling the past relations between the Crown, Canadians and Indigenous peoples will be a challenging and cumbersome journey. What this relationship currently lacks is understanding and empathy. Many Canadians wonder why Indigenous people cannot find a rightful place in today’s society, and why is the population health data so poor for Indigenous populations? Why is it that Indigenous peoples cannot seem to just move beyond the past? This keynote will explore the settlement history of Canada and will answers how these alarming and devastating impacts results in the on-going transmission of trauma upon Indigenous people. This interactive talk will challenge and empower the audience; will promote the understanding of Canada’s settlement history; and will encourage a commitment to strengthen a relationship of allyship in order for all peoples to enjoy a safe, fair, and just society for generations to come.

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.

Tuesday October 22 - 1:30 - 3:30

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.

Jean Becker is Inuk and a member of the Nunatsiavut Territory of Labrador. Jean has a Master’s degree in Sociology and Anthropology from the University of Guelph. As the Senior Advisor: Indigenous Initiatives at Wilfrid Laurier University, Jean is responsible for overseeing the strategic directions of the university related to Indigenous activities. She advises the institution on Indigenous Initiatives and is working to implement Laurier’s commitment to indigenizing the university and to responding to the TRC recommendations on education. She provides leadership for implementation of Laurier’s goals for further engaging Indigenous communities. She works with a team of Indigenous staff to create and deliver Indigenous student support services and a welcoming space for Indigenous students at each of Laurier’s locations and supports the implementation of indigenous knowledge within academic programs across all faculties.

For over forty years Jean has lived in the tri-cities area of Ontario where she has been very involved with the diverse Indigenous community of the region serving on various boards and volunteering in local organizations.

Tuesday October 29 - 1:30 - 3:30

What has this got to do with me? I’m not Indigenous. Territorial Acknowledgements 101

The city of Waterloo is situated on lands that are deeply connected to Indigenous peoples who have historically lived and currently live in this territory. These groups include the Neutral (Attawandaron), Anishinaabeg, and Haudenosaunee peoples. Our region is situated on the Haldimand Tract, the land promised to the Six Nations, also known as the Haudenosaunee people. This land includes six miles on each side of the Grand River.

Acknowledging territory shows recognition of and respect for Indigenous peoples, which is key to reconciliation. It shows acknowledgment that the lands now known as Canada had inhabitants prior to European arrival and also that there is and has always been a continued presence. For Indigenous peoples, it is a matter of protocol – a sign of respect – to always acknowledge the hosts when you visit. But what has it got to do with residents in KW, especially if they aren’t Indigenous? This presentation will explore the deeper meaning and reveal whether or not there is any relevance to the KW community.

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.

Tuesday November 5 - 1:30 - 3:30

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.

Kelly Laurila – Lecturer, Police Relations with Indigenous Peoples in Canada, Public Policy and Indigenous peoples in Canada, Reconciliation: Implications for Settler Peoples, Renison University College; Critical Indigenous knowledges in Social Work, Wilfrid Laurier University.

Kelly Laurila is of Sáami Indigenous (Northern Finland) and Settler Irish ancestry. She is a Sundancer, songcarrier of an Indigenous women and girls’ drum circle for 14 years, facilitator of community outreach engagements of song and education pertaining to Indigenous/Settler relations, and facilitator of circle pedagogy and dialogues pertaining to Indigenous/Settler relations. In Fall 2018, Kelly successfully defended her doctoral dissertation pertaining to Indigenous/police relations and she is actively pursuing teaching opportunities within postsecondary education.

From her own journey of struggle to reconcile her Indigenous and Settler ancestry and close to 27 years of lived Anishinaabe experiences, Kelly has found a place of compassion that enables her to dialogue with Settler peoples. Learning about the history and ongoing injustices that Indigenous peoples experience is challenging and it can contradict the history that one has known in Canada. Kelly endeavours to create a space that encourages individuals to listen, understand, reflect, question, and imagine a way forward in the reconciliation process that is underway in Canada.

Tuesday November 12 - 1:30 - 3:30

Indigenizing the Academy

Since the release of the Truth and Reconciliation Commissions final report and the 94 Calls to Action in 2015, the TRC has challenged Canada to begin the process of redressing the colonial violence that affects Indigenous people living in Canada today. How do we begin to redress over 500 years of colonial violence? How do we begin to create space for Indigenous ways of knowing and being into Canadian society? My personal answer: it begins with education. True and honest education at every level of schooling in this country is the only way to begin to fix the gap that exists between Indigenous and non-Indigenous people in Canada. As Wilfrid Laurier’s Indigenous Curriculum Specialist, I have been tasked with supporting the university in creating space for Indigenous ways of knowing and being. It is a great task to undertake, and it will not be complete tomorrow or any time soon, but that does not mean that we do not begin the process of reimagining what education can be in this country. I have been asked many times what it means for a university to indigenize their education. I do not have all of the answers, but I have some ideas of where to begin. I also have my own educational journey and my ancestors to guide me.

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.

Tuesday November 19 - 1:30 - 3:30

Determining 'Significance' - The Selection of Indigenous National Historic Sites"

Cody's presentation will look at the designation of national historic sites of Canada, specifically sites that relate to Indigenous history. This presentation will discuss well-known Ontario sites such as the Peterborough Petroglyphs and Sainte-Marie Among the Hurons, and lesser-known sites such as the Sheguiandah paleo-indian archaeological site, occupied nearly 10,000 years ago.

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.

Tuesday November 26 - 1:30 - 3:30

The Creator’s Game: Lacrosse, Identity, and Indigenous Nationhood

A gift from the Creator, that is where it all began. In Haudenosaunee culture the game of lacrosse is understood to be a gift from the Creator and it has been a central element of North American Indigenous cultures for centuries. However, the game has undergone a considerable amount of change since the introduction of non-Indigenous players in the 1840s. From that point on, the game was appropriated from Indigenous peoples and molded into a sport stripped of its original cultural and ceremonial significance, reframed instead to exemplify Victorian Anglo values. Through this reformulation, non-Indigenous lacrosse enthusiasts attempted to establish a Canadian identity through the sport and barred Indigenous athletes from competition. And yet, lacrosse’s Indigenous originators continued to play the game and claim it as a significant piece of their identities.

While the game was being appropriated and used to construct a new identity for those that identified with the nation-state of Canada, this presentation will demonstrate it was also at the centre of Indigenous forms of resistance to residential school experiences, a site of pan-Indigenous political mobilization in the first half of the twentieth century, and important venue for articulating Indigenous sovereignty on the world’s stage in the second-half of the twentieth century.

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.