Building Respectful Relationships with Indigenous Peoples
Building Respectful Relationships with Indigenous Peoples
Three days of intensive training with Alannah Young Leon and Denise Nadeau
Wednesday, August 30th, Thursday, August 31st, and Friday September 1st, 2017
Co-presented by the Indigenous Directions Leadership Group (IDLG), and the Religions and Cultures Department at Concordia University, Tiohtiá:ke / Montréal
More detailed descriptions of the trainings are below.
These trainings are currently FULL. If you would like to be added to the waiting list for these, and future trainings, please complete a registration form, and email it to Charlie O'Connor at email@example.com.
Scroll down for detailed description of trainings and facilitator biographies
Suggested Pre-reading from Alannah and Denise :
To get the most of this workshop we strongly recommend you read the following:
The Final Report of the TRC - Volume 6 of Canada's Residential Schools: Reconciliation (and online: http://www.concordia.ca/library/guides/first-peoples-studies/truth-and-reconciliation-commission-of-canada--trc-.html) (A print copy is available on 3 hour reserve at the Vanier Library, under the heading EFRW)
Armstrong, Jeanette. “Land Speaking.” In Speaking for the Generations: Native Writers on Writing. Edited by Simon Ortiz. Tuscon: University of Arizona Press, 1998. 175-194. (A print copy is available on 3 hour reserve at the Vanier Library, under the heading EFRW)
The same article ("Land Speaking") is also in Read.Listen.Tell Indigenous Stories From Turtle Island, (eds Sophie McCall, Deanna Reder, David Gaertner and Gabrielle L'Hirondelle Hill), Wilfred Laurier University Press, 2107. 141-155. We recommend everyone buy this book, no matter what faculty you are in. It "brings to the forefront practices of interpreting texts that are grounded in Indigenous knowledges and scholarship." (A print copy is available on 3 hour reserve at the Vanier Library, under the heading EFRW)
The UN Declaration of the Rights of Indigenous Peoples is available online, in PDF format from the UN: https://www.un.org/development/desa/indigenouspeoples/declaration-on-the-rights-of-indigenous-peoples.html
Additional resources will be added at a later date.
Taking action in response to the Truth and Reconciliation Commission (TRC)
The Final Report of the Truth and Reconciliation Commision (TRC) includes a number of Calls to Action under the heading of Education for Reconciliation. These include the call for “federal, provincial, and territorial governments … to provide the necessary funding for post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms” (Call to Action 62, TRC, 2015). Partly in response to this Call, the Religions and Cultures Department, in partnership with the Indigenous Directions Leadership Group (IDLG), is offering two intensive trainings, led by Alannah Young Leon and Denise Nadeau.
The first day and a half will focus on how to integrate Indigenous Knowledges and methodologies throughout the university. The second training will focus on Indigenous pedagogies and ways of learning.
These workshops are open to all Concordia faculty (full and part-time) and to graduate students from all departments. Everyone is encouraged to participate in both trainings. These workshops are a first step in a longer process of decolonizing the university and building capacity for Indigenizing curricula. The larger goals are to create a culturally responsive education system, and to build capacity for intercultural understanding and respectful relationships with Indigenous peoples.
Below, you will find more detailed descriptions of the trainings, and Allanah Young Leon and Denise Nadeau’s biographies. If you have any questions, please feel free to contact Charlie O’Connor, IDLG Project Coordinator by email at firstname.lastname@example.org
Integrating Indigenous Knowledges and Methodologies
Wednesday August 30th (9:00am – 12:30pm, 2:00pm – 4:30pm) and Thursday August 31st (9:00am – 12:00pm)
In the first training, participants will engage in dialogue and develop awareness of Indigenous Knowledge (IK). Topics covered will include : the importance of protocols and building relationships with local communities; context of the TRC Report; complexities of reconciliation; examining one’s own genealogy and positionality; introduction to Indigenous knowledge frameworks; and Indigenous epistemologies and methodologies, including orality, customary law, connections to place and land, and collective responsibility. Issues of concern for graduate students will also be addressed.
Indigenous pedagogies and ways of learning
Thursday August 31st (1:30pm – 4:30pm) and Friday September 1st (9:00am – 12:00pm, 1:15pm – 4:30pm)
The second training will focus on Indigenous pedagogy. Topics covered will include: the history of Indigenous education from an Indigenous perspective; examining our own histories of Indigenous-settler relations; education and reconciliation; engaging in respectful relations with Indigenous peoples; Indigenous education frameworks and values; learning from the land; issues that may arise in the classroom; and support needed for implementation of an Indigenous Knowledge plan in different departments.
