The First Nations Student Association:

I co-founded and actively participated in the First Nations Concordia Student Association throughout my bachelor’s degree. I was elected its first Spirit Keeper. As well, in 1993, I was elected Vice-Chief. During my studies, I worked part-time and during the summers at the Native Friendship Centre of Montreal and the Native Women’s Shelter. 

The Spirit Keeper’s role was organizing cultural and spiritual events.  I organized was our first retreat at the Trappist monastery - famous for its Oka cheese – when thirty (30) post-secondary students participated in sweat lodge ceremonies and teachings led by Elders including, John Cree (Kanien'kéha:ka, Kanehsatà:ke).

We were also deeply concerned about environmental issues—like impacts of the dams in Eeyou Istchee (James Bay) and the Oldman River project in Alberta. We worked to raise awareness and support causes in our communities. 

The late Robert Ottereyes (Waswanipi, Cree, QC) organized land-based education activities.  Caravans of post-secondary students went to Eeyou Istchee. Along the way, we visited Anishinabeg (Algonquin) and Innu (Cree) communities. We participated in land-based activities, hunting and a walking out ceremony and slept in tipis—in May! We saw the Hydro Quebec’s  hydroelectric station. We were concerned about the impacts of Hydro Quebec’s LG1 and LG2.  The activity was supported by the Cree Nation. 

In 1991, some students contributed to a report titled A Circle of Learning: The Path of Justice and Hope, which was submitted to the Office of the Rector. It called for a learning environment that nurtured Indigenous students and advocated for a Native Studies program.

Most of the students believed Concordia needed a First Peoples' Studies program. One of my professor’s opinions was that “colonialism was a positive thing for Indigenous Peoples because it gave them reading glasses.” My religion professor also stated that “residential schools were not so bad.” My mother, Madeleine Buckshot, is a residential school survivor, so I shared her story to refute that erroneous statement in a paper I wrote. 

In retrospect, it’s awesome how much we accomplished and what a pivotal role activism had on the establishment of student services and programs at the university. In 1994, I was part of the first official cohort of Indigenous graduates from Concordia. I am proud of all of us who worked so diligently to create space, voice, and visibility for Indigenous students.

Today, I am working to correct the curriculum. I facilitate workshops for faculty including Cultivating Cultural Safety for Indigenous Students in the Classroom and Teaching About Residential Schools. I am honored to be working with Dr. Kahérakwas Donna Goodleaf,  Director, Decolonizing and Indigenizing Curriculum and Pedagogy.

Afterward: 
Concordia launched its First Peoples Studies Degree program in 2013.