Truth and Reconciliation FINAL - University of Manitobaumanitoba.ca/faculties/health_sciences/indigenous/media/... · 2019-10-31 · 2. Engagement needs to be based on respect for

ON TRUTH AND RECONCILIATION

Summary of the 2016 Turtle Lodge Knowledge Keepers Engagement with the Faculty of Health Sciences A Consultation Prepared for the University of Manitoba

Prepared at Turtle Lodge by Knowledge Keepers David Courchene, Katherine Whitecloud, Harry Bone, Harry Bone and Mary Maytwayashing

Edited by Dr. Sabina Ijaz

© Turtle Lodge 2017

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“Reconciliationwillnothappenifwehaveseniorofficialssaying“Weneedtoraiseyoutoourstandardsbeforewecanhavereconciliation.”Thegapineducationoutcomesforourchildrenisaresultofyourcurriculumandyoursystem.Itis

supposedtobegivingthemthefoundationfortheireducation.Wearecomingoutwithchildrenindoctrinatedinyoursystem,asystemthatisfailingallchildren;

whatgoodisthat?”

KnowledgeKeeperKatherineWhitecloud

“We'recurrentlydevelopingsomegoodrelationshipswiththeuniversities.Oneofthethingstheyareproposingistheindigenizationoftheirinstitutions.AndIsaid,"No."I'mintotaloppositiontothat.Wearenotinterestedinindigenizingtheinstitution.That’sourresponsibilitytoshareourknowledge.Iftheywanttolearnaboutustheyneedtocometous.Howcanyoutaketheceremonythatwedo,thatisthefoundationofouridentity,andputthatintotheinstitution?Itcanneverhappenwithinthoseinstitutions.It'simpossible.Wehavetohavefullautonomy.Ratherthanindigenizingtheinstitution,whydon'tyoucomeandlearnfromus?Don'ttrytotakesomethingandputitintoyourinstitution,whereyouwillthenhaveownershipandcontroloverourwayoflife.Comehere!Comeheretolearnwhoweare.Wehaveourownprofessors.IfyourcommunityisseriousandwantstolearnaboutIndigenouspeoplesandourways,whynotbringyourpeopletothislodgeandhavethemexperienceourceremonies.Whyisthatsohardtodo?Wecan'toverstepwheretheknowledgeisreceivedfrom.Beforewetalkabouttheuniversity,wehavetotalkabouthowweshareknowledgewithoutrelinquishingourresponsibilitytotakecareofthatknowledge.IthinkthespiritoftheTruthandReconciliationCommission'sproposal[CalltoAction#60]iswellintended,buttherealityofthesituationisthatinordertobesuccessfulwe’regoingtohavetobeginhere[inthelodgesofthepeople].”

KnowledgeKeeperDaveCourchene

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“Uponsufferingbeyondsuffering;theRedNationshallriseagainanditshallbeablessingforasickworld.

Aworldfilledwithbrokenpromises,selfishnessandseparations.

Aworldlongingforlightagain.

IseeatimeofsevengenerationswhenallthecolorsofmankindwillgatherunderthesacredTreeofLifeandthewholeEarthwillbecomeonecircleagain.

InthatdaytherewillbethoseamongtheLakotawhowillcarryknowledgeandunderstandingofunityamongalllivingthings,andtheyoungwhiteoneswill

cometothoseofmypeopleandaskforthiswisdom.

Isalutethelightwithinyoureyeswherethewholeuniversedwells.

ForwhenyouareatthatcenterwithinyouandIamthatplacewithinme,weshallbeasone."

CrazyHorse(LakotaNation),1877

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TABLEOFCONTENTS

EXECUTIVESUMMARYOFRECOMMENDATIONS,ENGAGEMENTPRIORITIESANDNEXTSTEPS 5

INTRODUCTION 7

Background 7TruthandReconciliationCallstoAction 8TurtleLodgeTreatyinIndigenousEducation:“OurWayofLife” 10Objectives 21Venue 22RoundtableChair 23TurtleLodgeKnowledgeKeepers 24Sponsor 25

SUMMARYOFDISCUSSION 26

Format 26A. DEVELOPINGNATIONTONATIONFRAMEWORK 27

1. FollowingtheModeloftheTreaty 272. EnduringRespectforthePartnership 293. TheNeedforBothPartiestoEngageinOngoingRelationship 304. EngageWithoutanAgenda 31

B. CHAMPIONINGTHEROLEOFKNOWLEDGEKEEPERS 33

1. KnowledgeKeepersasLeadersofIndigenousNations 332. DescribingtheRole,DutiesandResponsibilitiesoftheKnowledgeKeepers 363. QualifiedKnowledgeKeepersasIdentifiedbyCommunities 374. KnowledgeKeepersinanIndependentLeadershipAdvisoryRole 385. KnowledgeKeeperRoleinProvidingaVision 396. KnowledgeKeeperRoleinImplementationoftheVision 417. KnowledgeKeeperRoleinTraditionalHealing 428. KnowledgeKeeperRoleinBuildingBridgesandRelationships 429. InstructionalandEducationalRole 4210. KnowledgeKeeperRoleinLeadingCommunityModelsofWellness 43

C. DECOLONIZINGOURNOTIONSOFRECONCILIATION 45

1. DecolonizingOurselves 452. RejectingConceptsofIntegrationandAssimilation 47

D. THEINDIGENOUSCONTRIBUTIONTOHEALTHEDUCATION 49

1. ChangingtheParadigmofEducation 49

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2. DefiningIndigenousKnowledge–AFoundationforAllStudents 523. EnsuringIntegrityandProtectionofIndigenousKnowledge–The

ImportanceofPlaceandtheKnowledgeKeepersintheDeliveryofIndigenousKnowledge 54

4. CulturalSafetyandtheIssueofRacism 565. EducationinIdentity 576. KnowingOne’sDutiesandResponsibilities 587. ReturningtotheBeginning–EducationBeginswiththeMother,the

Grandmothers&theEarth 8. Language 619. TheSevenSacredTeachingsandBringingintheTurtle 6210. Values,SpiritualityandLandConnection 6311. CulturalEducationandAwarenessTraining 6512. “SacredandCulturalKnowledge”–TheBackboneofIndigenousEducation 6613. AnEducationofCorrectContactandPost-ContactHistory 6714. HealingforStudentsasaComponentofEducation 6915. ClosingtheGap 7016. TraditionalHealing 7217. IndigenousMethodsofAccreditation 7418. CurriculumDevelopmentbytheTurtleLodgeKnowledgeKeepers 75

CONCLUDINGSTATEMENT 76APPENDICES 78

APPENDIXA–LetterfromNationalChief,AssemblyofFirstNations 78APPENDIXB–AssemblyofManitobaChiefs,GeneralAssemblyResolution 80 APPENDIXC–PastEventsHostedatTurtleLodge 81APPENDIXD–TurtleLodgePartnersandSupporters 85APPENDIXE–TurtleLodgeAboriginalCulturalAwarenessProgram 90APPENDIXF–TurtleLodgeRitesofPassage 91APPENDIXG–KnowledgeKeeperandAuthorBiographies 92

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EXECUTIVESUMMARYOFRECOMMENDATIONS,ENGAGEMENTPRIORITIESANDNEXTSTEPS

1. EngagewithIndigenouspeoplesbasedontheprincipleofnationhood,followingthespirit of a Nation to Nation framework with sovereign Indigenous communities,based on principles of equal partnership and respect, as reflected in the signedTreaties.

2. EngagementneedstobebasedonrespectfortheIndigenouspeoples’autonomyandpositions,whethertheywanttoengage, insupportofwhattheirneeds,hopesandaspirations are, and for the uniqueness of a people that wish to share their owncontributionstohealthandhealtheducation.

3. Engage as partnerswith Indigenous environments – sacred lodges such as TurtleLodge–whichareplaceswhereIndigenousknowledgecanbesharedwithintegrityandauthenticity,ratherthanattemptingtointegrateIndigenousknowledgeintoawesternsystem. ContinuingtodeveloptherelationshipbetweentheTurtleLodgeKnowledgeKeepersandtheFacultyofHealthScienceshasahighpotential forthedevelopment of high quality collaborative initiatives through ongoing KnowledgeKeeperguidance,groundedinceremonialtraditions.

4. Support the partnership by helping resource the establishment of an Indigenouscentreofexcellenceineducation,asanequalanddistinctivepartnertotheFacultyofHealthSciences.

5. Engage with and champion the role of the Knowledge Keepers as the bestspokespeople for the values, needs, aspirations and solutions for Indigenouscommunities, and the appropriate representativesof Indigenous leadership in theNationtoNationpartnership.

6. FormalizeandsanctifyapartnershipwithIndigenouspeoplesinsomeway,througharelationshipwithKnowledgeKeepersatTurtleLodge.

7. Adopt the Turtle Lodge Treaty on Education “Our Way of Life” as a guiding

documentforfutureengagementandIndigenouseducation.

8. Support curriculum and resource development and the implementation ofIndigenouseducationfor facultyandstudentsat theFacultyofHealthSciences,asledbytheKnowledgeKeeperswithintheirenvironmentatTurtleLodge,asameanstoachievingreconciliation.

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9. Setimplementationgoals,forexamplewithKnowledgeKeepersdefininginitiatives,

curriculum development for faculty and curriculum development for students,beginningwithseasonalsessionsandmovingtolunar-basededucationalsessionsatTurtleLodge.

10. Encourageanongoingprocessofengagement,settinggoalsforregularandongoingopportunities,suchasaseriesofmeetings,foradministrationtocontinuetomeetatTurtleLodgetocontinuetobuildandsolidifyarelationship.

11. Focus on decolonization for both Indigenous and non-Indigenous learners as ameanstoeducatingthemselvesintheprocessofreconciliation.

12. SupporttheKnowledgeKeepersinofferingIndigenouseducationasafoundationofvalues and a strengthening of the spirit and identity for all learners, aswell as avaluablecontributiontoamoreholisticunderstandingofhealthandwellness.

13. Ensure that learners have the opportunity to come voluntarily to receive anIndigenouseducation,ratherthanitbeingimposed.

14. Engagewithoutanagenda,ratherwithanopenmind,reflectinganhonestdesiretolearnandtoservetheneeds,hopesandaspirationsofall.

15. Engage with the Giigewigamig First Nation Health Authority, a collaborationbetween four local First Nations who are often served by Winnipeg hospitals –HollowWater,BlackRiver,SagkeengandBloodveinFirstNations–inlearningfromthe communities’ experience, educating learners, and developing collaborativeprograms and initiatives that lead to enhanced traditional and western healingservices in Winnipeg and inside the communities, that could directly benefitIndigenouscommunitymembersutilizingservicesprovidedbytheWRHAaswellaslearnersattheFacultyofHealthSciences.

16. BringIndigenousphysiciansandstudentstogetherandofferthemtheopportunitytoengagewiththeKnowledgeKeeperswithinIndigenousenvironments.

17. Support IndigenousKnowledgeKeepers in taking the leadonaccrediting learners

through their Indigenous environment and institution, out of respect for theprincipleofnationhood.

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INTRODUCTION

BACKGROUND

On September 22, 2015 the Faculty of Health Sciences held its initial Truth andReconciliationActionPlanningWorkshoptoexploretheFaculty’sresponsibilitytorespondtotheCallstoAction.SincethattimefiveworkinggroupshavebeendraftingActionPlansinthefollowingthemeareas:

1. ClosingtheGapsinAdmissions2. IndigenousKnowledgeandTraditionalHealing3. StudentSupport,MentorshipandRetention4. CreatingSafeLearningEnvironmentsandProfessionalism5. EducationAcrosstheSpectrum

InMarch2016thedraftplanshadprogressedsufficientlyfartobeginaskingforfeedbackfromIndigenouscommunityrepresentativesandKnowledgeKeepers.AletterwassenttoAnishinabeKnowledgeKeeperDaveCourchenefromDr.BrianPostl,DeanofMedicineandVice-Provost(HealthSciences).TheletterspecificallyaskedhowtheFacultyshouldengagewith Indigenous communities and representatives in both the planning andimplementationphases.In response to this letter, rather than offer a detailed response in writing, KnowledgeKeeperDaveCourcheneinvitedtheFacultyofHealthSciencestoengagewithintheTurtleLodgeitself,withKnowledgeKeepersbelongingtothewidertraditionalterritorythattheFacultyofHealth Sciences existswithin,whohavebeen identified asbeing connected totheiroriginallanguages,ceremonies,traditions,songsandcommunities,takingtheleadinengagingthegroupandinthedevelopmentofthisdiscussion.One of the key areas of importance stressed by Elder Courchene is that sacred spacematters in the sharing of Indigenous knowledge. Indigenous knowledge is traditionallysharedon the landor in thesacred lodges,and theprotocolsofsharinganddeliveryareequally, ifnotmoreimportant,thantheknowledgeitself,as it isalwaysaprocessguidedceremonially.ItwashopedbytheKnowledgeKeepersthatbringingtheteamtotheTurtleLodgewouldencourage reaching a level of the Indigenous community becoming an instrument ofnationhood, and reaching a relationship of true partnership, in the transmission andsharingofIndigenousknowledgewiththeFacultyofHealthSciences.

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“Wecansetawholenewnarrativeforthiscountry,awholenewnationalidentitythatincludesourcontribution.”


From the perspective of the Faculty of Health Sciences, it was hoped that during theengagement, they could hear from someKnowledge Keepers on their understandings ofTruthandReconciliation,andtheFacultyofHealthSciences’rolesandresponsibilitiesforreconciliation. The Indigenous leaderswithintheFacultyaskedtobrieflypresentontheprocess andwork on the Draft Action Plan to date to hear feedback onwhat they havecollaborativelydevelopedtodate.On June28, 2016, theTurtleLodgebrought together five localKnowledgeKeepers fromtheirextendednetworkofKnowledgeKeepers,alongwithtwoKnowledgeKeepers,DeansandseniorFacultymembersfromFacultiesofHealthScience,AboriginalHealth,Medicine,Nursing and Dentistry at the University of Manitoba for a Roundtable Discussion onreconciliation,asrequestedbytheUniversityofManitoba.TRUTHANDRECONCILIATIONCOMMISSIONCALLSTOACTIONIn June 2015 theTruth andReconciliation Commission of Canada released several of itsFinal Reports, including the Calls to Action. Of the 94 Calls to Action eight specificallyaddressthehealthsector,includingonethatcallsformoreIndigenoushealthprofessionalsandonethat instructshealthprofessionalschoolsonwhatall futurehealthprofessionalsshouldbelearningaboutIndigenoushealth:ACKNOWLEDGE THAT CURRENT STATE OF ABORIGINAL HEALTH IS A DIRECT RESULT OFPREVIOUSCANADIANGOVERNMENTPOLICIES,RECOGNIZEANDIMPLEMENTHEALTH-CARERIGHTSOFABORIGINALPEOPLE18. We call upon the federal, provincial, territorial, and Aboriginal governments toacknowledge that the current state of Aboriginal health in Canada is a direct result ofpreviousCanadiangovernmentpolicies,includingresidentialschools,andtorecognizeandimplement the health-care rights of Aboriginal people as identified in international law,constitutionallaw,andundertheTreaties.IN CONSULTATION WITH ABORIGINAL PEOPLES, IDENTIFY AND CLOSE THE GAPS INABORIGINALANDNON-ABORIGINALHEALTHOUTCOMES

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19.InconsultationwithAboriginalpeoples,toestablishmeasurablegoalstoidentifyandclose the gaps in health outcomes between Aboriginal and non-Aboriginal communities,and topublishannualprogress reportsandassess long-term trends. Sucheffortswouldfocus on indicators such as: infant mortality, maternal health, suicide, mental health,addictions, life expectancy, birth rates, infant and child health issues, chronic diseases,illnessandinjuryincidence,andtheavailabilityofappropriatehealthservices.RECOGNIZE,RESPECT&ADDRESSTHEUNIQUEHEALTHNEEDSOFINDIGENOUSPEOPLES20. Inorder toaddress the jurisdictionaldisputes concerningAboriginalpeoplewhodonot reside on reserves, we call upon the federal government to recognize, respect, andaddressthedistincthealthneedsoftheMétis,Inuit,andoff-reserveAboriginalpeoples.PROVIDESUSTAINABLEFUNDINGFORABORIGINALHEALINGCENTRES21. Wecalluponthe federalgovernmenttoprovidesustainable funding forexistingandnew Aboriginal healing centres to address the physical,mental, emotional, and spiritualharmscausedbyresidentialschools,andtoensure that the fundingofhealingcentres inNunavutandtheNorthwestTerritoriesisapriority.RECOGNIZETHEVALUEANDUTILIZEABORIGINALHEALINGPRACTICES22.TorecognizethevalueofAboriginalhealingpracticesandusetheminthetreatmentofAboriginalpatientsincollaborationwithAboriginalhealersandElderswhererequestedbyAboriginalpatients.CULTURALCOMPETENCYTRAININGFORALLHEALTHPROFESSIONALS23.Provideculturalcompetencytrainingforallhealth-careprofessionals.EDUCATIONINABORIGINALHEALTHISSUESFORSTUDENTSANDFACULTY

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24. WecalluponmedicalandnursingschoolsinCanadatorequireallstudentstotakeacoursedealingwithAboriginalhealthissues,includingthehistoryandlegacyofresidentialschools,theUnitedNationsDeclarationontheRightsofIndigenousPeoples,TreatiesandAboriginal rights, and Indigenous teachings and practices. Thiswill require skills-basedtrainingininterculturalcompetency,conflictresolution,humanrights,andanti-racism.PROVIDE ANNUAL DATA ON CLOSING THE GAPS IN HEALTH OUTCOMES BETWEENABORIGINALANDNON-ABORIGINALCOMMUNITIES55. Wecalluponall levelsofgovernment toprovideannualreportsoranycurrentdatarequestedby theNationalCentre forReconciliationso that it can reporton theprogresstowards reconciliation. The reports or data would include, but not be limited to:Progress on closing the gaps between Aboriginal and non-Aboriginal communities in anumber of health indicators such as: infant mortality, maternal health, suicide, mentalhealth, addictions, life expectancy, birth rates, infant and child health issues, chronicdiseases,illnessandinjuryincidence,andtheavailabilityofappropriatehealthservices.TURTLELODGETREATYONINDIGENOUSEDUCATION:“OURWAYOFLIFE”TheTreatyonIndigenousEducation“OurWayofLife”wasoriginallyratifiedatTurtleLodgein 2013 by a number of Indigenous Nations including the Anishnaabe, Siksi kai’ tsi tapi(Blackfoot),Nehiyaw(Cree),Dakota,Lakota,Nakota,Nisga’a, andMi’kmawNations,FirstNation organizations, aswell as sovereign individuals. This Treaty is being used by theAssemblyofFirstNations,theAssemblyofManitobaChiefs,andbyanumberofIndigenouscommunities,educationalinstitutionsandorganizationsacrossthecountry.