About the Facilitators:
Alannah Young Leon, PhD., is Anishnabe Cree MidewiKway and a visitor to unceded Coast Salish Territories. She works to develop programs in cross-cultural competencies and collaborates with settlers in the area of interfaith relations. She is committed to decolonizing approaches that help all nations and settlers to become good relatives in Indigenous Nations' territories. Her PhD research was on Indigenous Elders’ Pedagogy for Land based Health Education Programs (2015) and her publications include “Weaving Indigenous Women's Leadership” (2016) Women, adult education, and leadership in Canada. Thompson Educational Publishing. Toronto, On.; and “Elders’ teachings on leadership: Leadership is a gift” (2014) in C. Kenny & T. N. Fraser (Eds.), Living Indigenous leadership: Native narratives on building strong communities. Her co-authored works include: “Indigenous Health Leadership: Protocols, Practice and Policy “(2011) and several articles with Denise Nadeau ( see below). She works for the University of British Columbia Centre for Sustainable Food Systems, and the Justice Institute of British Columbia and teaches a course on Indigenous Research Epistemologies and Methodologies at UBC.
Denise Nadeau ( M.Litt., M.Div. DMin) is an educator of mixed European heritage. She currently is a visitor in the traditional homelands of the K’omoks Nation on Vancouver Island. She is from Quebec and still spends time in Gespe’gawa’gi and Montreal where she is an Affiliate Assistant Professor in Religions and Cultures at Concordia University. Denise has taught Indigenous Traditions, Women and Colonialism in the First Peoples Studies and Religion Departments at Concordia. Between 2005 and 2012 she was Director of the Interfaith Institute for Justice Peace and Social Movements at SFU. She teaches and writes in the areas of Indigenous- settler relations, decolonization of the body, and the deconstruction of whiteness and colonialism in Christianity. Among her recent publications is “Decolonizing Religious Encounter? Teaching Indigenous Traditions and Colonialism,”(2016) in Mixed Blessings: Indigenous Encounters with Christianity in Canada, ed. by Tolly Bradford and Chelsea Horton. Vancouver, UBC Press.
Denise and Alannah have worked together for over fifteen years, facilitating workshops and courses in both Indigenous and non- Indigenous communities in the areas of decolonization, reconciliation, and water protection. In 2009 they developed and piloted the Le,Nonet Project Staff and Faculty Aboriginal Cultural Awareness Training (SFACT)Curriculum for the University of Victoria. They have co-authored several articles, including “Embodying Indigenous Resurgence: All My Relations Pedagogy” In Sharing Breath: Embodied Learning and Decolonization. ed. by S. Batacharya & R. Wong. Athabaska University Press, Spring, 2017; “Moving with Water,” In Downstream: Reimagining Water, R. Wong and D. Christian(Eds.), Wilfred Laurier University Press, 2017; and “Educating Bodies for Self-determination: A Decolonizing Strategy,” Canadian Journal of Native Education. Vol 29. 2006. no. 1.
Additional Resources for Education for Reconciliation: Building Respectful relationships with Indigenous Peoples
August 30- September 1, 2017
Interactive map to locate in whose territories you are: https://native-land.ca/ - includes territories, languages and treaties.
Chelsea Vowel, Indigenous Writes: A Guide to First Nations, Métis & Inuit Issues in Canada. Portage and Main Press, Winnipeg 2016.
Jen Bagelman, Fiona Deveraux, Raven Hartley, Feasting for Change: Reconnecting with Food, Place & Culture. Journal of Aboriginal Health, Vol 11. No 1(2106)
B.C. Food Systems Network Working Group on Indigenous Food Sovereignty Final Report http://www.indigenousfoodsystems.org/content/bc-food-systems-network-working-group-indigenous-food-sovereignty-final-report
Video of Terri-Lynn Davidson http://www.workingtv.com/2010/interfaith.html#frameworks
Gloria Snively and Wanosts’a7 Lorna Williams. Knowing Home: Braiding Indigenous Science with Western Science (Book 1): https://dspace.library.uvic.ca/handle/1828/7821 (from UVIC Space)
Leanne Simpson “Anticolonial Strategies for the Recovery and Maintenance of Indigenous Knowledge.” The American Indian Quarterly 28.3&4 (2004) 373-384.
RELAW - https://www.wcel.org/our-work/relaw-revitalizing-indigenous-law-land-air-and-water
Rauna Kuokkanen. Reshaping the University. Responsibility, Indigenous Epistemes, and the Logic of the Gift.. UBC Press, 2007.
Resources for Academics Interested in First Nations Research
Protocols & Principles for Conducting Research in an Indigenous Context. Faculty of Human and Social Development, University of Victoria. February 2003. This is an example of ethical protocols around Indigenous research that have been developed by an academic institution.
Ethics of Aboriginal Research. Marlene Brant Castellano, Journal of Aboriginal Health. January 2004. Vol 1, No 1, p. 98-114. This paper offers principles to help guide the development of ethical codes around Aboriginal research, both within the community and with outside researchers.
Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans -- Chapter 9: Research Involving the First Nations, Inuit and Métis Peoples of Canada, 2nd Edition. Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and Social Sciences and Humanities Research Council of Canada. December 2010. This policy represents the ethical standards that all institutional researchers are expected to follow when conducting research involving Aboriginal people.
