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) (on 3 hour reserve for this workshop at the Vanier Library.)
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. -
(currently on 3 hour reserve for this workshop at the Vanier library.)
The same article 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."
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
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 – 12:00pm, 1:30pm – 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, 1:30pm – 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.