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Turtle LodgeTreaty:“Our Way ofLife”

IndigenousEducation

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Contents

PREAMBLE..........................................................................................................................................................XV

1.0TREATYPARTIES........................................................................................................................................16

2.0LIFELONGEDUCATION..............................................................................................................................16

3.0INDIGENOUSKNOWLEDGE......................................................................................................................17

4.0PROTECTIONOFINDIGENOUSKNOWLEDGEANDTRANSFER....................................................17

5.0JURISDICTIONANDAUTHORITYOFINDIGENOUSEDUCATION..................................................18

6.0IMPLEMENTATION.....................................................................................................................................19

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Preamble

A Treaty on Education is essential to protect the spiritual gifts granted by our Creator. ACreator, who, in the beginning, gave the laws of miyo pimātisiwin to nistameyimākanak1through the Law Lodge. For as long as we continue with the Law Lodge our lands will beprotected and we will not see wars or strife on Turtle Island. These laws of the clans areenactedeveryyearbyfamiliesandNationswhoarehonoringthehumanandspiritbloodandprotectingthechildren,grandchildren,andgenerationsyetunborn.Weprotectthisknowledge;theselands;andallourrelationstofulfilloursacredresponsibilities,specifically,toensurethatthosegenerationscomingafteruswillenjoythegiftsofcleanair,lands,water,andmedicinesofoursanctifiedMotherEarth;foraslongasthesunshines,grassgrows,watersflow,andforaslongasthereareIndigenousPeoples.IndigenousInstitutionsofHigherLearningwillinglystepforwardtoassistinthestewardshipofthis knowledge by privileging our ceremonies and protecting the clans against those thatmisunderstand the beauty and wonder of the spiritual nature of our beings granted by ourCreator.ThebenefitsofthisknowledgearemeantnotonlyforIndigenousPeoplesbutaretobesharedwithallouryoungerbrothersandsisterspresenttofulfillCreator'svisionofTurtleIsland. A vision of unity, peace, goodminds, and harmony as Creator intended. Uniting ourNationstoservethiscommonpurposeistheintentofaTreatyonEducation.

1The limitations of the colonizer’s English language should be taken into consideration and this document is to be interpreted from within an Indigenous paradigm.

GlossaryofTerms:Nehiyawewin/Anishinaabemowin/Englishmiyo-ohpikināwasowin/gwa-taa-gwanaa-gabinoojiiyik/goodchildrearingmiyopimātisiwin/minobmaadziwin/goodwayoflifenistameyimākanak/ntamagaabii’aajig/FirstPeoplewāhkōhtowin/dawenmaaganak/kinship

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1.0TreatyParties

Article1.1The undersigned representative individuals of the Anishnaabe, Siksi kai’ tsi tapi(Blackfoot),Nehiyaw(Cree),Dakota,Lakota,Nakota,Nisga’a,andMi’kmawNationsagree to this Treaty and gather in ceremonyMay 6th and 7th, 2013 to make thissacred promise to each other in the presence of our Creator. This Treaty is anexpressionofourjurisdictionovereducationaspeoplesofsovereignNations. ThePartiestothisagreementherebysignifycommitmentandsupporttooneanotheraswe collectively act as stewards of our Indigenous Knowledge for generations tocome.Article1.2IndigenouspartieswhoshareacommonunderstandingandwishtobeaddedintothisTreatyarewelcomedatanytimesolongastheyagreetoadheretothetermscontained herein. Treaty partiesmay collectively amend the Treaty from time totime.

2.0LifelongEducationArticle2.1Fromtimeimmemorial,thelearninglodgesthroughoutTurtleIslandhavebeenheldandownedbytheauthorityofIndigenouswomen;sharedwithIndigenousmenandthe Nation in various capacities. This sacred duty is guided and directed by theinherentresponsibilityandobligationtocarryasacredlawfromconceptiononwardthroughout the life span: this law is called miyo-ohpikināwasowin. miyo-ohpikināwasowin, means to raise children in a good way. This law guides anddirectstheeducationofeachchildasaclanorrelationalobligationasunderstoodandappliedbyeachIndigenousNationwithinalivedtraditionwherethechildisthecenter of the Nation. Indigenous jurisdiction and authority of teaching, language,andpracticeisalifelongrightandobligation.Itistheoriginaleducationalsysteminarelational-basedcontextandisenduring.Article2.2IndigenousPeopleshaveneverrelinquishednorextinguishedjurisdictionoverourrighttoeducateourchildren.

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3.0IndigenousKnowledgeArticle3.1Land based Indigenous Knowledge is inextricably intertwined with the languageand culture of Indigenous Peoples. International discourse recognizes five (5)elements to Nationhood: land, governance, language, culture and peoples.Indigenousknowledge is “written” inpictographs, petroglyphs,winter counts, thelands,thestonemarkings,theburialgrounds,birchbarkandsandscrolls,wampumbelts, ancientwisdom of our people, sacred ocean gardens, rivers, and numerousothersacredsitesencompassingthehistoryofIndigenousPeoples.Article3.2Indigenous Knowledge(s) are sacred, profound, and a gift connected to the spiritworld. Indigenous education is transferred and transmitted through our songs,stories, languages, ceremonies and lands of Indigenous Peoples; these areinterconnectedandcannotbeseparated.IndigenousKnowledgeistransferredandtransmitted through oral tradition passed from generation to generation and isintrinsictothelands,skies,andwatersinwhichourhistoryistiedandourcultureiscreated.Article3.3IndigenousKnowledgehasalways,andwill alwaysexist: self-determination is thepracticeandexpressionofintellectual,physical,emotional,andspiritualgiftsgivento the people and thus translated into the education of children. IndigenousKnowledge comprises all knowledge pertaining to a particular Nation and theirterritory, the nature or use of which has been transmitted from generation togeneration.Thisknowledge includesourwayof life. Theuseand transmissionofIndigenousKnowledgeisaninherentrightfromthebeginningoftime.IndigenousKnowledge continues through the languages, lands, and cultures of IndigenousPeopleswhichperseveretoday.

4.0ProtectionofIndigenousKnowledgeandTransferArticle4.1Our Indigenous Knowledge is based on our spiritual connection to Creator, therelationship to the land we inherit and how we survive within our ecosystems:medicines,plants,animals,land,sky,water,andallofCreation.Article4.2Weinherittherightandobligationtobekeepersofourcultureandstewardsofourlands and territories. Children have a right to this inheritance through thetransmission and transference of Indigenous Knowledge, cultural practices,Indigenouslanguages,andlaws.IninheritingthisknowledgeeachgenerationlearnshowtheyareconnectedtoourrelationsandCreation.

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Article4.3Knowledge transmission is guided by ourway of life through, ceremonies, songs,observations, traditional teachings, and languages. Language is connected to theplants,animals,andthespiritualrelationsthathelpsustainourenvironments.WehaveaninherentrighttoourOriginalinstructionsandtoliveuponourlandsunderNatural Law. The law of wāhkōhtowin directs and guides the transmission ofknowledge. The integral sourceofour traditionalknowledge isourwāhkōhtowinrelationship to the ecosystems and those with whomwe share the lands. In thismanner, Indigenous Peoples carry the memory of our history and connection toCreation.

5.0JurisdictionandAuthorityofIndigenousEducation

Article5.1As sovereign Nations and Peoples we define the scope and content of lifelongIndigenous education. In so doing, we enact our sovereign right to educate ourchildrenandpeoples.Article14oftheUnitedNationsDeclarationontheRightsofIndigenous Peoples (UNDRIP) affirms our inherent and sovereign rights todetermineeducationforourPeoplesandchildren.2Article5.2Indigenous Nations have exercised our right to educate our children and peoplesince time immemorial. Education is integral to transferring our identity asIndigenousPeoplesandassuchisacorefoundationofhowwepreserveandsustainourNations.ThepracticeofeducationamongstIndigenousPeoplesisarequirementof self-determination and is recognized under International Law.Article5.3VariousUnitedNationsarticles,covenants,andchartersrecognizetheinherentandcustomaryrightsthatNationshavetopursueself-determination.ThisTreaty isanact of exercising our right to self-determination through protecting education of

2UNDRIP:http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdfArticle14

1.Indigenouspeopleshavetherighttoestablishandcontroltheireducationalsystemsandinstitutionsprovidingeducationintheirownlanguages,inamannerappropriatetotheirculturalmethodsofteachingandlearning.2.Indigenousindividuals,particularlychildren,havetherighttoalllevelsandformsofeducationoftheStatewithoutdiscrimination.3.Statesshall,inconjunctionwithindigenouspeoples,takeeffectivemeasures,inorderforindigenousindividuals,particularlychildren,includingthoselivingoutsidetheirCommunities,tohaveaccess,whenpossible,toaneducationintheirowncultureandprovidedintheirownlanguage.

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Indigenous Peoples and Nations that are party to this Treaty. Article 1(2) of theUnitedNationsCharterrecognizesthis.3Article5.4Theparties’rightsincludecollectiverightstoownership,protection,andcustodyoftheirIndigenousKnowledgeandthateverysuchrightincludestheincidentalrightto teach such practices, customs, and traditions to ensure their continuity. Weassertourright toFree,Prior,andInformedConsent(FPIC)ondecisionsaffectingus, our education, and how IndigenousKnowledge is utilized. FPIC is recognizedunderArticles18and19oftheUNDRIP4. 6.0Implementation

Article6.1The core of our identities as Nations and Peoples is generated by the transfer ofknowledge from one generation to the next through our own education systems.This Treaty is an act of sovereignty to protect our knowledge systems that aregroundedinourculturalpractices, languages,ceremonies,connectiontoourlandsand to all Creation. We make this Treaty with our brothers and sisters of eachNationinkeepingwithourlawstoprotectandpreserveforthegenerationstocome.EachgenerationhastheresponsibilityandobligationtokeepourNationsaliveandstrong.Article6.2Theparties agree tomeet on an annual basis to strategize and review actions onTreatyimplementation.

3CharteroftheUnitedNations:http://www.un.org/en/documents/charter/chapter1.shtmlArticle1(2):

“Todevelopfriendlyrelationsamongnationsbasedonrespectfortheprincipleofequalrightsandself-determinationofpeoples,andtotakeotherappropriatemeasurestostrengthenuniversalpeace”.

4SupraNote1.Article18

Indigenouspeopleshavetherighttoparticipateindecision-makinginmatterswhichaffecttheirrights,throughrepresentativeschosenbythemselvesinaccordancewiththeirownprocedures,aswellastomaintainanddeveloptheirownindigenousdecisionmakinginstitutions.

Article19Statesshallconsultandcooperateingoodfaithwiththeindigenouspeoplesconcernedthroughtheirownrepresentativeinstitutionsinordertoobtaintheirfree,priorandinformedconsentbeforeadoptingandimplementinglegislativeoradministrativemeasuresthatmayaffectthem.

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Article6.3ThepartiesagreetopromoteawarenessoftheTreatyandeachother’sactivitiesintheexpressionofourjurisdictionovereducation.Article6.4The parties agree to engage others to comply and adhere to the articles of theTreaty. Theparties agree to create competent authoritieswithin their respectiveterritoriestoensurecompliancewithFreePriorandInformedConsentinexercisingownership, control and possession of Indigenous knowledge and preventingmisappropriation(examplesofcompetentauthoritiesincludetraditionalstructuressuchasEldersCouncils,ClanMothers/Grandmothers,Longhouse,BundleSocieties,among others, andmay also include research ethics boards, Community researchcouncils, and Indigenous post-secondary institutions, as our Nations deemappropriate).DulysignedbysignatoriesofNationspresenton7thdayofMay,intheyear2013,onSagkeengFirstNationTerritory.

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OBJECTIVES

“Todayyouwillreceiveaglimpseoftheknowledgewewanttoshare.WewelcomeeveryoneintoourLodge,andacknowledgeyouasourfamily.Thisisaplaceinwhich

allofouruniquenessasmembersofthatfamilyisembraced.Wehaveaspiritualdestinytocometogethertoembarkonajourneytofulfillourhumanness,recognizingthattheFirstPeoplesofthispartoftheworldhavesomethingtoshareandcontribute.

AsaPeoplewearechallengedtofindsurvivalon<1%ofourhomeland.Forthemostpart,ourpeopleliveinpoverty.Wedonothavethesameaccesstoresources,toshareintheabundanceofthisland.Ourchildrendonothavethesameopportunitiestohave

thebasicnecessitiesoflife.

Ourgiftsareaboutpeace–livinginpeace.Willwefindawaytoworktogether,aswestrivetofindwellnessforallourchildren?”

KnowledgeKeeperDaveCourcheneThe objectives of the Roundtable Discussion, were to assemble a respected andrepresentative group of Knowledge Keepers – traditional ceremonial Elders andKnowledgeKeepers, from representativeNations of the local traditional territory,who are rooted and recognizedwithin their communities, fluent in their originallanguages,andgroundedintheiridentityandspiritualtraditions,thatwould

1. AidtheFacultyofHealthSciencesinitsReconciliationActionPlanning;

2. ProvideGuidingPrinciplesincludingprinciplesofengagement;

3. Advise on how to best support Indigenous students in strengthening theirIndigenousidentity;

4. Offer an Indigenous perspective in enhancing education in general at theFacultyofHealthSciences;

5. Provide a Summary Document including recommendations from theKnowledgeKeepers

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“Howdowebringbothourperspectivesofhealthandwellnesstogethertocreateabettersystemofwellnessthatworksforallofus?Whatisthe

visionthatwehave?”


Theaboveobjectiveswouldbemetby:

1. Hosting a Gathering at Turtle Lodge June 27, 2016, inwhich Turtle Lodgewould bring together representatives from the Faculty of Health Scienceswith5representativeEldersforaceremonial-basedRoundtableDiscussion,followedbyaprivatediscussionbytheKnowledgeKeeperstosummarizetheengagementandmakerecommendations;

2. ProvidingaSummaryDocumentoftheconsultation;

3. MeetingwithDr.MarciaAnderson,Head,SectionofFirstNations,MetisandInuitHealthfromtheDepartmentofCommunityHealthSciences,FacultyofMedicine at the University ofManitoba to discuss the SummaryDocumentandoutcomesindetail,post-Roundtable;and

4. ProposingaplanoffutureengagementoptionswiththeKnowledgeKeepersandTurtleLodgetoprovideongoingconsultationandsupporttotheFacultyofHealthSciences.

VENUE

“Weareveryhonouredthatyouhavecometoourenvironment,tothisTurtleLodge,to

listentowhatwehavetosay.ThisLodgehaswelcomedfederaljudgesandpeoplefromallwalksoflife.”

KnowledgeKeeperHarryBone

The venue that was selected for this Roundtable Discussion was the AnishnabeMikinack Kinamakamik, translated from Anishinabemowin (Ojibway language) as“TurtleLodge”or“TurtlePlaceofLearningandHealing”.

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TheTurtleLodgeisatraditionalplaceofgathering,recognizedbyFirstPeoples(asrepresented by traditional Knowledge Keepers from Communities across TurtleIsland,theAssemblyofManitobaChiefs,andtheAssemblyofFirstNations),whereindividuals, communities, governments and organizations seek guidance, anddiscussissuesthatareaffectingthewell-beingofindividualsandthenation.Itisasacredlodgewhereceremoniesforhealingareconducted,andtraditionalteachingsandthelawsofthepeopleareshared.TheTurtleLodgeislocatedinSagkeengFirstNation.AttheTurtleLodge,youngpeoplearebeingreintroducedtoawayoflife,basedonnatural and spiritual laws, that has supported and sustained the First Peoples forthousands of years. The Turtle Lodge also engages in contracts and offersworkshopsfororganizationsandgovernmentstolearnthetruthaboutthehistory,languages,andthetraditionalwayoflifeoftheFirstPeoples.TurtleLodgeislocatedone-hournorthofWinnipegonSagkeengFirstNation.Theraising of the initial Turtle Lodge building in 2002 and 2003, based on a visionreceived by Knowledge Keeper Nii Gaani Aki Inini – Leading Earth Man (DaveCourchene), by a group of committed and gifted youth working together asvolunteers ina labourof love, isa testament to thesurvivalofawayof life. TheTurtle Lodge infrastructure is still considered a work in progress with furtherexpansions,upgrades,andgrowthplanned.AssemblyofFirstNationsNationalChiefPerryBellegardepledgedhis support forTurtle Lodge, which, he wrote, “continually supports gatherings, teachings,ceremonies,andendlesssupports for theachievementofabalancedstateofwell-beingandculturallypositivereinforcements forourchildren,youth,men,women,andElders”(seeAppendixB). TheAssemblyofManitobaChiefs,representing62FirstNationCommunities inManitoba, unanimouslypledged its support ofTurtleLodgeof“pursuingfederalandprovincialpartnershipsfortheTurtleLodgeCentrefor learning and healing” through a General Assembly Resolution in 2003 (seeAppendix C). Turtle Lodge also has a large network of partners and pastcollaboratorswhooffertheirgeneralsupportforitsongoingwork.ROUNDTABLECHAIRTheChairoftheRoundtableDiscussionwasKnowledgeKeeperDaveCourchene(NiiGaani Aki Inini – Leading Earth Man). Dave Courchene was responsible forselectingandbringingtogetherthediversegroupofKnowledgeKeepers.

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DaveCourchene–NiiGaaniAkiInini(LeadingEarthMan)–isarespectedElderandKnowledgeKeeperoftheAnishinabeNation.In2002,hefoundedTurtleLodge,aninternational centre for Indigenous education and wellness based on a vision hereceived over 35 years ago. Over the last 35 years, Knowledge Keeper DaveCourchene has initiated many projects and facilitated gatherings regionally,nationally and internationally, to promote the sharing and protection of thetraditionalancestralknowledgeoftheFirstPeoples.Todayhe is known internationally for his leadership and for sharingmessages ofhopeandpeace,havingsharedthestagenumeroustimeswithspiritualleadersthatinclude the Dalai Lama. In recognition of his work, he has received severalprestigious awards including the National Aboriginal Achievement (INDSPIRE)AwardinCulture,HeritageandSpiritualityin2010,theVolunteerManitobaAwardfor Outstanding Community Leadership in 2012; the International Award ofExcellence(2015)andCosmicAngelAwardforBestFilm(AudienceChoice)in2014for Bridgewalkers, the Golden Parent’s Choice Award in 2003 and 2006 for TipiTales,thePolarBearAward at theManitobaFilmFestival in2003 forTheHaroldHatcherProject,amajordocumentary,TVseries,andshort filmheco-created;andmultiple awards from Indigenous communities including recognition as anAnishnaabeAchieverof theTreaty#3FirstNation,AboriginalCircle ofEducatorsAwardin2006,andtheInternationalIndigenousLeadershipAwardin2012.TURTLELODGEKNOWLEDGEKEEPERSThe Turtle Lodge Knowledge Keepers are identified as a network of respectedtraditional ceremonial Elders and Knowledge Keepers from the four directionsacross Turtle Island, who are rooted and recognized within their communities,fluent in their original languages, grounded within their identity, spiritual andhealingtraditionsandgiftedinbuildingandnurturingrelationships.TheKnowledgeKeepers selectedbyKnowledgeKeeperandFacilitatorCourchenefor this particular engagement were from the local traditional territories of theAnishinabe,CreeandDakotaNations,situatedaroundthesacredsiteofManitouApi(WheretheCreatorSits).