Kovach, M. (2010). “ Conversational Method in Indigenous Research.” First Peoples Child & Family Review, 5(1), pp. 40-48.
Kovach, M., Carriere, J., Montgomery H., Barrett, M.J., and Gilles, C. (2015). Indigenous presence: Experiencing and envisioning Indigenous Knowledes within selected sites of Education and Social Work. Unpublished. Funded through the Social Sciences and Humanities Research Council. https://www.uregina.ca/socialwork/faculty-staff/FacultySites/MontgomeryMontySite/Indigenous%20Presence.pdf
Kovach, M. (2009). Indigenous Methodologies: Characteristics, Conversations, and Contexts. Toronto: University of Toronto Press.
Ritenburg, H, Young Leon, A., Linds, W., Nadeau, D., Goulet, L., Kovach, M., & Marshall, M. (2014). “Embodying Decolonization: Methodologies and Indigenization.” Alternative, 10 (1).
Hadley Friedland & Val Napoleon “Gathering The Threads: Developing A Methodology For Researching And Rebuilding Indigenous Legal Traditions,” Lakehead Law Journal 1:1 (2015-2016).17-44.
Eve Tuck and Marcia McKenzie. Place in Research: Theory, Methodology, and Methods. New York: Routledge 2015
St. Denis, V. (2011 Reprinted). Rethinking cultural theory in Aboriginal education. In M. Cannon & L. Sunseri (eds.), Racism, colonialism and Indigeneity in Canada: A reader, pp. Don Mills ON: Oxford University Press.
St. Denis, V. (2011). Silencing Aboriginal curricular content and perspectives: “There are other children here.” Review of education, pedagogy, and cultural studies, 33(4), pp. 306-317.
Celia Haig-Brown, “ Decolonizing Diaspora: Whose Traditional Land Are we on?” Transcultural: A Journal of Translation and Cultural Studies, December 2009
Jo-Ann Archibald. Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit. UBC Press, 2008.
Read, Listen, Tell: Indigenous Stories from Turtle Island
Edited by Sophie McCall, Deanna Reder, David Gaertner, & Gabrielle L'Hirondelle Hill. Wilfred Laurier University Press, 2017.
Learn,Teach, Challenge : Approaching Indigenous Literatures. Edited by Deanna Reder, & Linda M. Morra. Wilfred Laurier University Press, 2016.
Sandra Styres, Celia Haig-Brown, Melissa Blimkie, “Toward a Pedagogy of Land: The Urban Context,” Canadian Journal of Education, Vol 36, No 2(2013) 34-67.
Sandra D. Styres. Pathways for Remembering and Recognizing Indigenous Thought in Education: Philosophies of Iethi’nihsténha Ohwentsia’kékha. University of Toronto Press, 2017.
Louellyn White. Free to be Mohawk: Indigenous education at the Akwesasne Freedom School. University of Oklahoma Press. 2015
Land Education: Rethinking Pedagogies of Place from Indigenous, Postcolonial, and Decolonizing Perspectives, editors Kate McCoy, Eve Tuck, Marcia McKenzie . Routledge, 2016
Matthew Wildcat, Mandee McDonald, Stephanie Irlbacher-Fox, Glen Coulthard. “Learning from the land: Indigenous land based pedagogy and decolonization.” http://decolonization.org/index.php/des/article/view/22248
Cajete, G. Look To The Mountain: An Ecology Of Indigenous Education. Kivaki Press, 1994.
Cayete, Greg, Indigenous Community: Rekindling the Teachings of the Seventh Fire: Toward an Evolving Epistemology of Contemporary Indigenous Education, Living Justice Press, 2015.
Barnhardt, R., & Kirkness, V. (1991). First Nations and higher education: The Four R’s— Respect, relevance, reciprocity, responsibility. Journal of American Indian Education, 30(3), 1-15.
Marie Battiste. Decolonizing Education. Purwich, 2013.
Sylvia Moore, Trickster Chases the Tale of Education. McGill Queens University Press, 2017
What I Learned in Class today: Aboriginal Issues in the classroom. . http://www.whatilearnedinclasstoday.com/ plus video http://intheclass.arts.ubc.ca/video/
Denise Nadeau and Alannah Young “Embodying Indigenous Resurgence: All My Relations Pedagogy” (Co-authored with Alannah Young), In Sharing Breath: Embodied Learning and Decolonization. ed. by S. Batacharya & R. Wong. Athabaska University Press, Forthcoming Fall 2017.
100 ways to Indigenize and decolonize academic programs and courses. University of Regina. Dr. Shauneen Pete. https://www.uregina.ca/president/assets/docs/president-docs/indigenization/indigenize-decolonize-university-courses.pdf
Ownership, Control, Access and Possession: The Path to First Nations Information Governance