TheseinvitedKnowledgeKeepersincluded:

1. DaveCourchene-SagkeengFirstNation(Anishinabe)

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2. KatherineWhitecloud-SiouxValleyDakotaNation(Dakota)3. HarryBone-KeeseekooweninFirstNation(Anishinabe)4. FlorencePaynter–NorwayHouseCreeNation(Cree)5. MaryMaytwayashing–LakeManitobaFirstNation(Anishnabe)

Tobaccowas passed to the Knowledge Keepers by the Faculty of Health Sciencesand offered ceremonially in accordancewith traditional cultural protocols. TheirbiographiesarefoundinAppendixG.SPONSORThe Roundtable Discussion of the Turtle Lodge Knowledge Keepers and thecompilation of this summary document were sponsored by the University ofManitoba.

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SUMMARYOFDISCUSSION FORMATThediscussionwascarriedoutinaRoundtableDiscussionformat,usingtraditionalceremonyincludingthePipeCeremonyandSacredFire.Offeringsoffood,tobaccoandclothweremadetothespirit,inaccordancewithtraditionalIndigenousculture.Allparticipantswereinvitedtoparticipateintheceremoniesiftheysodesired,anditwasmadeclearthatthiswasnotcompulsory.

“TheSacredFireisadoorwayfortheancestorsandgrandfatherstocomeandinspireus.WemakeofferingstotheSpirittohelpus–tobacco,foodandcloth.TheFireisaboutfindingourwayback,tohelpusdealwiththe

strugglesandchallengeswehave.”

DaveCourchene,KnowledgeKeeperandFacilitator

The value of respectwas emphasized by theKnowledgeKeepers as a paramountvalue.

“WeoffertobaccotiestoinvoketheSpirit,followingtheFirstLawtheCreatorgaveus,theLawofRespect,theessenceofwhichistogive.”


Giving was seen as the highest of ideals, taken very seriously in traditionalIndigenouscultures.

“Myresponsibilityistobetheonetogiveinourceremonies.”

KnowledgeKeeperKatherineWhitecloudBoththeKnowledgeKeepersandtheFacultyofHealthSciencesrepresentativessattogether in the circle, and shared their perspectives, facilitated by KnowledgeKeeperDaveCourchene.

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A. DEVELOPINGANATIONTONATIONFRAMEWORKPartofthegoalofmeetingrepresentativesoftheUniversityofManitoba’sFacultyofHealth Sciences atTurtleLodge,was to encourage support for aNation toNationrelationshipframework,basedonequalpartnershipandrespect.

“ItishopedthatbybringingtheteamtotheTurtleLodge,itwillencouragereachingaleveloftheIndigenousCommunitybecominganinstrumentofNationhood,andreachingarelationshipoftruepartnership,inthe

transmissionandsharingofIndigenousknowledgewiththeFacultyofHealthSciences.”

LetterfromKnowledgeKeeperDaveCourchene,FounderofTurtleLodge,toDr.BrianPostl,DeanofMedicineandVice-Provost(Health

Sciences),UniversityofManitoba,March20,2016TheKnowledgeKeepersemphasized the importanceofhavinga solidpartnershiprelationship, following the spirit of Nation toNation, as the foundation to findingreconciliation.

“HowdoweensurethatthereisanequalparticipationasFirstPeoples?Wecannotdoitthroughintegration.Wehavetodoitbypartnership.Weusetheexampleofmarriage.Youwantittobeapartnership.Youcannothaveonepersonimpose.Everyonehasthefreedomtolivetheirgift,

exercisingtheirfreewill.”

KnowledgeKeeperDaveCourchene1.FollowingtheModelofTreatyTheKnowledgeKeepersspokeaboutaTreatybeingthemodelofthefoundationofaNationtoNationrelationship,onethatisintendedtolastintoperpetuity:“aslongasthesunshines,thegrassgrowsandyonderriverflows,”accordingtothewordingoftheTreaties.5Thereference to the flowof rivers,according toKnowledgeKeeperKatherineWhitecloud,isanallusiontothefollowing:

5AlexanderMorris,thefirstTreatyCommissioner,whoastheLieutenant-Governor of Manitoba from 1872 to 1877, led the negotiations of Treaties 3-5, and the re-

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“Aslongasthebirthwatersflowforourchildren,theTreatymeansthe

agreementsreachedwilllastforever.”

TheUniversityofManitobaissituatedonTreaty1territory.Treaty1wassignedin1871 and formed the basis for a Nation to Nation relationship with the localAnishinabeandCreeNationsandCanada.

“TheTreatiesareaboutusworkingtogether.”


TheTreatyrelationshipcanbedescribedbothininternationallawtermsaswellasinIndigenousterms.

“DuringthesigningoftheTreaties,itwasfullyacknowledgedthatitrequiredtwofullyrecognizedNationstohaveaTreaty.InordertoqualifyasaNation,evenundertoday’sprevailinginternationaldefinitionsandstandards,theremustbeaPeople,aculture,alanguage,ahistory,and

theremustbeland.”


The Oxford English Dictionary defines a nation as “a large aggregate of peopleunited by common descent, history, culture, or language, inhabiting a particularcountryor territory.” International lawoftenuses the term “nation” as if itweresynonymouswith“state”asin"UnitedNations"or'LeagueofNations'.6

“AsaPeople,wehadandstillhaveahomeland,ahistory,alanguage,andadistinctivewayoflife.IfwestaywiththeunderstandingofNationhoodasdefinedbyinternationallaw,weareadistinctivePeoplescompletewithalandbase–grantedithasbeenminimizedbythecolonizer–wehavealanguage,adefiningculture;wehaveahistorythathasevolvedfrom

Creationtoourtime.Wehaveawaythatsupportsourautonomytobea

negotiation of Treaties 1 and 2, which collectively, cover almost all of present-day Manitoba. 6OxfordEnglishDictionary

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self-governingPeople.”


FromanIndigenousperspective,nationhoodbeginswithspirit.Nationhoodiswell-definedthroughSacredLaw,NaturalLawandHumanLaw,andrepresentedbytheSacredPipe,whichKnowledgeKeeperHarryBonebeginstodescribe:

“Inoursystem,wehavethreesystemsoflawthatguideus-SacredLaw,NaturalLawthatanimalsfollow,andHumanLaw.OurConstitutionisthePipe,whichwepracticeeverytimewedoapipeceremony.ThePipe

ceremonyisourexpressionofsovereignty–ournationhood–aswepointthePipeineachdirection,wemakethatconnectionwiththeCreator,

MotherEarthandthespiritthatlivesinthefourdirections.”

KnowledgeKeeperHarryBoneThe Knowledge Keepers expressed that to learnmore about their understandingandperspectiveonnationhoodandIndigenous lawwouldrequiretimeandeffort,investedwiththeKnowledgeKeepersonthepartofthosewillingtolearn.

Originalinstructionwasgiventoeverything,notjustpeople.TheCreatorputitsspiritintous,sowhenhecreatedthefirsthumanbeing,heputallhisthoughtsintothatbeingincludinghisSacredLaws–hisoriginal

instructions–thatgovernalloftheuniverse.HealsogaveusLawsoftheLand[NaturalLaws]thatwewouldlearnfromMotherEarth.HegaveusLawsofthePeople[HumanLaws],whichwouldbebasedontheseLawsof

theLand,thatwouldhelpusstayinbalanceandconnectedtohim.72. EnduringRespectforthePartnershipRelationshipTheissueofrespectforthepartnershiprelationshipwasraisedbyanumberoftheKnowledgeKeepers.

“Ihaveonequestion.Howseriousareyougoingtobetakingourknowledge?Howfardowegetinvolved?Wehavehadexperienceswith

7Bone,H.,Courchene,D.Copenace,S.,Skywater,H.,Atkinson,P.,Easter,W.,Linklater,D.JourneyoftheSpiritoftheRedMan.NewYork:TraffordPublishing.

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otherinstitutions;weareledtobelievethatwewillberespectedasequalpartners,thenwegetweededout.”


KnowledgeKeeperFlorencePaynterrecalledanexperience“wherewewerebroughtinagainatthe11thhour.”The Knowledge Keepers mentioned situations in which they were called in toapprove processes rather than being invited from the beginning to help designprocesses, that had they been involved,would have involved traditional protocol,processandceremony.3. TheNeedforBothPartiestoEngageinOngoingRelationshipTheNationtoNationrelationshipnecessitatesalearningonthepartofbothpartiesof theother’sbelief systemandvalues. Beginning towork together following thespirit of a Nation to Nation relationship, as was initiated through the signing ofTreaties between Indigenous Nations and Canada, will set the tone for truereconciliation and an effective working relationship. The Knowledge Keepersdescribed this Nation to Nation relationship not necessarily as a politicalrelationship,ratheronefollowingthespiritandintentoftheTreaties.

“Whenyoucamehere,youtookasteptocomeandlistentous.Wehaveabeliefsystemofgentleness,kindness,love,respectandcaring.Youcometoday,onyourown,Ihope,tolistenandtohear.Yourjobismorethanthephysicalone.Itistobeabletolisten,andalsototeachthepeopleyouworkwith,thenurses,thedoctorsthattherearereasonswhyourpeoplearesick.

Thathealingprocessissoimportant,weneedyourhelpandwealsoneedourpeople’shelpforthattosucceed.WeneedanewframeworkifwearegoingtoembracetheknowledgeofIndigenouspeople.Wearestillverymuchalive–wespeakourlanguages,andliveourwayoflife–andthiswe

cansharewithyou.”

KnowledgeKeeperHarryBoneTrue reconciliation – through enhancing understanding of the IndigenousperspectiveofnationhoodandthevaluesandbeliefsystemthatunderlieIndigenous

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nationhoodisobtainablethroughfurtherengagementwiththeKnowledgeHolderswithintheirplacesofnationhood–thesacredlodges,suchastheTurtleLodge.

“Theywilllearnhowtofindreconciliationbycomingintoourenvironment.Theyneedtoknowlearnhowtobeinrelationship.Thisisoneofthegaps,

oneoftheblindspotsintheirplan.”

KnowledgeKeeperKatherineWhitecloudThe Knowledge Keepers encouraged the Faculty of Health Sciences to “have thespirittoengagewithusinthespiritofNationtoNation,”supportingthesharingofIndigenous knowledge from within its own context, recognizing IndigenousinstitutionsasequaltoWesterninstitutions.

“Alotofusareredefiningourunderstandingofhealth.Ourhopeisthatourinstitutionsarerecognizedjustasmuchisyours.Youhaveyour

universityandwehavetheTurtleLodge.Wewillpartner.Whenitcomestotrainingandeducatingtheyoungpeople,theyshouldbeencouragedtocomehere,toseeandtolearnfromtheKnowledgeKeepers–thosewhohavetakenthefullefforttocommitthemselvestotheknowledgeandthe

language.

Whatisneededisthatspiritofpartnership,thatspiritofrecognitionthatwehavesomethingtogive.Atsomepointweneedtobegivensupporttorunourplaces.Weneedtobegiventheresourcesforourwaysoflearning,

sharingandhealingtobesupported.”

KnowledgeKeeperDaveCourchene4. EngagewithoutanAgendaForthemostpart in thepast, theKnowledgeKeepersconveyed,wheneverothers,whether Canadian or urban Indigenous organizations, have tried to engage withIndigenouscommunitiesandnations, theyhavecomeinwithanagenda,andwithan attitude that they knowmore than the communities. TheKnowledgeKeepersstateditwouldbearefreshingchangeforthosecomingintohavenoagendaandanopen mind. Consideration should also be made in how the engagement couldbenefitthecommunitiesthemselves,reflectinganhonestdesiretoservetheneeds,hopesandaspirationsofIndigenouspeoples.

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“Havingexperiencedtheirprocessandtheirpredeterminationsofhow

muchtheyknowandtheassumptionthattheyknowmorethanKnowledgeKeepers,theyneedtocomewithopenmindsinsincerity.”


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B. CHAMPIONINGTHEROLEOFTHEKNOWLEDGEKEEPERS

“Howdowegetoneortwotochampionwhatwehavetooffer?Wealreadyknowwhatiswrongwiththeirsystem.Weneedsomeonetochampionthe

voiceofIndigenousKnowledgeKeepers.”

KnowledgeKeeperKatherineWhitecloud1.KnowledgeKeepersasLeadersofIndigenousNationsandCommunities

“HowcanwestrengthenthepositionoftheElders?”

KnowledgeKeeperDaveCourcheneThe Knowledge Keepers strongly recommended that any engagement with FirstNation communities be initiated and led by traditional Knowledge Keepers andElders.Knowledge Keepers and Elders have traditionally been the leaders of IndigenousNations and communities. Awidely accepted cultural norm, their leadership hascontinuedtoday,despitetherelativedisplacementoftheEldersinthelastcenturyas a result of colonization. More and more, traditional Indigenous KnowledgeKeepers are stepping forward to reclaim what they see as their duty andresponsibilitywithintheirhomeland.

ItwasKnowledgeKeeperswhoweretheleadingforcebehindthesigningofTreatiesof Indigenous Nations with the Crown, as all decisions were made throughceremony and through the smoking of the sacred pipe, a role designated toKnowledgeKeepers.

Recently, On November 24-25th, 2016, a group of Elders and Knowledge HoldersfromFirstNationsfromallfourdirectionsfromacrossCanadametinOttawa,attherequestoftheAssemblyofFirstNations,todiscussFirstNationhealthandwellnessbroadly,withaspecific focusontheHealthAccord.The followingstatementcameoutofthishistoricgathering:

“AsthefreeandindependentOriginalPeopleofthisland,thesacredpipehashelpedussurvive.Weembraceourpast,thepositiveandthenegative.

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Byacknowledgingourtraditionalteachingsandceremoniesweappreciateourpresent,andempowerallyouthtobestronginthefuture.

AsFirstNationEldersandKnowledgeHolders,weacknowledgeourresponsibilitytoactinapeacemakingandguidingroleforallpeopleinour

motherland.

Todayweestablishourselvesasanindependentandnon-partisanalliance,groundedinourlovefortheEarthandhernaturallaws.

Wehaveavisionforhealththatreflectsaholisticunderstandingthatincludesphysical,emotional,mentalandspiritualwellness.Thisvisionisgroundedinournationhoodandguidedbythesacredprinciplesgiftedto

usbyourancestorsandtheCreator.

Weagreethatthesymbolsofouralliancewillbethepipe,thetipiandthesevenanimalsrepresentingtheseventeachings,whichsignifyour

connectiontoawayoflife.

Weacknowledgethecrisisofsuicideanddepressionthatyoutharefacingacrossthecountry,andtheimportanceofallofourrolesinhelping

strengthentheidentityoftheyouth.

WeaccepttosupportthemovementofreturntoawayoflifebasedonlivinginbalancewiththeEarth,andthesevensacredteachingsofrespect,

love,courage,honesty,wisdom,humility,andtruth.

Weagreetothefollowingdefinedactions:

Wemakeacommitmenttocommissionasacredpipe,andpositionitatthesacredsiteofManitoApiatthegeographiccentreofthecontinent.ThispipewillbeunveiledatthecentreatTurtleLodgeinSagkeeng,Manitoba,

intheNewYear.

WemakeacallacrossthenationtolightsacredfiresofprayeronDecember20-21,2016–theWinterSolstice.

Thesesacredfireswillbeabeaconofhopeandfaithforyouthandotherswhoaresuffering,aswellasacelebrationofnewchildrenbeingbornand

youthswhoaresucceedinginlivingpositivelives.

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Wecommittogatheringin2017atTurtleLodgetomeetanddiscusswaystoimprovethehealthandwellnessofthenation.

AsEldersandKnowledgeHolders,weeachcommittobringoneyouthwithustothisgathering,toteachandmentorthemintheirownidentityand

leadership.

WemakeacalltoEldersandKnowledgeHoldersfromacrossthecountrytojointhisalliance.

Weacknowledgetheseeffortsasavitalpartofrebuildingthenation,ouryoungpeople,ourfamiliesandourcommunities.”

Statement of Elders and Knowledge Holders – November 24, 2016, Ottawa8

Today,again,afterarelativedisplacementsincecolonizationandchristianization,ofthe traditionalKnowledgeKeepers as the guiding force and the leadershipwithinIndigenouscommunities,moreIndigenouspoliticalleadersarealsocomingforwardtoacknowledgeandsupporttheKnowledgeKeepersintheirleadership.

“TheAMCseesthisgroupofETKH[EldersandTraditionalKnowledgeKeepersidentifiedatTurtleLodge]asthetrueexpertsandleadersofour

Nations.Theirknowledgehelpsinbetterunderstandingidentities,worldviewsandrelationshipsbetweenalllivingbeings,includingthe

environment.”

GrandChiefDerekNepinak,AssemblyofManitobaChiefs,20169

ThecountryofCanadahasjustbeguntoembraceacelebrationoftheFirstPeoplesof this land, their unique Indigenous knowledge, and the important contributionIndigenous Knowledge Keepers can make to solving global climate change andusheringinaneraofsustainability.CanadianPrimeMinisterJustinTrudeaustatedin2015thatIndigenouspeopleshavemuchtoteachtheworld:

“Indigenouspeopleshaveknownforthousandsofyearshowtocarefortheplanet.Therestofushavealottolearnandnotimetowaste.”

8http://www.turtlelodge.org/2016/12/indigenous-elders-and-knowledge-holders-from-the-four-directions-make-joint-statement-in-ottawa-november-24-2016/9Nepinakatwww…

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JustinTrudeau,PrimeMinisterofCanada10

TheleaderoftheCatholicchurch,PopeFrancis,acknowledgedthecontributionofIndigenousPeopleswhenhespokeinMexicoonFebruary15,2016.ThepontiffhighlightedthedeepappreciationofIndigenouspeoplefornatureandalsoaffirmedthegreatknowledgecarriedwithintheIndigenouscommunity.TheArgentine-bornpopestated:

“Yourpeoples,asthebishopsofLatinAmericahaverecognized,knowhowtointeractharmoniouslywithnature.Andyet,onmanyoccasions,inasystematicandorganizedway,yourpeoplehavebeenmisunderstoodandexcludedfromsociety.Somehaveconsideredyourvalues,cultureandtraditionstobeinferior.Others,intoxicatedbypower,moneyandmarkettrends,havestolenyourlandsorcontaminatedthem.Howsadthisis.”

PopeFrancis11

2.DescribingtheRole,DutiesandResponsibilitiesoftheKnowledgeKeeper

“KnowledgeKeepersarethosewhohavebeenentrustedwiththesacrednessofoursongs,stories,language,ceremonies,andourknowledge.Oursongsandourlanguageareourconnectiontoourancestors,history,andsacrednessasaPeople.Knowledge

Keepersarepeoplewhoreallyknowwhatitmeanstolove.”

KnowledgeKeeperKatherineWhitecloudThefollowingisahumbleattempttodefinetherole,dutiesandresponsibilitiesofaKnowledgeKeeper,basedonsharedIndigenousknowledge.ThetermElderisoftenusedinterchangeablyincommunitiestodesignateaKnowledgeKeeper.

• KnowledgeKeepershaveadeepunderstandingofsacredandnaturallawsthatdepictouroriginallanguages,ceremonies,traditions,songsandcommunities;

• Thisdeepunderstandingcomesequallyfromalifetimeoflearningandalifetimeofearningteachings.

10Justintrudeau11popefrancis

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o Earningisaboutexperience;andbecauseexperiencecomeswithage,all“oldpeople12”arerespectedfortheirknowledge…butnotall“oldpeople”areKnowledgeKeepers.

• Fromthislifetimeoflearningandearning,KnowledgeKeepersconnecttheirindividualspirit-givengiftstoanareaofexpertise.Assuch,KnowledgeKeepersarediverse.EveryKnowledgeKeeperhasexpertiseindifferentareasofsacredteachings(i.e.ceremonial,women’steachings,animalteachingsetc.)

• KnowledgeKeepersgivetheirknowledge(intheirareaofexpertise)backtothecommunitythroughteachings,ceremonies,etc.

o Thisisareciprocalrelationshipwithcommunitylearners,withlearnerscare-takingtheteacherssothattheIndigenousknowledgetransfercancontinue.

o KnowledgeKeepersoffersupportasindependentadvisorstoaprocessofengagementanddialogue.

• Inthiscycleoflearningandgivingofknowledge,theKnowledgeKeepersbecomeleadersandprovideaspirit-ledvisiontocommunities.

Fromalloftheseactions,theKnowledgeKeepersbecomecleartothecommunity.Thecommunity“knows”theKnowledgeKeepers.This“knowing”comesnotfromhumanlaworonaphysicalplane,butfromaclearculturalidentitygovernedbyspirituallaw.3.QualifiedKnowledgeKeepersasIdentifiedbyCommunities“ThepeopledecidewhotheKnowledgeKeepersandspiritualleadersaregoingtobe.”


The Knowledge Keepers assembled at Turtle Lodge spoke of selecting the “rightqualifiedKnowledgeKeepers”as integraltotheintegrityofIndigenousknowledgetransmission.ConsideredintegraltotheroleofKnowledgeKeeperswastheabilitytospeaktheiroriginallanguages,deemedvitalfortheproperconductofceremony,astrongandlivingunderstandingofceremonyandtraditionalteachingsandsongs,andaconnectiontothecommunitiesandland.

12OldpeopleisatermusedbymanyIndigenouspeopletodescribeseniors.Itisatermofrespect.Forexample:“theoldpeoplewouldsharestoriesofhowweusedtolive.”

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“WeneedNative-controlledcontentanddelivery.ThereiscurrentlyanIndigenousgovernancecoursetaughtattheUniversityofManitoba–thecontent[anddelivery]iscontrolledbytheUniversity.Wecannothavethat.

TheEldershavedifferentlevelsofknowledge.TherearealsoElderswhowanttobeKnowledgeKeepers.WehavetohavetherightqualifiedElders

teachingthecontent.”


TheKnowledgeKeepersspokeverystronglyagainst“givingIndigenousknowledgeto the educational institutions” for their delivery under a Western paradigm bythosenotqualifiedtoshareit.

“Youcannotjustlearnitfromabook.YouarenotgoingtohaveIndigenousanythingunlesswe[KnowledgeKeepers]arepartofit.

Everythingforthem[theuniversity]hastobeaboutaccreditation,whichbegsthequestionforthemwhoisqualifiedtobeaninstructor.”


Indigenous knowledge is considered sacred, and there are individuals among thepeoplewhoaregiventhehonourandresponsibilityofsharingitinorderthatitmaybetransmittedproperly.TheKnowledgeKeeperssharedthatinsomecasestheknowledgeisbeingwithheld,for its protection, if the Knowledge Keepers feel that it would not be respected,receivedorsharedinsacredway,followingproperculturalprotocols.

“Becauseourwordsaresosacred,theyarealwaysintheuniverse.People’sworddoesnotmeananythinganymoreinfrontofyourjudiciarybecausethereisnounderstandingofrespect.We[KnowledgeKeepers/Elders]willnottestifyanymore[intheCanadiancourts]becausewearenotbeingrespected.Theirknowledgeandintegrityiscalledintoquestion.

Myauntiewasnotsharingthesacredsongsshecarriedanymorebecauseshefeltthosesongsandthatknowledgewasnotbeingrespected.Noonerespectsthemeaningofthesongs.Nooneisgoingtotakecareofthem.

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Andshewasthelastonetocarrythosesongs.Whenweshareourknowledgeitisbecausewetrustitwillbetakencareof.”


4.KnowledgeKeepersinanIndependentLeadershipAdvisoryRole“Wearehereinanadvisoryrole,asfreethinkers.Wearenotheretoimpose,anditis

uptotheinstitutiontoacceptwhatwehavetooffer.Weseeanopportunityherewherewecaneffectchangethatwouldbenefitall.Iseeuscominginwithawell-

definedvision.”

KnowledgeKeeperDaveCourcheneThe Knowledge Keepers assembled spoke at length, discussing their role and thesupport they felt they could provide to the Faculty of Health Sciences as anindependentandnon-partisanadvisorybody.

“Theyneedtocometous,notusbeinganemployeeofaninstitution.”


TheKnowledgeKeepersemphasizedthattheirrolewouldbethesameaswhatitiswithin the Indigenous community: to act in a leadership and role as independentand autonomous free thinkers, in an advisory capacity to the Faculty of HealthSciences. As Knowledge Keepers, their role would never be one of imposition,rather one of welcome, invitation and sharing, offering an equal Indigenouspartnership, perspective and approach that would be up to the University ofManitobatoaccept.

“Ourwayistoshare.Ourwayisnevertoforce.”


“Weneverimposethatonourchildrenandgrandchildren,theycomeon

theirown.”

KnowledgeKeeperFlorencePaynter

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“Wedon’twanttoimposeanythingonanyone.Weknowwhatthatfeelslike,soweresistimposition.”


5.KnowledgeKeeperRoleinProvidingaVision

“ThroughtheparticipationoftheUniversityandtheElders,wewillreachahigherlevelofunderstanding–avision–avisionoflife.Thevisionhasthetrue

understandingofourhumanity.Wewillworktogetherinouruniquenesstoreachacollectiveunderstandingandeffectonwellness,usingthatexperiencetocreatea

betterworld.”


The Knowledge Keepers agreed that the process of working together must startwithavision.ProvidingavisionwasseenasakeyroleoftheKnowledgeKeepers.

“Theyhaveavisionbuttheyarenotincludingus.Healthisuniversal.Wewanttoshareourvisionofhealth.Wecanhelpwiththeco-creationofa

newvisionforthefaculty.”


“Idependondreamsandvisions.That'sonethingwedoaspeople.”

KnowledgeKeeperMaryMaytwayashingTraditionally, Indigenous people depended on dreams and visions to provideguidanceinlife.Whenayoungboywouldreachtheageoftwelve,hewouldgoouton the land, to seek a vision or dream that would show him his purpose. ThisexperienceofcommuningwiththeEarthwouldinitiatehimintomanhood.

“AnEldersaidtoayoungboy,‘Youwanttolearnaboutwhatlifeis?Comewithmetotheland.’WhenaboygivesofhimselfandgoesonhisVisionQuest,heisgoingtohearthings,tostarttoseethingshe'sneverseen

before.”

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KnowledgeKeeperDaveCourcheneThe following described the Knowledge Keepers’ vision for this process ofengagement:

“InourvisionweacknowledgethattheonlythingthatisgoingtohealusistheEarth.Wehavetospeakonbehalfofthelandandbeavoiceforthe

children.”


“Ourvisionislife.Ourvisionisagoodwayoflife.”


“Thevisionisaleadershipwhichisnotaboutcontrol.Itisaboutfollowingspiritualandnaturallaws.”


The Knowledge Keepers wished to follow a foundation as defined by the TurtleLodgeTreatyonIndigenousEducation“OurWayofLife”tosupportavisionofhealtheducationforallthatisbasedonIndigenousknowledgeandwaysoflearning.6.KnowledgeKeeperRoleinImplementationoftheVisionThe implementation of the vision provided by the Knowledge Keepers wouldultimatelyensurethatIndigenousknowledgeandwaysoflearningareunderstoodand considered of equal priority in all aspects of the Faculty of Health Science’sdeliveryofeducation,throughthepracticalapplicationoftheTurtleLodgeTreatyonIndigenousEducation“OurWayofLife”.

“Weneedtostartwithourvision.Thegoalistosupportandreinforceastrongidentityforyouth.Wehavetoaskourselveshowtobestachievethat.Canthatbedonewithinthecontextofthecurrentsystem?Ordowe

needtothinkofanotherapproach,followingourownways?”


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Themeans bywhich the Treaty is to be implemented could be further discussedthroughongoingengagementanddialoguewiththeKnowledgeKeepers.7.KnowledgeKeeperRoleinBuildingBridgesandRelationshipsAkeyroleoftheKnowledgeKeepersistoensurevaluesandsacredprinciplesareadhered to in any process of engagement and relationship, and that a Nation toNationpartnershipisrespected.

“Ourroleistoensurethesafeguardingofastrongpartnership.”


8. InstructionalandEducationalRoleTheKnowledgeKeepersofferedthemselvesinaninstructionalandeducationalcapacitytosharetheirknowledgewiththeFacultyofHealthSciencesstudentsandstaff.TheystatedthatIndigenouseducationalcurriculumandprogrammingcouldbedesignedbytheKnowledgeKeepersworkingwithFacultyofHealthSciencesleadership,andsetuponsiteatTurtleLodgeforFacultyofHealthScienceslearners.Thiswouldrequireappropriateresourcingforcurriculumdevelopmentandimplementation.

“LettheKnowledgeKeeperslead;lettheTurtleLodge,ourlargestIndigenoussacredlodgeinManitoba,ourcentreofexcellenceineducation,

leadtheway.”

KnowledgeKeeperHarryBone9.KnowledgeKeeperRoleinTraditionalHealingManyKnowledgeKeepers have a gift of healing,whether it is through traditionalceremony, counselling or knowledge of healing medicines from the land.

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Traditional healing is another area that could be explored where KnowledgeKeeperscouldplayaroleinofferinganIndigenous-foundedwellnessapproachbothin theactualhealingof,aswellas theeducationofhealtheducators,studentsandpatientsservedbytheFacultyofHealthSciences.TheKnowledgeKeepersrecommendedthattheFacultyofHealthSciencesestablisha relationship with the Giigewigamig First Nation Health Authority, a localcollaboration of four First Nationswho are often served byWinnipeg hospitals –HollowWater,BlackRiver,SagkeengandBloodveinFirstNations.GiigewigamigisledbycommunityKnowledgeKeepers,selectedbytheirChiefsandCouncils,whoaregroundedintheirlanguages,ceremonies,culturalteachingsandtraditions.Somearetraditionalhealersthemselves.TheKnowledgeKeepersaresupportedbyBandCouncilResolutionsfromeachofthecommunities’ChiefandCouncil,tohavefullautonomyinmakingdecisionsfortheGiigewigamigTraditionalHealingCentre.Giigewigamigmeetsbiweeklytomonthly,todiscussthedevelopmentofinitiativesrelatedtotheGiigewigamigTraditionalHealingCentreatPineFallsHospital,andrelatedhealthinitiativesinthecommunities.10.KnowledgeKeeperRoleinLeadingCommunityModelsofWellnessTheKnowledgeKeepersatTurtleLodgehaveanextensivenetworkwithotherKnowledgeKeepersbothlocallyandacrossthecountrywhotheywillturntoforspecificexpertise.TheyadvisedthatinordertobestservetheFacultyofHealthSciences’statedgoalsofimplementingtheTRCRecommendations,thatthecommunity–representedbytheKnowledgeKeepers–alwaysbeincludedindiscussionsabouthealth.TherearealreadyevolvingcommunityinitiativesandmodelsofwellnessthattheyrecommendtheFacultyofHealthSciencesbegintoengagewithandsupport.TheTurtleLodgeengagesinanumberofinitiativesthroughouttheyearthatsupportwellnessfromanIndigenousperspective.TheKnowledgeKeepersinvitedtheFacultyofHealthSciencestoengagewiththeTurtleLodgeinbringinglearnerstoparticipateinsomeofthese.AkeyinitiativeistheritesofpassagetoadulthoodconductedonthefullmooninMayeveryspring–theVisionQuestforyoungmenandMakooseKaWinforyoungwomen.Theseritesofpassagecanprovideyoungpeopleofallcultures(andadultswhoneverexperiencedtheirritesofpassage)withafoundationofconnectiontothe

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landandtraditionalteachingsofvaluesthatenhancesenseofpurpose,apersonalunderstandingofone’sgiftsandstrengths,anddutiesandresponsibilitiestooneself,one’scommunityandnation.Theritesofpassagebuildself-confidence,self-esteem,andasenseofpurposeandidentitythatservesasanimportantbeginningtoeducationforanylearner.MoreinformationontheritesofpassageisfoundinAppendixF.WorkingwiththeGiigewigamigFirstNationHealthAuthority,whichservesIndigenouscommunitymembersandpatientsfromlocalFirstNationcommunitieswhoareoftentransferredtotheWinnipeghospitals,couldalsorepresentanimportantsteptodevelopingtraditionalhealinginitiativesincollaborationwiththeFacultyofHealthSciencesthatcoulddirectlybenefitbotheducatorsandlearnersattheFacultyaswellasIndigenouscommunitymembersutilizingservicesprovidedbytheWRHA.

“WehaveworkedwithourlocalcommunitiestostarttheinitiativeofGiigewigamig.IttookabouttenyearstoconvincetheRHAweneedaplaceofourown.Eldersaretakingaleadrole.TheChiefshaveacknowledgedtheleadershipofourElders.Wesaytothem,“Wewillcallonyouwhenweneedyouforpoliticalsupport.”WhentheEldersdon'tknowsomethingtheywillcallontheSpirit.Weareintroducingtheelementofwaterintotheschools,workingwithGrandmotherJosephineMandaminwhohaswalkedaroundtheGreatLakes.Waterhasthepowertohelpinthedetoxificationthatourpeopleneed.Maybethat'swheretheUniversitycanhelpushaveavoice,tosupportthesegrassrootsinitiativesthecommunitiesaretaking

responsibilityfor.”

KnowledgeKeeperDaveCourcheneDiscussionswiththeTurtleLodgeandGiigewigamigmightincludethosearoundcollaborationsthatcouldenhancehealtheducationforIndigenousandnon-IndigenouslearnersattheFacultyofHealthSciences,currenthealthcarefortheIndigenouspopulation,developingcollaborativeapproachestoofferingenhancedtraditionalhealingservicesinWinnipegandthecommunities,aswellasspecificinitiativesthecommunitiesmightliketoinitiatewiththeFacultyofHealthSciencesandviceversa.

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C. DECOLONIZINGOURNOTIONSOFRECONCILIATION“Reconciliationwillnothappenifwehaveseniorofficialssaying“Weneedtoraiseyoutoourstandardsbeforewecanhavereconciliation.”Thegapsineducationoutcomesforourchildrenisaresultofyourcurriculumandyoursystem.Itissupposedtobegivingthemthefoundationfortheireducation.Wearecomingoutwithchildren

indoctrinatedintheirsystem,asystemthatisfailingallchildren;whatgoodisthat?”


1.DecolonizingOurselvesTheKnowledgeKeepersdiscussedtheconceptofreconciliation,andsharedtheirperspectivethatthegoalofdecolonizationshouldbeamainfocusinoursearchfortruereconciliation.

“Weneedtodecolonizeourpeople.ThewholeCanadianpublicneedstobedecolonizedfromthesystemsthataredestroyingtheEarth.Theeducationofouryoungpeoplemustbecomeparamountinoureffortstoeffectanychangeforthefuture.AdecolonizationeducationbeginswithSpirit.”


TheKnowledgeKeeperssaidthatthecolonialmentalityhadbeendamagingnotonlytoIndigenouspeoplebuttoeveryone,andthatinordertochangedirection,thenon-IndigenouspeoplehadtobeginseeingthingsfromanIndigenousperspective.

“Wehavewalkedyourroadforsolong.Forustoreconcile,youhavetowalkours.”


“Notonlyhaswalkingyourroadnotbenefitedus,itisnotbenefitedtheworlditself.”


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Todaymoreyoungpeopleintheacademicenvironmenthavebeguntorecognizethesignsofassimilation–oneoftheeffectsofcolonization.RecentlyanIndigenousyoungpersonattheuniversitysharedherperspectivewithoneoftheKnowledgeKeepers:

“Shesaid,‘Asyoungpeopleenteringtheuniversity,ifwedon’treachouttoourownEldersandtraditions,andlearnaboutourtrueidentity,wearethegenerationthatwillfast-trackthetotalassimilationofourpeople.’

Shewascorrect.”

KnowledgeHolderHarryBone

TheKnowledgeKeepershighlightedarelationshipbetweencolonizedthinkingandillhealth,describingmanyofthecurrentsymptomsofdiseaseandillhealthfacedbyIndigenouspeopleas“symptomsofcolonization”.

“Ourcurrenthealthcaresystemisoneofjudgementandcondemnation.Peopledon'tknowus,andtheyassociateuswiththesymptomsofpovertythathavecreatedourcurrentreality.Todayistheresultofwhatourpeoplehavegonethrough.Wehavesurvivedbecausewehaveabeliefsystem,ourlanguagesandprayers.Theyarerelyingonignorance,

definingIndigenouspeopleasthoselivingonstreetsorbythesymptomsthattheyarefacing,whichareoftensymptomsofcolonization.”


TheKnowledgeKeepersattributedtherootcauseofillhealthintheIndigenouspopulation,andperhapsindeedthewholepopulation,toa“disconnectionfromthelandandaspiritualwayoflife.”Theyagreedthatthewaytobothdecolonizeandtorestorehealthwastoreconnecttothelandandspirit.“[TheElder]saidtheonlywaywearegoingtohealaswhenwe,ourpeople,pickup

thosesacredbundlesthatwereoutlawed.

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“ThissacredplacethatDavehadthevisiontobuild[TurtleLodge]hashelpedpeople.Thisishowwedecolonizeourselves.”

KnowledgeKeeperMargaretLavallee(FacultyofHealthSciences)

2. RejectingConceptsofIntegrationandAssimilation

“Weshouldbeconsideredanequalpartofeducation.Weneedtocrushthatintegrationconcept.WheneverIlistentopresentationsandproposedactionplans,I

ask,whatisthis?Isitintegrationorcontinuedassimilationorisitsomethingthatwillsupportrealpartnership,whichweneedtodo.WetalkaboutNationtoNation.We

arenotgoingtohavenationhoodifwehavecontinuedparticipationinintegration.Itisnotgoingtohappen.IfwearegoingtoreallyempowertheFirstPeoples,theyneed

toseethattheyaretreatedasequalpartners.”

KnowledgeKeeperDaveCourcheneThe Knowledge Keepers spoke about the impossibility and also the danger of“integrating”Indigenousknowledgeintothewesterneducationalparadigm,becausethey feel that thewestern system operates under a different value system underwhichitisnotpossibletoeffectivelyteachIndigenousknowledge.Withouthavingthe ability to properly and effectively share Indigenous knowledge under its ownparadigm,followingIndigenousculturalprotocols,theKnowledgeKeeperswarnedthatIndigenousstudentswouldbesubjectedtoongoingassimilation.

“Ifyoudon'tknowthetraditions,youwillbeperpetuatingwesterntraditions.”


“Theyaretryingtoindigenizeeducation,tryingtomaketheinstitutions“Aboriginal”,andfightingfordollarsdoingit.Weneedtogetawayfromtheconceptsof“integration”ofthePipeandBible,and“indigenizing”educationwhiletheyareimposingtheirownvaluesandsystemsonus.

Inthatsystem,ouryoutharestillexperiencingracism.Experiencingracismfreezesyou,makesyouimmobile,sostrongithitsyouinthegut.

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Thefirsttimeachildexperiencesit,ithasalong-lastingeffect.Theyoutharetryingtopleasetheteacher,andbelieveeverythingtheysay,otherwise

theyaremadetofeelracism.

Itistimeforustosay,‘Thisiswhatwewant,’becausewearelosingourculture.Theprocessofassimilationisstillhappeningverystronglytoday.”

KnowledgeKeeperChrisHarper,St.TheresaPointFirstNation(At

TurtleLodge,March2,2016)

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D. THEINDIGENOUSCONTRIBUTIONTOHEALTHEDUCATION1. ChangingtheParadigmofEducation

“Wetellourchildrentogetaneducation,andforwhat?Sotheycanbeaninstrumentofthecorporateworld,aninstrumentofthepipelinesthataredestroyingourworld?

Weareapeoplerichinvalues.Weneedtobuildaneweconomy,basedonsustainability.Weneedtoteachthemhowtobegoodparentsandtotakecareofeach

other.Weneedtotrainouryoungpeopletobuildapeacefulsociety,andbecomecaretakersandstewardsoftheland.

“Wecansetawholenewnarrativeforthiscountry,awholenewnationalidentitythat

includesourcontribution.”

KnowledgeKeeperDaveCourcheneTheKnowledgeKeepersspokeabouttheneedtocompletelychangetheparadigmofeducation,inordertobringIndigenousknowledgeintotheforefront.

“WemustsetupourownhigherplacesoflearningledbyourKnowledgeKeepers.

Wemustdesignacompletelyneweconomy–onethatisgroundedina

visionofpeace,sacredvalues,representingourleadership,andrespectingthecontributionoftheuniquenessanddiversityofculturesthathave

arrivedonourhomelands.

ThisneweconomywedesignmustbeinspiredthroughtheguidanceanddirectionoftheSpirit,andbasedonstewardshipandlovefortheland.Theneweconomywillbeaboutsupportingthehome,thecommunityandtheNation.Wemustimplementinourinfrastructureatotaltraditional

educationimmersedinthelanguage.Wemustrestorethesacredlodgesinallourcommunities,placesofhigherlearningandspiritualconnection.

WemustmaximizetheopportunitiesforourchildrentobeonthelandwithMotherEarth,makinganannualjourneytothesacredsitestorestoreand

strengthenourspiritasaNation.”


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Sonnet L’Abbé, award-winning poet, culture critic and CBC contributor, recentlyacknowledged that the creation of a new Canadian identity could become baseduponthecountrylearningfromanddevelopinganewrelationshipwithIndigenouspeople.

"PerhapsitwasmystateofmindhavingjustcomefromSaskatoon,ormaybeitwasjustthatElderGaryDanowasthatgoodaperformer,butthe

songhesangmovedmetotears.SomethingabouthisvoiceandtheancientsyllablesofprayerreverberatingagainstthelimestonewallsofEnglishandFrenchcolonialists’“gatewaytotheWest,”mademeawareofbreathingthesameairaseveryoneintheroom.Eachelderwhohasspokenatthe#Canada150conferenceshasemphasizedhonouringthewater,landandairasnourishingusandnourishingourfuture.DanomadeitseempossiblethatourveryCanadianidentitycouldbecomeanhonouringof

thosethings.13”

SonnetL’Abbe,CanadianpoetandCBCcontributorCurrentlytheparadigmofeducationasitistaughtatuniversitymightbedescribedas an education of critical thinking and conceptual thought, with an underlyingeconomic focus. The following is the stated mission, vision and values of theUniversityofManitoba:

OurMission,VisionandValues

MISSIONTocreate,preserve,communicateandapplyknowledge,

contributingtothecultural,socialandeconomicwell-beingofthepeopleofManitoba,Canadaandtheworld.

VISION

Totakeourplaceamongleadinguniversitiesthroughacommitmenttotransformativeresearchandscholarship,

andtoinnovativeteachingandlearning-uniquelystrengthenedbyIndigenousknowledgeandperspectives.

VALUES

Toachieveourvision,werequireacommitmenttoacommon

13L’Abbe,Sonnet,Winnipeg:WhereLanguage,CultureandHistoryMeet.Postedat:http://cbcrcblog.com/people/winnipeg-2017/?lang=en

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setofideals.TheUniversityofManitobavalues:AcademicFreedom,Accountability,Collegiality,EquityandInclusion,Excellence,Innovation,Integrity,Respect,andSustainability.

MissionStatementoftheUniversityofManitoba14

As noble as the ideals and mission sound in terms of making a contribution tosociety,theKnowledgeKeeperspointedoutthatultimatelymanystudentsenteringuniversity are doing so with an economic motivation and goal of receiving aneducation that they hope will provide them with a job, and the ability to beproductive and achieve economic success in the current Canadian workforce.Thereisalsotheattractionofprestigeandbecoming“oneoftheelite”inourcurrentsociety,throughreceivingauniversityeducation.Thereisalsoconcernofanunderlyingeconomicmotiveinthecommercializationofuniversity education through a system of partially publicly funded universities todevelop products and viable businesses and services that make the country as awhole more productive and competitive internationally, as opposed to being asimply neutral educational party that is pursuing the goal of education in and ofitself.

“Thereisadangerofcommercializinghighereducationwhenweaskcollegesanduniversitiestoturntheirattentiontocommercialdevelopmentoftheirinventions.Thiscommercializationhasthepotentialtoerodethecentralmissionofcreatingpreparedmindsbydistractingadministrationandfacultyintopursuingcommercialgoalstotheexclusionofthehigher

purpose.Thepressuretosucceedincreatingproductsandviablebusinesseswiththefundsentrustedtotheinstitutionmaycause(andinsomecaseshascaused)erosionoftrustbythegeneralpublicandby

industryandbusinesses,oftheuniversityasaneutralpartythatshouldbepursuingthehighergoalofeducationratherthancompetinginbusiness.15”

AndresFortino,Partner,ParadigmResearchInternational

14http://umanitoba.ca/about/mission.html15AndresFortino,Partner,ParadigmResearchInternational,“ThePurposeofHigherEducation:ToCreatePreparedMinds”inhttps://evolllution.com/opinions/the-purpose-of-higher-education-to-create-prepared-minds/

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TheKnowledgeKeeperschallengedthevaluesofthewesternparadigm,wherethegoalsofwesterneducationandthemeasuresofsuccessandproductivityaregaugedineconomicandegotisticalterms,pointingoutthatoperatingwithanacceptanceofthe currenteconomicparadigmandvalue system isneitherwise, sustainable,norself-determining,notonlyforIndigenousbutalsonon-Indigenouspeople.TheKnowledgeKeeperssuggestedthatdrivingmessageandvisionofeducationneededtobechanged.Therewasasuggestionfortheadoptionofametaphorofariteofpassagefortheeducationbeingofferedtoandreceivedbystudents.Withinthatmetaphor,theKnowledgeKeepersatTurtleLodgecouldofferanIndigenousknowledgecontributionandvalues-basedfoundationthatwouldprovideastrongbalancefortheacademicknowledgeandcriticalthinkingskillsdevelopedbytheuniversitycurriculum.

“Walkinkindness.TheteachingIlearnedfrommymotherandmy

grandmother.”


2. DefiningIndigenousEducation–AFoundationforAllStudents

“AnIndigenouseducationcouldbenefiteverystudent.WhatisanIndigenouseducation?Whatisthemainthingyouteachachild?Respect.Howtobeagoodhumanbeing.AnIndigenouseducationisaboutstrengtheningone’sidentityasa

humanbeing.Becomingstronginwhoyouare.Takingcareofyourspirit.Knowingyourresponsibilitiesinlife.”


Redefininghealthandofferingamorediversemodel,reflectingtheIndigenouscontributiontoeducation,wasseenaspossiblethroughtheimplementationoftheTurtleLodgeTreatyonEducation.In defining education, for anyone, the Knowledge Keepers describe laying afoundation, which can support the unique spirit or identity of each youth, as anintegral first step to creating responsible citizensof communities,nationsand the

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world.

“WeneedtotaketheleadinusingAboriginalwaysofknowing,inhowwearegoingtoproceedintheeducationofourpeopleandalsothepeoplewe

aregoingtoworkwith.”

KnowledgeKeeperChrisHarper(AtTurtleLodge,March2,2016)TheKnowledgeKeepersacknowledgedthefailureofeducationforsomanyyoungIndigenouspeople, inmanyofwhom therehasbeen a loss of connection to theiridentityanddamagetothespirit,throughpracticesofassimilationandcolonization.There is a resulting lack of solid identity inmany Indigenous youth entering thepost-secondaryeducationsystem,andtheneedforreconnectionisgreat.From an Indigenous perspective, the goal of education is based on Indigenousconcepts of Maya kiizhay ottiziwin (how to be a kind human being) and Mayachikendunabinoojii(thechildhastoknowitsspirit).Theprocessofeducationfroman Indigenousperspectivenecessitates forming relationshipswith livingbeings inone’senvironment,includingthelivingandbreathingEarthitself.Indigenousknowledge,accordingtotheKnowledgeKeepers,canprovideaholisticfoundation for education for all students, not just Indigenous students, as itenhances the self-confidence, moral fibre and unique identities of individualstudents.

“Inourunderstanding,educationistheplantingofaseed.Thefocusneedstobeonyoungpeopleandthefuture.Wemustthinkaboutthepositivethingsthataregoingtobuildandstrengthentheself-esteemofouryoungpeople.Thelighthastobelitineachofthestudents.Alltheappliedandconceptualknowledgetheylearnincollegeanduniversityissecondary.Youcandoanythingoncethatlightislit.Thereareripplingeffectsofconfidencethatwecaninstil.Itisaboutteachingthemourrolesand

responsibilitieswithinourcommunities.Whenwedothisright,ouryouthwillbecomecalmandgoodparents.Theywillshowconcernforthe

climate.”

KnowledgeKeeperGeraldCourchene,SagkeengFirstNation(AtTurtleLodge,March2,2016)

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In 1972, the National Indian Brotherhood, now known as the Assembly of FirstNations,statedinitsIndianControlofIndianEducation:PolicyPaper:

"Unlessachildlearnsabouttheforceswhichshapehim:thehistoryofhispeople,theirvaluesandcustoms,theirlanguage,hewillneverreallyknowhimselforhispotentialasahumanbeing.Indiancultureandvalueshaveauniqueplaceinthehistoryofmankind."16

The Knowledge Keepers warned that the pitfalls of not getting an Indigenouseducationweretheperpetuationofcolonizationandfurtheringofassimilation.TheKnowledgeKeepersdiscussed the importanceof taking the lead indeliveringIndigenouseducation.

“Wehavetherighttohigh-quality[health]care.Wehavetherighttodefinewhatthatmeans.”


3. EnsuringIntegrityandProtectionofIndigenousKnowledge-The

Importance of Place and the Knowledge Keepers in the Delivery ofIndigenousKnowledge

“SomehowtheknowledgehastobeprotectedunderKnowledgeKeepers.ApriorityforusisprotectingIndigenousknowledge.Indigenousknowledgecannotbesharedfrom

their[academic]perspectivebutfromour[traditionalKnowledgeKeepers’]perspective.”


FortheKnowledgeKeepers,protectionofIndigenousknowledgeisapriority.EnsuringintegrityinthedeliveryofIndigenousknowledgetransmissionisintegraltoitsprotection.

16NationalIndianBrotherhood/AssemblyofFirstNations,IndianControlofIndianEducation:PolicyPaper,1972,pg.2.

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“Whenweareinyourbuildingsoncampusis,thereisnolifethere.Thelifeishere,whereareyouweregoingtolearnfrom.Youneedtobeonthelandtorememberwho

youareoryouwilllosecontactwithyourself.”

KnowledgeKeeperHarryBoneHowIndigenousknowledgeisdelivered,bothintermsofwhoisdeliveringit,andtheplacewhereitisdelivered,areoffoundationalimportance.SacredspacemattersinthesharingofIndigenousknowledge.Indigenousknowledgeistraditionallysharedonthelandorinthesacredlodges,bytheKnowledgeKeeperswhohavebeengiventheauthoritytoshareit,andtheprotocolsofsharinganddeliveryareequally,ifnotmoreimportant,thantheknowledgeitself,asitisalwaysaprocessguidedceremonially.

“Sacredknowledgeneedstobetaughtinoursacredlodgesorontheland,andbyourKnowledgeKeepers.”


“Weneedtodefinethehigherunderstandingwehaveoflife.Thisisaneducationalprocessforthemandweneedtocreateanenvironmentfor

thiseducationalprocess.”


“Ceremoniescannotgointotheirinstitutions.”

KatherineWhitecloud

“Itisdifficulttodoourside.Someprofessorsarehardgrade.”


WeEldersshouldbetheretohelpyououtsoteachingsarenotcompromised.Wearepartners,notadvisorsorconsultants.

Wehaveaplacewecancome–theTurtleLodge–asafeenvironment.

KnowledgeKeeperMaryWilson,FacultyofHealthSciences

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The Knowledge Keepers reiterated that the current academic environment of theFaculty of Health Sciencewould not be sufficient in sharing important lessons tosupportandreinforceidentity.

“Howdoweensurethatthespaceweshareourknowledgeissacred;thatitisnotconfinedintextbooks?”


“Gatheringshavetobeinourenvironments,inthesacredlodges,outsidethesystem.ForManitobathis[theTurtleLodge]isthelargestteaching

Lodgewe'vegot.”

KnowledgeKeeperHarryBone4.CulturalSafetyandtheIssueofRacism“Theyarelookingatsafetyinaverydifferentaspect.Forthemsafetyismakingsure

thatifafiredrillwent,howtoalertpeople.Forus,safetyisforpeopletofeelsafeenoughtoshareandtobeprotectedinwhattheyaregoingtobesharing.”


Theconceptofculturalsafetywasdiscussedasanimportantpriority.ResearchwaspresentedbyrepresentativesoftheFacultyofHealthSciences,revealingthatonehundredpercentofIndigenousstudentswithintheFacultyhadexpressedthattheyhadexperiencedracismintheireducationattheUniversityofManitoba.

“100%ofIndigenousstudents[attheUniversityofManitoba’sFacultyofHealthSciences]experiencedracismintheirtrainingorhavewitnessed

racisminclinicalenvironments.ThishascreatedasituationthatisunsafeforIndigenousstudentsandalsointhecurriculum.Theysay,“Weseeit,andweareafraidofwhattodonext.”Theyareafraidofblowbackfrompreceptorsanddoctorseventhoughtheyaretrainedtoconfrontit.WeneedamechanismtomakesurethattheenvironmentissaferforIndigenousstudents,learners,andcolleagues.Howdowestarta

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conversationtohaveamechanismtodealwiththis?Ifaproviderisrepeatedlybreachingpatientsafety,theyaskus,“Howdoyouhavemy

back?”

Ian,UniversityofManitobaTheKnowledgeKeepersprovidedsomefeedback.

“Iunderstandwhatracismis.Ihaveheardsomeonesaytome‘gobacktowhereyoubelong.’Beforeyouhaveanyrelationship,youhavetohaverespect.Itishurtfultohearthateverystudenthasexperiencedracism.Ifyoudon'tfeelrespect,youdon'tfeelwelcome,youdon'tfeelwanted,and

you'renotgoingtohavethekindofoutcomesyouwanttosee.”


WhenIheardthat100%ofourpeoplestillexperienceracism,Ifoundthatreallyastounding.Theyneedtobeinvitedintotheculturalenvironments–rightintoourlodges–toexperienceourwayoflife.Itisverydifficulttodothatwithinthesystem.Iworkinthesysteminthecity;whenwetryto

shareourknowledge,whereonthereceivingendtheyhavenounderstanding,itisveryfrustrating.

KnowledgeKeeperMaryMaytwayashing

ThequestionwasaskedoftheKnowledgeKeepers:

HowcantheUniversitysetsomeexampleforhowtodealwithracism?

ThenextsectionswillelaborateupontheKnowledgeKeepers’responsetothisquestion.4.EducationinIdentity

“Identityisparamountineducation.Whoyouare,yourhistoryandknowingyourspirit–thatidentifiesyouridentity.”


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Paramountasafirststepinanyeducation,accordingtotheKnowledgeKeepers,wasfindingandknowingone’sownidentity.Thisisessentiallyadeeplypersonalandindividualprocess.TheKnowledgeKeeperssharedthattheirstrengthliesinsupportingtheindividualinhelpingconnectwithone’struespirit,usingancientceremony,land-basedtechniquesaswellassharedteachingsandvalues.TheyofferedIndigenousapproachestofindingidentitytostudentsofallculturesasagiftandanoptioninsettingafoundationfortheireducation.

“Ifindividualsself-identifyasIndian,Métis,orInuit,dotheyreallyknowwhotheyare?Theissueisoneofidentity.Oneway[thetruthand

reconciliationprocess]hashelpedmeistospeakmytruthandlivemytruth.Tobefreetobewhoweare.Toacceptthatfreely.Wedon'tneedvalidation.Oneofthemainissuesoftheyoungpeopleisacceptanceof

themselves.”

MelanieMcKinnon,UniversityofManitoba5.KnowingOne’sDutiesandResponsibilitiesThe importance of teaching about responsibilitieswas highlightedmany times inthediscussion. ResponsibilitiesweredescribedbytheKnowledgeKeepers in thecontextof:

1. Responsibilities to the self – learning about one’s cultural identity thatincludes one’s ancestral teachings and values, and learning about one’suniquegiftsandpurpose;

2. Responsibilitiestoone’sfamily,3. Responsibilitiestoone’scommunity,4. Responsibilitiestothenation,5. ResponsibilitiestotheEarth.

Inouruniqueness,everyoneofushasresponsibilities.Healthandwellness

beginswhenachildisconceived.OurgiftsfromtheCreator,ourresponsibilitiesasmenandwomen,beginbeforetheyarebornanduntiltheyare11,toteachthemeverythingtheyneedtoknowtobewell.Ifthereisanyphysicalhealthissue,thatmeanssomethingislackingfromthatperiodoftime,spiritually,mentally,emotionally.Cradleboardscarriedchildrenonourbackuntiltheageof3,thentheywerecarriedinshawls

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untiltheywereplacedontheEarth.Then,forboys,thefatherbegantoteachthem.Forgirlsitwasthemother,auntiesandwomen.

Partofahealthylifeisknowingwhatyourroleandresponsibilityisinlife.Wecarryourchildren,touchthem,andholdthemwhentheyareyoung.Ifchildrenarenotnourishedintherightway,theybecomebrokenchildren.Thereisafailuretothriveifachildisnotlovedorprovidedfor.Sometimes

theCreatortakesthemback–suchaswithSIDS.

Winnipeghastheworstgangsituation,worsthomelessness,andworstchildprostitution.Wehavefailed12,000childreninourcareinManitoba.

80%areafflictedwithFAE,somethingtotallypreventable.

Ifsomethinghashappenedwithonechild,weasadultshaveallfailed.Eachofyouisalsoresponsiblewhenyoustandbyanddon’tdoanything.

Thatiswhenyouhaveasicksociety.

Therearecancerclustersinmyfather’scommunity–Ibelievebecauseoffarmchemicalsinthewater.Weliveinadrivethroughworld.Mymotheraskedusnottohaveanymorechildren,unlessyoucan

guaranteetheywillhaveagoodlife.

ForKnowledgeKeepers,knowledgeisgiventousasagifttoshare.Youhavetoteachthemmorethanwhat’sinabookaboutresponsibility.Ourchildrengothroughritesofpassage–theylearnthroughtheirconnectiontotheCreator,prayer,fasting,learnwhattheyaretogivebacktolifeafterwhathasbeenpreparedforthem.It’sinthesharingandgiftingofthosewhohelpyouthatyoureceivethelifethat’sgiventoyou.OurcuresallcomefromnaturebecauseMotherNaturegivesusallwhatweneedto

haveagoodlife.Natureisstilloutofbalance,animalsaredoingunnaturalthings.

Reconciliationwillnothappenifwehaveseniorofficialssaying“weneedto

raiseyoutoourstandardsbeforewecanhavereconciliation.”

Whenyoucomeandvisitourcommunitiesandseearich,vibrant,beautifulpeople,stillsingingoursongs.Weneverdied;wewentunderground.Thatiswhatdrivesusbecausewehavecommitment–anditrequiresapersonal

commitment,forallchildrentohavewellness.Whenweshareourknowledge,wepassontheknowledgeofourfamilyandgenerations.

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Wetalkaboutsomeoftheissuesthatfaceourpeopleinourcommunities,provinceandreserve.Theeldersmadesuretheyoungpeoplehelduptheresponsibilities.Welivedwithnaturallaw.Thereweretimesformedicinepicking.Wedidnothaveelectricity.Inthewintertime,peoplelefttheir

doorsopen,alwayshadapotoftea,lotsofbannock,blueberries,strawberries,soifanyonewaswalkingdownthestreet,therewasalwaysanopenhouseinthiscommunity.Itwasajoyfultime,fullofenergy,fulloflove.Thensomethinghappened.Kidsstartedtodisappear,thedamwasbuilt,hydroandwelfareappeared.Myfathersaidthatonedaythehydrowasgoingtokillpeopleandthereisgoingtobesomucherosionthatwewon'tbeabletodrinkthewater.Heandourfamilybegantoboycottthehydro.Wedidnothaveelectricityforalongtime.Thiswasthebestreserve.Iwashappyhere,Ilovedlivinghere.Iloveourpeople.

KnowledgeKeeperMargaretLavallee

6.ReturningtotheBeginning:EducationBeginswiththeMother,theGrandmothers&theEarth

“Educationmustbeginwiththemothers,thegrandmothersandtheEarthitself,asitisthewomenwhoaredeeplyconnectedtotheEarth.Aboycannotbecomeamanuntilhehasbeeninitiatedbywoman–firsthis

mother,andthenwhenhecomesofage,heseekshisconnection,purposeandguidancefromtheEarthherselfonhisvisionquest.Educationmust

beginwiththeGrandmothers,theMothers,theWomanandtheEarth.Weneedtocreateenvironments,basedaroundthe13moonsand4seasons,fortheGrandmotherstosingthesongsofconnection,toworkwiththosewhowanttolearn.TheGrandmothersneedtobeputbackintotheirrightfulplaceofinfluencetoleadandguidethisprocess,singthesongsandlead

theceremonies.”

KnowledgeKeeperDaveCourcheneTheKnowledgeKeepersspokeabout“returningtothebeginning”toregainaland-based,spiritualknowledgeandvaluesofsurvival.

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‘Creationstoriesareveryimportant.”


In understanding education, the Knowledge Keepers go back to the beginning ofwhere learning begins – to themoment of conception itself. They emphasize therole of the parents, and for the early years, particularly the role of the mothers,grandmothersandtheEarthitselfinprovidingafoundationforlearning.

“Achild’seducationmeansthatfromthemomentofconceptiontillthatchildleavestheirhomeasanadult,themotherisresponsibleforthat

child'steachings.Wehaven'tpreparedthemforentryintothisworldwithteachings.Mothersandbabiesaremedicatedfromthemomentofbirthorbefore.Theyareexposedtounnaturalfoods-formulainsteadofmother'smilk.Thereareceremoniesforthemastheysavetheumbilicalcord;weputitawayforthem.Alittleboylearnshowtorespectawomanbyhowfathertreatshismother.Sacredritesofpassagetowomanhoodhelpguide

ouryoungwomentoanunderstandingofwhotheyare.”

KnowledgeKeeperKatherineWhitecloudTheyemphasizedcreatingIndigenousenvironmentsbasedaroundnaturalelementsof time such as the thirteenmoons and four seasons, inwhich theGrandmothersand Knowledge Keepers are put back in their rightful place of influence andleadership.7.LanguageLanguage was seen by the Knowledge Keepers as a vital vehicle for Indigenousknowledgetransmission.

“LanguageisveryimportantandpartofwhattheCreatorhasgivenus.YouhavetobelieveinwhattheCreatorhasgiventoyou,ifyoubelieve,you

willhaveahealthylife.”


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The Knowledge Keepers spoke in support of the languages being taught in thesacred lodges, following Indigenous methods of language transmission, includingtheuseofIndigenousculturaltoolsofceremony,thedrum,sacredsongsandland-based activities for the education of cultural knowledgewhich goes hand in handwiththelearningoflanguage.8.TheSevenSacredTeachingsandBringingintheTurtle

“OurrecoveryisbasedonalayingafoundationoftheSevenTeachings.”

KnowledgeKeeperDaveCourcheneTheTurtlewasseenasaspecialsymbolofIndigenouseducation.In Indigenous traditions, the Turtle represents the teaching of Truth, which,according to the Knowledge Keepers, means living all Seven Sacred Teachings ofRespect,Love,Courage,Honesty,Wisdom,HumilityandTruth.

“TheteachingofTruthisrepresentedbytheGrandmotherTurtle.OurNationhoodislivingtheTruth,byhavingtheSevenLawsasthefoundation.OurNationhoodmeanslivinginthespiritofRespect,Love,Courage,Honesty,

Wisdom,HumilityandTruth.

ItiswithinoursacredlodgesthattheSevenLawsofourNationhoodarelivedandmodeled,andthatNationhoodcanbepractisedinourdailylives,no

matterwherewefindourselves.”

KnowledgeKeeperDaveCourcheneTheKnowledgeKeeperswereinagreementwithusingthesymboloftheTurtletorepresent the holistic designing a curriculum that was founded upon Truth –essentiallyfoundedupontheSevenSacredTeachings.

“Whenyouhaveafoundationoftheseventeachingsthenthechildwillbeabletolearnwhatevertheywanttolearn.”


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Through a recent ceremony conducted by Elder Clifford Skead in Treaty #3territory, the Turtle Lodge Knowledge Keepers Council were guided to “bring inspirit of the Turtle” in their relationship with the Canadian Museum for HumanRights,inordertosharethebeautyofIndigenousknowledgeandanancientwayoflife, imbued with values that by their very essence, support respect for humanrights.

9.Values,SpiritualityandLandConnection

“Iftheyhadsomeofourvalues,that[experienceofracisminhealthcaresystem]wouldnothavehappened.Beingrespectfulhowyougetupinthemorning,walkon

Earth,teachourchildren,talknicelytooneanother,tolisten,tothinkaboutwhatdoesyourneighbourfeelrightnow.”

KnowledgeKeeperMaryWilson

IntroducingIndigenousvaluesandspiritualitywithviewtocreatinggreatercompassion,understandingandrespectwasseenassomethingthatwouldbebeneficialtothehealthcaresystem.TheintroductionandeducationofIndigenousvalueswithinthehealthcaresystemwasseenashelpfulwaytosupportreconcilingwiththetruthofracisminthehealthcaresystem.

“Oneofthebiggestchallengesfacedbyourpeopleenteringyoursystemistheissueofracism.

“[FormerPrimeMinisterofCanada]PaulMartinaskedmeonetime,‘How

canwechangethecontinuedpublicimageCanadianshaveaboutAboriginalpeople?’

“Ianswered,“Theanswerissimple.Giveusyourchildren.Wewillteach

yourchildren.”

KnowledgeKeeperDaveCourcheneThe Knowledge Keepers described Indigenous knowledge as a living knowledge,connected to the land and ceremonies, holistic, and related to knowingourplace,connectionsandrelationshipswithotherlivingbeingsandtheEarth.

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“Ourfamilyincludesnotjustourhumanfamily,butjustasmuchthe

animals,thebirds,thefish,theplantsandthetrees,thesun,thewatertheairandtheland–whichallformpartofthegreatinterdependentwebof

life.”

Itisthelandweliveonthattrulydefinesouridentities,sustainsourfamiliesandCommunities,andprovidesuswiththeknowledgeofhowto

live.”

KnowledgeKeeperDaveCourcheneIndigenous cosmology is very connected to theEarth, based on an understandingthattheEarthgivesuseverything,andthatnatureisavitalpartofhealing.

“WehavelosttheconnectiontotheEarthforthemostpart.Sheissomucholderthanus.Beinghumanbeingshasgivenusthepartofthemindthatisfilledwithego,sowethinkthatwehavetherighttoknowmore.Wearepartofthewhole.ItistheEarththatgivesusenergy.Shehasherownsoul.Thetreeshavetheirownsoul.Healingisreachingunderstanding

betweenalloflifethathasaspirit.Ifwetakethetimetocontemplatewhohastherealknowledge,itissomethingthathasaspirit-theEarthitself.”


Exampleswerebroughtforwardreflectingrespectandconsiderationofbothculturalandindividualperspectivesondeathanddying:

“Myfatherrecentlypassedawayfromcancer.Hesaid,Idon'twantthedoctortellingmehowlongIhavetolivebecausethat'sonlytheCreatorthatcantellyouthat.Thedoctortoldhimfirstthing,youhavethree

monthstolive.Wewerefloored.Iwassoangrywithadoctor.Myfathergaveupthatday,whenheheardthat.Ithinkitwouldhavebeenvery

differentifthedoctorhadn'tsharedthatwithmydad.”


“Wealwaysmanagetobringsomanypeopleintooneroomwhenourpeoplearesickorabouttopass.”

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KnowledgeKeeperFlorencePaynterHumourisverymuchapartofallourIndigenouscultures.Itisacommonculturalpracticetoseehumourusedinallsituations,tohelpraisethespiritandalsotoliftpeopleoutofsadness.

“Thedoctorsaysyou'reverysick;he'sgoingtogiveyouthreeshots.Heisgoingtoshootyouthreetimes.”

KnowledgeKeeperMargaretLavallee(Translatedfrom

Anishnabemowin)

“Anon-NativepersonwasputtingflowersonthegraveandbesidehimaNativepersonwasputtingabowloffoodinfrontofagrave.

Thenon-Nativepersoncouldn'tholditinanymoreandsaid,“Whenwill

yourrelativecomeuptoeatthefood?”

TheNativepersonansweredquicklywithoutmissingabeat,“Thesametimeyourscomesuptosmelltheflowers.”


10.CulturalEducationandAwarenessTraining“Weneedtocreateanawarenessamongyouthandstaff,notnecessarilyforthemtobeconvertedtoourways,justanawareness.Wherethereisunderstandingtheremaybe

respect.”

KnowledgeKeeperHarryBoneCulturalawarenesstrainingforstudents,staffandgovernancewasseenasapriorityby the Knowledge Keepers in order to achieve cultural safety for all IndigenousstudentsandstaffwithintheFacultyofHealthSciencesetting.TheKnowledgeKeepersacknowledgedthatnotonlymostnon-Indigenousstudentsandfaculty,butalsomanyIndigenousstudentsandfacultymayhavelimitedtonoknowledge of the history, culture, language, ceremonies, teachings and values ofIndigenouspeoplehereintheirhomeland.Thislackofknowledgeanddenialhave

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served toundermine thevery identityof Indigenousyouth, and led tounresolvedgrief,shame,lowself-esteemandanger.

“Theyaremissingthatsenseofprideinthemselves–asenseofbelonging.Theyarefeelingasenseofshame-theydon'twanttobequiteIndianyet.”


TheKnowledgeKeepersfeltthatthebestplacetoshareculturalknowledgewasinaculturalsetting,suchastheTurtleLodge.11.“SacredandCulturalKnowledge”–TheBackboneofIndigenousEducationAneducationaboutthe“sacredandculturalknowledge”ofIndigenouspeoplewasseenasavitalpartofthetransmissionofIndigenousknowledge,inordertoprovidea fuller context of understanding Indigenous history pre-contact, Indigenousworldviews, values and perspectives which inform and continue to shapeIndigenousculturestoday.An integral part of education, according to theKnowledgeKeepers, is sharing thetruthofthehistoryoftheFirstPeopleshereintheirhomeland. TheystressedtheimportanceofintroducinguniversalvaluescarriedbyIndigenouspeople.

“Truthdoesnotstartwithresidentialschools;itstartsmuchfurtherback,withouridentityasaPeoplefoundinourbeautifulhistory,rightfromthebeginning.Beforethoseboatslanded,welivedwithincomplexsocieties.Ourtruehistoryisnotreflectedinthe[current]institutions.Ithastobe

taught.”

KnowledgeKeeperGeraldCourchene(AtTurtleLodge,March1,2016)

Learning about Indigenous history since the time of contact with Europeans andTreaty,withoutaneducationofthesacredandculturalknowledgeandteachingsisconsideredanincompleteeducation.TheKnowledgeKeepersemphasizedthatitisthe cultural sharing of sacred knowledge, teachings and values that provides thebackbone, the foundation of strength of spirit and character, identity, and self-esteemthatisrequirednotonlyforIndigenous,butalsonon-Indigenouslearners,to

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receivefullbenefitofwhateverfurthereducationandtrainingtheyaregoingtobepursuing.An authentic and high quality education of sacred and cultural knowledge is onethat the Knowledge Keepers felt could only legitimately be offered by qualifiedKnowledgeKeepersthemselves,withintheirownculturalenvironments.TheKnowledgeKeeperssupportedprovidingtheopportunityforalllearners–bothIndigenous and non-Indigenous, including those ascribing to various differentreligious belief systems – to gain a knowledge of universal Indigenous teachings,values,ceremonies,languagesandculture.12.AnEducationofCorrectContactandPost-ContactHistory

“ThecurrentenvironmentofIndigenouspeoplemeansweareunderasystemofsubjugationanddomination.Wedonothavethefreedomtobethatfreepeopleweonceweresincethearrivalofthenewpeoplefromallovertheworld.Therehave

beensomeincrediblecasualties.Despiteeverythingthathashappened,wesurvivedandithasmadeusstronger.”


TheKnowledgeKeeperssupportedtheroleofIndigenousacademicsandfacultyinprovidingsomeaspectsofaneducationofcorrecthistorytostudentsattheFacultyofHealthSciences–mainlytheeducationofhistoryofwhathashappenedthroughcontactandpost-contact.The Knowledge Keepers reflected that the current education system’s failure toshare the truthabout therealhistoryof theFirstPeoples,bothbeforeandwithinthecontextofthearrivaloftheEuropeansandotherimmigrantsfromallovertheworld,hasmeantthatmanypeopleinthiscountryareunawareandevenindenialofthefactsofhistory.The manner in which this information is shared has to be carefully considered,whichcanbedoneinconsultationwiththeKnowledgeKeepers.

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“Itisimportantininstitutionsandschoolssharethetruthofwhathappenedtous–alotofpeoplearestillindenial.Howdowetellour

youthbecausetheycouldgetangry?”

KnowledgeKeeperChrisHarper(AtTurtleLodge,March2,2016)TheKnowledgeKeepersemphasizedthatthetruthofcontacthistorymustincludeathoroughexaminationanddisclosureofthepapalbulls,papaledictsfromthe1400sfrom which nations including Spain and Portugal derived authority for theirinvasionandgenocideofIndigenouspeoplesintheAmericas.

InthepapaledictDumDiversasof1452,asoneexample,PopeNicholasVauthorizedKingAlfonsoofPortugal,orhisrepresentatives,tosailtonon-

Christianlands,and“toinvade,capture,vanquish,andsubdue,allSaracens,pagans,andotherenemiesofChrist,toreducetheirpersonstoperpetualslavery,andtotakeawayalltheirpossessionsandproperty.”

Thekingwasfurtherinstructedto“convert”thelandsofthenon-Christians.Inlegalterms,theword“convert”canmean“tounlawfullyor

wrongfullytakeawaythatwhichrightfullybelongstoanother.”Accordingly,PopeNicholasVthendeclaredtheking’sactionsagainstthe

non-Christianstobe“justandlawful.”

Theabovequotedterminology(invade,capture,vanquish,subdue,reducetoslavery,andconvertthelandsandpropertyofthenon-Christians)notonlydeclaredwaronthenon-Christianworld.ItalsocreatedaframeworkorparadigmofDOMINATIONthatcontinuestooperateinplainsightwhile

generallygoingunnoticedandunnamed.17

Thewhole premise of Canadian andAmericannationhood and law today are stillfounded upon the doctrine of discovery and notions of domination. To this daycourtrulingsinCanadaandtheUSAthatrefusetoacknowledgetheinherentrightsofIndigenouspeoplesarestillupheldbaseduponthedoctrineofdiscoverycodifiedinthepapalbulls,whichtothisdayhavenotbeenrescinded.Part of the concern raised by the Knowledge Keepers was that for truereconciliationtooccur,anyrelationshipwithIndigenouspeoplesintheirhomeland

17Newcomb, Steven. Pope Francis takes first step toward revoking papal bulls. Printed online at: http://indiancountrytodaymedianetwork.com/2015/07/13/pope-francis-takes-first-step-toward-revoking-papal-bulls

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must supportbreaking free from that ideaofdomination found in thedoctrineofdiscovery,inrecognitionofthefreeandindependentOriginalNationsofthisland.13.HealingforStudentsasaComponentofEducationHealingthewoundsofthepastwasseenaspartofthegoalofeducation.

“Oncewefocusontruth,thentruereconciliationandhealingwilltakeplace.”


The Knowledge Keepers spoke about the challenge of revealing historicalinformation that could be painful for learners to hear about. Many communitieshavenotengagedorhavejustbegunthehealingprocessfromthepainfulwoundsofcolonization, including the experience of the residential schools. Many studentshave family members who have directly experienced trauma related to racism,colonialandgenocidalpractices,orhaveexperiencedintergenerationaleffects.TheKnowledge Keepers warned that one cannot begin with descriptions of genocidethatoccurred;thatifcareisnottakentosharethehistoryinahealingenvironment,wewouldlosealotofourlearners.Sharing the sometimespainful truthofhistorymustbe supportiveof the spirit ofthe individual, grounded in an understanding of a positive identity and positivehistoryofapeoplepre-contact,whichsets the foundationofastrong identityandhistorytobeproudof.Youthneedtoknowthattheycomefromabeautifulpeople,beforetheyhearaboutapost-contacthistorythathasbeendevastating.

“Iworkwithgirlsataresidentialcenter.Thechildren'sspiritsarebroken.That'swhatIseeeverydaythatIgointhere.Butwhatreallyhelpsisourceremonies.Ispeaktothemabouthowbeautifultheyareandhowto

respect.”

GrandmotherMaryMaytwayashing

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Sharing thehistory in the sacred lodgeswas seenasaway topreventharm fromoccurring, andensuring the simultaneous strengtheningof identity andhealingofthespiritthatisneededintheeducationalprocess.

14.ClosingtheGap

The Faculty of Health Sciences representatives asked the Knowledge Keepers forguidanceonhowto“closethegap”inbringinginamoreproportionatenumberofIndigenousstudentstoaccessauniversityeducation.Theyalludedtothe30to40%gap in fundingFirstNations communities' education,which is anobviousbarrier,butalsoasked:

“Whatwehaven'tdoneisaskwhatkindofphysiciansdoyouwant?Wehaven'tdonethiswork.Whatqualitiesandcharacteristicsshouldwebelookingforindoctors,etc.,peers,colleagues.HowdoweensurethatthepoliciesdonotrepresentanyunnecessarybarrierstoIndigenouslearners?”

Dr.MarciaAnderson,FacultyofHealthSciences

In addressing closing the gap issue, the Knowledge Keepers responded that theeducationmustnotonlybemademoreaccessibleintermsofphysicalbarrierssuchas lack of funding, but also more relevant to Indigenous students. A change inparadigm, which in practical terms could look like a partnership between TurtleLodge and the Faculty of Health Sciences, and the subsequent development ofcurriculumandafoundationofIndigenouseducationledbyKnowledgeKeepersintheirownenvironment,couldbenefitallstudents,Indigenousandnon-Indigenous.

“WemustgodeeperthanhavingIndigenousstudentsaccessaflawededucation.Wemustrethinktheentireparadigmofeducation.”


Knowledge Keepers indicated that assessment should reflect an Indigenousperspective. In evaluating “readiness” for university education, positive orbeneficial qualities and strengths carried through experience within Indigenouscultural paradigms should be considered as valuable contributions an Indigenousstudentcanbringtotheuniversitycommunity.

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“Youaskusaboutclosingthegap.Wehavethousandsofstudentswhowanttogotouniversitywhodonothavethemoneytogoortheaccess.

Ihaveexperienceinassessmentandevaluationandaskyoutotakeintoconsiderationthespecialgiftsthatourstudentshavethatothersdon't

have.Forexample,my10-year-oldgrandsonhadhisfirstmoosewhenhewasseven.Howdoweassessthat–howfasttheanimalmoves,whichdirectionhowtopointhisfirearm?Theyhaveinfiniteamountsofknowledgefromtheirparents,grandparents,andancestors.

Alotoftimestheuniversity’smessagingis‘successlookslikethis’and

successlookslikethem.Weneedtodefinesuccessasbeingaroundlife,allofourknowledgebeingequal.”


TheKnowledgeKeeperspointedoutflawsandotherbarriersinthecurrenthealthcaredeliverysystemitself,thatneedtobeaddressedatamorefoundationallevel.

“Ihaveexperiencedtheworkyoudointhehospitalsasdoctorsandnurses,andIamdisappointedinhowyoutreatpeople.Irecognizethatyoudon’thavethetimetolisten,buteventakingafewminuteswouldmakea

difference.”

KnowledgeKeeperHarryBoneTheKnowledgeKeepersemphasizedthattheirroleasIndigenouseducators,aswellas roleof Indigenousstudents, shouldnotbeoneofpassiverecipientsorvehiclesforthe implementationofawesternsystem,ratherthat Indigenouseducatorsandstudents should take full leadership in the transmissionandsharingofanancientandbeautifulIndigenoussystemofknowledge.

“ThereisamisconceptionaboutIndigenouspeopleasrecipientsofwesternknowledgeandhelp.”


TheKnowledgeKeepersspokestronglyabouttheimportanceofculturalconnectionforIndigenouslearners.

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“Theyneedtolearnandfeelnaturallaw,ourways,ourprotocols.

Connectingwithyourownspiritissoimportant.”


“Isawthisyounggirlwhowentintothemedicalfield[whowashavingahardtime].Ihavetobeinceremonyallthetimeformyspirittoberejuvenated.Formeitgoesbacktothechildren,theritesofpassage,

teachingthem.Alotofthosepeoplewhogointothosefieldsdonothavethatfoundation.Equippingthemwiththeknowledgefromthelodgesandtheelders.Eventhoughwehaveaculturalroominthecity,itisnotthe

sameasinthelodges.”


“Thehealingsystemisveryharmfultothem.EldersneedtobetheretosupportIndigenousdoctorsandstudents.Tohelpthemreplenishtheirspirits.”


15.TraditionalHealing“Theyalsohadspecialgifts.Reallygiftedwiththemedicines.Iwasdesignatedtoseek

outthatknowledge,andIsharethatknowledgeveryfreely.”

KnowledgeKeeperFlorencePaynterTheKnowledgeKeeperssharedtheirwillingness topartnerwiththeUniversity inprovidinganIndigenouseducation,withintheirownenvironment(TurtleLodge),toenhance and broaden the offering of education, which may also provide a moreattractive option to Indigenous students interested in learning more about theirtraditionalwaysastheyapplytohealthandhealing.ManyKnowledgeKeepersarealsotraditionalhealers,andapartnershipwithTurtleLodgeandtheGiigewigamigFirst Nation Health Authority could support the development of IndigenouscurriculumdevelopedandledbytheKnowledgeKeepers.

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“Traditionalhealinghastakenmanygenerationsofteachingsandapprenticeship.Itstartswhenagiftisseeninachild,anditisnurtured

fromwhenhewasababy.Itisalifelongpath.”

KnowledgeKeeperKatherineWhitecloudAknowledgeoftraditionalhealing,whichincludesknowledgeoftheceremonial,landconnection,medicinesoftheland,counsellingandlisteningskills,couldalsohelpbroadentheeducationofhealthandwellness,andunderstandingoftherootcausesofdisease.

“Weknewthesacrednessoflife.Ourelderstelluswhenitisawhiteman'sdiseaseandtheyalsotelluswhenitisoneofourown.Theyknowthe

medicinesfromthelandbecausetheyhaveobservedforalongtime.Isn'tthatwhatresearchis?Toobserveforalongtime.”


TheKnowledgeKeeperssharedcertainelementsoftraditionalhealingthatcouldsupportanindividualwhoissuffering.

“Thedrumisveryhealing.Ithelpsusfeelandnurturesthespirit.Thedrumwakesupthememoryineachofus,thememoryofthemother’s

womb.Feelingthespiritandenergyofthatdrumdoesmorethanhumanintelligencecancomprehend.”


“WhenIwasababyIwasverysick,vomiting,theytookmetomygrandmother.Theymadeabrinefromshavingsfromatree,putitintoa

babybottle,andIdrinkallofit.BythatafternoonIwasbetter.

“Beforetheyeventookthatmedicineofftheland,theytooktobacco.Whenyouhaveababy,alwayshavetomakesurethatitsgumsdon'tgetcoldoritsears,oritcangetaninfection.Weweretoldtoalwaysprotectthe

head,notonlythat,butprotectthattoppart,thesoftspot.Whentheyareteething,thegumscangetveryswollen,andpussy.Whentheyswallowit

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causesthemtohavediarrhea,youcutitquicklyanditreleasesthatpus,andallowstheteethtocomeinmorequickly.”


Thereareprotocolstosharingandreceivingknowledgeabouttraditionalhealing,whichneedtobefollowediftheUniversitydoesdecidetopursueapartnershipwithKnowledgeKeeperswithviewtoenhancinganunderstandingoftraditionalmedicine.TheKnowledgeKeepersareverycarefulandstrictwiththeseprotocols,whichensurearespectandprotectionofthemedicinesandwayoflife.

“Therearethoseamongstuswhohavebeenofferedmillionsofdollarstoshareourmedicinesandtheyhavenot,becauseoftheintegrityofthe

medicine.”

KnowledgeKeeperFlorencePaynter16.IndigenousMethodsofAccreditationInordertokeepthespiritofempowermentwithintheIndigenousCommunities,theKnowledge Keepers agreed that any accreditation for Indigenous knowledgeacquisition would need to come from the Indigenous Knowledge Keepers fromwithinthe IndigenousCommunities themselves,andthataccreditationwouldtakeplaceinaccordancewithIndigenousculturalprotocols.

“Wewouldhavetodoaccreditation,nottheuniversity.Inordertokeepthatspiritofempowermentwithinourselves,weneedtoaccreditinour

ownway.”

KnowledgeKeeperDaveCourcheneIndigenousaccreditationprecedentshavealreadybeensetbytheTurtleLodge.Forexample, the Turtle Lodge worked through a Partnership Agreement with theCanadianMuseumforHumanRights tohave fullautonomyover thedesignof theIndigenousMikinak-KeyaSpiritTour,andautonomyoverthesubsequenthiringandtraining of Ankanootamagate (Messengers of the Tour/Tour guides), who wereaccredited by the Turtle Lodge following an intensive training programwith theKnowledgeKeepers.TheseindividualsarenowauthorizedaccordingtoIndigenous

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protocols toshare the Indigenousknowledge imparted to themby theKnowledgeKeepers,wherevertheygointheirlifejourneys.Another example of high level Indigenous accreditation has occurred at theOgimakamikLeadershipGathering, throughwhich theTurtleLodgehashonouredindividuals, selected by Indigenous Communities, for their leadership in Earthstewardship and modeling leadership behaviour in supporting the Spiritual andNaturalLawsoftheNation.

“TheTurtleLodgehasbeenaleaderinofferinganexampleofourpeoplehonouringtheleadershipofourKnowledgeKeepers,throughthe

OgimakamikLeadershipHonouring.Theseindividualsrepresentthebestofwhoweare.”


17.CurriculumDevelopmentbytheTurtleLodgeKnowledgeKeepersTheKnowledgeKeepers recommended that curricula be prepared and led by theKnowledge Keepers themselves, for students and faculty in the Faculty of HealthScience,introducingthemtoconceptsofIndigenousknowledge,culture,historyandhealing.KnowledgeKeepersshouldhavethefreedomandresourcesmadeavailabletohireandtraintheirownfaculty.The curriculum would begin with the development of foundational, introductorysessionsatTurtleLodgeforfacultyandstudents.Itwould also include a textbook, authorized according to cultural protocols to beshared in the university setting. This text would serve to inspire and bridgestudentstocometotheIndigenoussacredlodgesforfurthereducation,developingthe themes introduced in the textbook, in a cultural setting that could spirituallyawakenthemtoreceiveafullerunderstandingofIndigenousknowledge.They recommended that the Turtle Lodge Knowledge Keepers be given theresourcestodevelopcurriculaandresourcesincollaborationandpartnershipwiththeFacultyofHealthSciences.

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CONCLUDINGSTATEMENT

KnowledgeKeepers from theTurtleLodgewereengagedby theFacultyofHealthSciences,within theirown Indigenous sacredplace, theTurtleLodge, reflectiveoftheirnationhood.

ThepurposeoftheengagementwasforqualifiedKnowledgeKeepersfromthelocaltraditional territory, identified as being connected to their original languages,ceremonies,traditions,teachings,songsandcommunities,toprovidetheFacultyofHealth Scienceswithdirectiononhow to implement a reconciliation agendawithIndigenouspeople,inresponsetotherecentTruthandReconciliationhealth-relatedCallstoAction.

The Knowledge Keepers encouraged following the spirit of a Nation to Nationframework,basedonprinciplesofequalpartnershipandrespect,asreflectedinthesigned Treaties. They encouraged the Faculty of Health Sciences to continue tomakeeffortstocomeintoIndigenousenvironments,thesacredlodgesandthelandbeingsignificantplaceswhereIndigenousknowledgecouldbesharedwithintegrityandauthenticity,ratherthanattemptingtointegrateIndigenousknowledgewithintheuniversityinstitution.TheKnowledgeKeepersacknowledgedtheTurtleLodgeasthelargestrespectedsacredlodgeintheprovince,andanidealvenueforfutureeducationandrelationship-building.

The Knowledge Keepers recommended that any engagement with First Nationcommunitiesbe initiatedwithand ledbyqualified traditionalKnowledgeKeepersandElders. TheyencouragedtheFacultyofHealthSciencestochampiontherole,voice and message of the Knowledge Keepers as the best spokespeople for thevalues, needs, aspirations and solutions for Indigenous communities, and theappropriate representatives of Indigenous leadership in the Nation to Nationpartnership. Community engagement through direct relationship with qualifiedrespectedtraditionalKnowledgeKeepers,wasfelttobeofbenefitbecauseworkingwith Elders and Knowledge Keepers would offset political challenges sometimesinvolvedinworkingwithIndigenouscommunitiesandorganizations.

Theydescribedthevariousroles,dutiesandresponsibilitiesheldbytheKnowledgeKeepers within Indigenous Nations, the most important being the provision of avision for all relatives within their homeland, and also including roles inpeacemakingandbuildingrelationship,aneducationalrole,aroleashealers,andaroleinbridgingcommunitymodelsofwellness.

The Knowledge Keepers encouraged the adoption of the Turtle Lodge Treaty on

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Education “Our Way of Life” as a guiding document for future engagement andIndigenouseducation.

Afocusonadecolonizingeducation,forbothIndigenousandnon-Indigenousfacultyand students,was seen as the path to reconciliation. A decolonization educationnecessarilyincludesfollowinganIndigenousculturalapproachtoeducation,taughtbytheKnowledgeKeepers,intheirenvironments.

ProvidinganIndigenouseducation,basedonancientsacredvaluesandprinciples,wasseenashavingthepotentialtolayafoundationforanystudentasasupportforone’suniquespiritandidentity,andasanintegralfirststeptocreatingresponsiblecitizens of communities, nations and theworld, aswell as expanding thewesternconceptofhealth.

The Knowledge Keepers offered an approach to ensuring cultural safety andaddressing racism within the Faculty of Health Sciences, based on introducingIndigenous knowledge within the environment of the Turtle Lodge, to ensure anauthentic,positiveandhealingexperienceoftheeducation,accreditedbytheTurtleLodge itself. They shared integral concepts of what would be included in theteachings and experiences they would be sharing. The Knowledge Keepersemphasized theneed for students and faculty to comevoluntarily to learn, ratherthantheeducationbeingimposeduponthem.

A summaryof numbered recommendations, next steps and engagementprioritiesdiscussedinthisengagementisfoundatthebeginningofthisdocument.

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APPENDIX A: Letter from National Chief, Assembly of First Nations

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APPENDIXB:AssemblyofManitobaChiefs,GeneralAssemblyResolution

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APPENDIX C:Past Events Hosted at Turtle Lodge

Title Date URL Indigenous Knowledge Transmission Gatherings International Leadership Gatherings International Roundtables Supporting Ancient Indigenous Knowledge Third International Roundtable Supporting Ancient Indigenous Knowledge

April 29 – May 2, 2011

Second International Roundtable Supporting Ancient Indigenous Knowledge

September 7-8, 2010

http://goo.gl/ulf8K3

First International Roundtable Supporting Ancient Indigenous Knowledge

May 14-17, 2010

http://goo.gl/GR170I

Ogimakamik Leadership Gatherings Ogimakamik – The Leadership Gathering June 4 and 5,

2015 http://goo.gl/HLQHXU

Ogimakamik Lodge of Leadership September 8-11, 2014

http://goo.gl/jL1BFN

Ogimakamik Lodge of Leadership May 14-17, 2014

http://goo.gl/0weI9r

David Suzuki and Ovide Mercredi Honoured for their Leadership

October 24, 2014

http://goo.gl/1PvxR4

Turtle Lodge Hosts International Indigenous Librarians Forum

August 7, 2015

Turtle Lodge Hosts Conference of International Association of Genocide Scholars

July 16, 2014. http://goo.gl/03aGfH

Rite of Passage to Leadership Gathering

July 17-20, 2013

http://goo.gl/gq9FjD

Signing of Turtle Lodge Treaty on Indigenous Education

May 27, 2013 http://goo.gl/9gU72t

Revealing of the Birch Bark Scrolls January 26, 2013

http://goo.gl/Zaxo2N

A Gathering of the Wisdom Keepers of Indigenous Peoples of the Americas

May 24-27, 2012

http://goo.gl/vLUiBG

Language Gatherings Free Ojibway and Cree Language Camp http://goo.gl/rruunA

Annual Igniting the Fire Gathering (2006 to 2015) PASSING THE FLAME OF LEADERSHIP: 10th Annual Igniting the Fire – Turtle Lodge

September 8-11, 2015

http://goo.gl/TR9Qx0

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Igniting the Fire 2014 – Traditional Parenting http://goo.gl/cVfUt0

5th Annual Igniting The Fire (2010)

4th Annual Igniting The Fire (2009)

Nationhood Gatherings Assembly of Manitoba Chiefs Presents: Notions of Nationhood – Tea and Bannock Dialogues

February 10 & 11, 2016

http://goo.gl/n7zHhW

Water Gatherings Nibi Water Gathering, June 4 and 5,

2015 http://goo.gl/zqntj9

The Walrus Talks Water May 25, 2015 http://goo.gl/zqntj9

Nibi – Water is Life Gathering July 17-18, 2014

http://goo.gl/hWxmBD

Health and Traditional Healing Gatherings Giigewigamig Traditional Healing Centre –Community Engagement meetings at rotating locations (Sagkeeng Turtle Lodge, Black River, Hollow Water First Nations, etc.)

Monthly

Giigewigamig Community Events

Pine Falls – Celebration of Traditional Healing Centre at Pine Falls Hospital

http://goo.gl/xfclCN

Roundtable on Health at Turtle Lodge August 17-18, 2013

http://goo.gl/o0emXw

Grandmother Gatherings (Focus on Children, Families &Traditional Parenting) Rebuilding Our Families – A Gathering at Turtle Lodge for Child & Family Services & Support Services for Children in Care

January 12-13, 2016

http://goo.gl/Svsvqy

Train the Trainer – Traditional Family Parenting http://goo.gl/GJlZJp

Nookoomuk Ogichitakwewak Grandmother-Women’s Gathering

March 5-6, 2015

http://goo.gl/YzWpsb

Ogitchitakwewak Gathering – Grandmothers’ & Women’s Gathering

June 28 and 29, 2015

Ogitchitakwewak Gathering – Grandmothers’ & Women’s Gathering

February 7-8, 2014

http://goo.gl/g0glXA

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Kokum Dibaadjimowinan – Grandmothers’ Gathering

December 20-21, 2013

http://goo.gl/OaP6qY

Food Sovereignty Gatherings (Annual, 2012 to date) Celebration of Giving (Annual Event (2007 to date, in Partnership with Winnipeg Harvest and other food banks) Celebration of Giving 2010 http://goo.gl/U8duaM

Celebration of Giving 2009 http://goo.gl/ocN8V0

Mikinak-Keya Spirit Tour Events (A Partnership with the Turtle Lodge and Canadian Museum for Human Rights) Celebration of Mikinak-Keya – The Spirit Tour at Canadian Museum for Human Rights,

June 17, 2015 http://goo.gl/4p33yp

Elders partner with Museum to launch Mikinak-Keya (The Spirit Tour)

December 10, 2014

http://goo.gl/fIEKbG

Film Premieres (Films Produced in Partnership with Turtle Lodge) Winnipeg Premiere of Mikinakay: Trail of the Turtle

March 11, 2015

http://goo.gl/GLQ0iq

Winnipeg Premiere of BridgeWalkers: Winnipeg Art Gallery

May 30, 2014 http://goo.gl/mx0QJJ

Winnipeg Premiere of Manitou Api – Where the Sun Rises

2010

Winnipeg Premiere of The 8th Fire

2008

Traditional Ceremonies

Sundances (1990 to date, annual

http://goo.gl/MwsZhU

Full Moon Ceremony Program 2013 to date, monthly

Chii By (Ancestors) Dance 1990 to date, annual

http://goo.gl/g6Lz4y

Windigokon (Contrary) Ceremony 1990 to date, annual

http://goo.gl/YWF8kd

Winter Solstice 1990 to date, annual

http://goo.gl/Xu1YaH

Youth Rites of Passage and Leadership Gatherings Makoose Ka Win Rites of Passage for Girls to Womanhood

2011 – 2016, Annual

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Vision Quest Rites of Passage for Boys to Manhood

2011 – 2016, Annual

http://goo.gl/0Dp8Nj

Oshkopimatizeek Youth Mentorship Gathering December 19 – 22, 2012

http://goo.gl/rJV2Sq

Initiatives with the Federal Court of CanadaHosted Multiple Elder-Judge-Lawyer forums with National Elder Council to discuss issues around oral history testimony

2005 to present

Hosted Federal Court of Canada Justices, including Chief Justice, in multiple judicial education forums led by Elders, coordinated with National Judicial Institute

2005 to present

Initiatives with Educational Institutions Red River College - Turtle Lodge invited to provide Knowledge Keepers Council that would guide the development of an Indigenous contribution to education

2016

Hosted final drafting and ceremonial signing of Turtle Lodge Treaty on Education, co-signatories include multiple First Nations and First Nation organizations across North America

2013

Work in Giigewigamig First Nation Health Authority/Giigewigamig Traditional Healing Centre Turtle Lodge provided the original vision of this $12 million Community-led capital project approved by Manitoba Health in 2010, currently under construction at the Pine Falls Hospital, to be completed in 2016 Turtle Lodge and Elder Dave Courchene lead the collaboration of 3 First Nation Communities (Hollow Water, Black River and Sagkeeng First Nations) in the current development of the Giigewigamig Traditional Healing Centre

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APPENDIX D: Turtle Lodge Partners and Supporters

Supporter Description AssemblyofManitobaChiefs Have been attending and partnering on Turtle

Lodge Roundtables and Programs since TurtleLodge inception 2003. History of partnershipincludes Elders gatherings, annual FoodsovereigntyandHealthRoundtablesinvolvingFirstNations from across Manitoba, large Winnipeg-based population. General Assembly Resolutionwas passed unanimously by all the Chiefs ofManitoba in 2003, endorsing Turtle Lodge as acentreforIndigenouseducationandcommittingtoongoingsupport.

AssemblyofFirstNations TurtleLodgehashadanongoingpartnershipwiththe AFN. Our Knowledge Keepers are frequentlycalledupon to speakatnational and internationalevents. E.g. Elder Dave Courchene asked torepresent First Nations of Canada at HRH PrinceCharles’visittoCanada(2011),Crown-FirstNationGatheringinOttawa(2011),tospeakonUniversityof Winnipeg Ka Na Ta Conversations panel onCulture and Identity (2011) with/by AFN ChiefShawnAtleo,andnumerousothers.

Treaty Relations CommissionofManitoba

The TRCM has a long history of working inpartnership with the Turtle Lodge. In 2011, theTRCMpartneredwiththeTurtleLodge’s6thAnnualIgnitingtheFireGathering.TRCMbroughtournewTreatyEducationKittothegathering,whereEldersfrom across North America had been broughttogether, to seek their support, ratification andblessingforourinitiative.TurtleLodgeElderDaveCourchene is on the TRCM Speaker’s Bureau, andthrough this relationship, many schools inWinnipeg have been requesting Turtle Lodgeprograms.

Canadians for a NewPartnership

TurtleLodgeElderDaveCourcheneisontheBoardand Elder Advisor to this group of prominent

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CanadianswhichincludespastPrimeMinistersandPremiers,politicians,currentandpastFirstNationleaders,philanthropists,andmediawhohavecometogetherwiththeaimofbetteringtherelationshipbetween Canadians and First Peoples, andameliorating the living conditions First Peoplesface.

Canadian InterfaithConversation

ElderCourchenerepresentstheFirstNationsvoiceon this group of Canadian religious and spiritualleaders. Turtle Lodge was asked to host theOpening Ceremony of the G8 World ReligionsSummit held inWinnipeg June 2010, and provideguidance to the leaders from an Indigenousperspective.

SurvivormanLesStroud This famous TV personality has spoken at TurtleLodge gatherings and done pro-bono fundraisersforusinthepast.

Institute for TraditionalMedicine

This Toronto-based organization has supportedTurtle Lodge since its inception, and organizedfundraisersonourbehalf.

Debwewin This USA-based charitable organization isdedicated to the protection and sharing ofIndigenous knowledge. After its 2014 AGMDebwewin announced that it would officiallypartner with Turtle Lodge, and has support fromtheUniversityofGreenBayWisconsinandOneidaNationGrantsofficeworkingonapplying forUSA-basedgrantsandfunding.

ManitouFoundation,CrestoneColorado

Turtle Lodge has signed a partnership agreementwith Manitou Foundation to provide futureprogramming in Earth restoration projects foryouth, as the Master Training site in introducingthe youth to land connection. Hanne Strong,Founder and Director of Manitou, and wife offormer UN General Assembly Under- SecretaryGeneral Maurice Strong, has spent much time atTurtle Lodge, and arranged invitations for TurtleLodge Elders to attend high-profile summits,

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includingtheEarthSummitsinRiodeJaneiro.OneRiverProductions This production company recently released the

film BridgeWalkers, highlighting 4 KnowledgeKeepers from Turtle Island, including Manitoba’sDave Courchene (Anishnabe, Turtle Lodge) andDakota Grandmother Katherine Whitecloud. Thefilm just won Best Film (Cosmic Angel Award) atthe 2014 Cosmic Cine Film Festival in Munich,Germany and Zurich, Switzerland, and is beinghighlightedinfilmfestivalsinternationally.

GoodMedicineMedia Have offered to support Turtle Lodge with pro-bonofilmmakingtosupportourprogramming.

Four Worlds InternationalInstitute

An online group of which Turtle Lodge is amember. We post our programming andfundraisinginitiativesthere.

Manitoba Alternative FoodResearchAlliance

MAFRA has provided funding support to TurtleLodgeprogramsinthepast.

MennoniteCouncilofCanada MCChasprovidedfundingsupportinthepastandtheir membership have continually requestedTurtleLodgeprogramming.

WinnipegHarvest Partnered on the Celebration of Giving initiativewithTurtleLodge.

BlueQuillsCollege Partnering on initiatives and building a sisterTurtle Lodge in their Community of Saddle Lake,Alberta.

First Nations University ofCanada

Partnering with Turtle Lodge on an initiative tobuild an Indigenous centre of excellence inspirituality,withTurtleLodgedesignatedasahostfacility.

ArtGalleryofHamilton Has partnered with Turtle Lodge on numerousinitiatives including AGH World Film Festival,featuring Turtle Lodge film productions, theSPARK!IgnitingChangefestivalandothers.

KnowlesCentre,Winnipeg Sendtheirstudentsandstaffforprogramming,andprovide in-kind support of staff, accommodationfacilities for our programs, loan tipis, van and

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hauling trailers, and give plates, cups, cutlery andfooddonations.

Children of the Earth School,Winnipeg

Send their students, staff and parents forprogramming.

WinnipegSchoolDivision AlargenumberofWinnipegSchoolshavebrought

students, parents and teachers, and sponsoredprogrammingatTurtleLodge.

Aboriginal Educators ofWinnipeg

ThisnetworkofAboriginal teachershashonouredTurtle Lodge in the past, and continues to seekleadership from Turtle Lodge in Indigenouseducation.

Manitoba First NationsEducationResourceNetwork

Providing Indigenous educational resources to allFirst Nation Communities in Manitoba, TurtleLodge hosts many MFNERC educational andleadership gatherings and provides guidance onIndigenouscurriculum.

CanadianMuseum forHumanRights

ThemuseumhasapartnershipagreementwiththeTurtleLodge,inwhichTurtleLodge’sEldersCircleSevenarethedesignersofthehallmarktourofthemuseum–theSpiritTour.Itisexpectedthatthoseexperiencing the tour will want to learn moreabout Indigenous knowledge, and they will beguidedtotheTurtleLodgeforthis.

US Former Congressman andFormer PresidentialCandidateDennisKucinich.

Congressman Kucinich co-chaired the 1st, 2nd and3rd Turtle Lodge International RoundtableSupporting Ancient Indigenous Knowledge, andhosted the 2nd Roundtable at the US CapitolBuilding in Washington DC. His wife ElizabethKucinichisalsoastrongsupporterofTurtleLodge.

Rites of Passage/ImagicaPictures

This production company produces Indigenousmediacontent.

The Sharing Circle and TipiTales

Theseaward-winningFirstNationtelevisionserieswere co-created by Turtle Lodge, sharingIndigenous knowledge and guidance as providedbytheLodgeovermanyyears.

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GrandCouncilofTreaty3 Have fundedus in thepast. Support theTreaty3Drum to attend and for Knowledge Keepers andceremonialleaderstospeaker.

GoldCorps Have funded us in the past and requestedprogrammingfortheirstaff.

Giigewigamig First NationHealthAuthority/GiigewigamigTraditionalHealthCentre

Turtle Lodge provided the original vision for this$12 million Community-led capital projectapproved by Manitoba Health in 2010, currentlyunderconstructioninthePineFallsHospital,tobecompletedin2016.

FederalCourtofCanada Turtle Lodge has hosted multiple Elder-Judge-Lawyer forums with National Elder Council todiscussissuesaroundoralhistorytestimony.Theseevents have included a gathering with FederalCourtofCanada,includingtheChiefJustice.

International Institute forSustainableDevelopment

Championing and providing sponsorship for theTurtleLodge’sOnjisay-AkiClimateSummit.

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APPENDIX F – ABORIGINAL AWARENESS PROGRAM

“Creator gave us many things that can provide a foundation for life. The Drum is still here and the Pipe. The medicine and the laws. The land is still here. If we use

these things we will be well.”

Kitty Everson, Knowledge Keeper, Lac Seul First Nation

The Turtle Lodge offers Aboriginal Awareness workshops that share a traditional perspective. The workshops can be designed to accommodate the unique needs of groups, and could be made available to anyone who wants to know more about Aboriginal people and perspectives. These awareness workshops are especially geared to those working in a field offering Aboriginal programming or working with Aboriginal people. We offer:

• Increased awareness of Aboriginal perspectives

• Building bridges and strengthening relationships with Aboriginal people and communities

• Traditional Aboriginal teachings, which are about our relationship to each other and the land, and which inspire us to treat each other and the land in a respectful way

• Experiencing traditional Aboriginal ceremonies for healing, sharing and personal growth

• The environmental crisis and indigenous knowledge that can lay a foundation for greater awareness of our connection to the sacredness of the land

Testimonials

“TheexperienceofthisworkshophasbeenanenlightenmentofthecultureandpastexperienceoftheFirstNationspeople.Theceremonialsongsandtheirtraditionalwayshavebeenshowntobealargepartoftheidentityofitspeople.Ifeel

thatthespeechesoftheeldersandfacilitatorweregivenataverypersonablelevelwhichmadeitmorethana”workshop”.ThishasbeenaverypositiveenvironmentandIwouldhighlyrecommendittoothers.”

“Iamveryhonouredtohavebeenapartoftheselasttwodays.IlearntalotaboutthecultureandthehistoryofAboriginalpeople.Iplanonpassingthisinformationontomychildrentohelpthembebetterpeopleandtobetterunderstanddifferentcultures.Iwanttobeabletobringthemoutheresometimesotheycanexperiencesomeoftheculturethemselves.Thesetwo

dayshavehelpedmebeabetterperson.”“Asagovernmentemployee,Iwouldverymuchrecommendthisexperiencetoanyoneinthegovernmentandtoeveryoneingeneral.Infact,IwouldsaythateveryoneinIndianAffairsshouldtravelhereandlearnwhatisbeingtaught.Notjustpeople

whoworkinlowerlevels,butallthewaytotheMinisterhimself,shouldcometotheTurtleLodge.”

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Annually~AtTurtleLodgeandManitouApiSacredSite(BannockPoint),Manitoba

Acalltoallyoungmen,women,

andtothoseseekingmeaning&avision.

[email protected]

MakooseKaWinareritesofpassagethatareconductedbytheGrandmothers,whowillprovideteachingsofhowtohonourandcarryoneselfasaWoman.ThiswillbeatimeforallWomentorecognizeandunderstandthesacrednessofWoman.ItistimeforWomentoclaimandembracetheirrightfulpositionsofhonourandresponsibilityinwalkingwithandleadingallpeople--men,women&children,backtooursacredwayoflife.

TheVisionQuestenablesmenandadolescentboystoengageinanancientceremonythatassistsinthetransitionfromonelifestagetothenext,withpurposeandmeaning.AsayoungboyseekshisvisiononaVisionQuestheisinitiatedbyMotherEarth.AllMenmustbeinitiatedbyWomantounderstandlife'ssacredness.WearemakingacallforyoungboysandmentoparticipateinaVisionQuesttobeinitiatedbytheEarththiscomingspring.TheywillbeencouragedandwatchedoverdailybytheElders.

www.turtlelodge.org

Contact:[email protected]

ElderDaveCourchene(NiiGaaniAkiInini–LeadingEarthMan)&theGrandmothersaremakingacalltoallyoungwomen,men

andtothosewhoyearnaconnectiontoSpirit-whowanttofindmeaningandavisionthatwilldefinethepurposeoftheirlife.

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KNOWLEDGEKEEPERANDAUTHORBIOGRAPHIES

Dave Courchene –Nii GaaniAki Inini (LeadingEarthMan)–isarespectedElderandKnowledgeKeeper of the Anishinabe Nation. In 2002, hefounded Turtle Lodge International Centre forIndigenous Education and Wellness based on avision he received over 35 years ago. DaveCourchene has initiated many projects andfacilitated gatherings regionally, nationally and

internationally, to promote the sharing and protection of the traditional ancestralknowledgeoftheFirstPeoples.DaveCourcheneisknowninternationallyforhisleadershipandforsharingmessagesofhope and peace, having shared the stage numerous times with spiritual leaders thatincludetheDalaiLama.Inrecognitionofhiswork,hehasreceivedseveralprestigiousawards including theNational Aboriginal Achievement (INDSPIRE) Award in Culture,Heritage and Spirituality in 2010, the Volunteer Manitoba Award for OutstandingCommunity Leadership in 2012; the International Award of Excellence (2015) andCosmic Angel Award for Best Film (Audience Choice) in 2014 forBridgewalkers, theGoldenParent’sChoiceAwardin2003and2006forTipiTales,thePolarBearAwardatthe Manitoba Film Festival in 2003 for The Harold Hatcher Project, a majordocumentary, TV series, and short film he co-created;andmultiple awards from theIndigenous Communities including the International Indigenous Leadership Award in2012, the Aboriginal Circle of Educators Award in 2006, and being recognized as anAnishnaabeAchieveroftheTreaty#3FirstNation.KatherineWhitecloud,MotherandGrandmother,isCommunityleaderandknowledgekeeperfromWipazokaWakpaDakotaNation.Chosenattheageof16torepresentherpeople, Katherine has been a spokesperson for herNation for over 30 years. She has worked for theCommunity for over thirty years in several roles,including Chief, Director of Education, CEO for theAssembly of First Nations, Director of the Assembly ofManitobaChiefs, andRegionalChief of theAssemblyofFirst Nations. Her work lies in ensuring the life andteachings articulatedandenvisionedbyher forefathersishonouredandprotected.

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Dr. Harry Bone – Giizih-Inini – is from the Keeseekoowenin Ojibway Nation. ElderBone has worked tirelessly throughout his life to bolster Indigenous rights. He hasservedextensivetermsinmanyfulfillingrolessuchasChiefandDirectorofEducation.

He also served as a CEO at the WestRegion Tribal Council, a Director of theManitoba IndianEducationAuthority,heis a graduate student in political studiesat University of Manitoba, he was aStudent Advisor and Lecturer. He was aDirector of Native Programs for theFederal Government, a Vice-President ofAboriginal Cultural Centres of Canadaand currently sits as Chairperson of the

TRCMCouncilofElders.ElderBoneisexperiencedinFirstNationsGovernance,HehasleddelegationsthathavemetwithalllevelsofgovernmentwhilebeinginstrumentalinprojectssuchastheOralHistory Project and theHistorical Atlas of First Nations inManitoba. Elder Bone andElder Doris Pratt co-authored Untuwe Pi Kin He – Who We are: Treaty Elders’Teachings, Like Elder Bone, the book aims to inspire people through compassion,reason,humilityandhumandignity.Hisdistinguishedachievementsinleadership,scholarshipandpublicservicehavebeenrecognizedbymany individualsandcommunitieswhohavetouchedbyhiswork.TheUniversityofManitobahonouredElderBonewithanHonoraryDoctorofLawdegreeforhistrendsettingworkthatcontinuestoadvanceAboriginaleducationinCanada.FlorencePaynter,fromSandyBayFirstNationandabandmemberofNorwayHouseCreeNation.SheisathirddegreeMideAnishinabekweandholdsaMaster’sDegreeinEducationfromtheUniversityofManitoba.FlorencespeaksAnishinabe fluentlyandhasbeen involvedin many language and cultural initiatives and ceremonies.She helps teach the cultural and spiritual knowledge andtraditions of the Anishinabe people. Florence attendedresidentialschoolandworkshardtoteachaboutthehistoryof our people, the legacy of Indian residential schools, andits impact on us as people. She believes that we can beproud of who we are by learning about our own families,ourownhistoriesandourownlanguages.

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MaryMaytwayashing,(ZoongiGabawiOzawaKinewIkwe,StrongStandingGoldenEagleWoman) is from the LakeManitoba FirstNation (Animozibeeng –DogCreek).Mary is an Anishinaabe Grandmother who leads Traditional Ceremonies. Mary’s

western educational background is Social Work. Mary’sprofessional career has been in the areas ofAddictions/Substance Abuse, Corrections, Child WelfareandEducation.Mary’s greatest learning has come from the TraditionalKnowledge andWisdomHolders with whom, she has hadtheprivilegeofworkingwith.Maryhashad the fortuneofworkingwith people from allwalks of life.Mary’s passioncontinuestobeinassistingandeducatingpeopleabouttheOriginalandAncientwaysoftheFirstPeopletotheselands.Mary has facilitated along side Grandmothers and Eldersteaching young girls and women on the Rites of Passageteachings,MakooseKaWin (LittleBearTeachings).Mary’sinspirationcomes fromexperiencingandseeing thesmiles

onpeople’sfaceswhentheylearntheTeachingsoftheirpeople.Marybelievesthatweareallbornandgiftedwithapurpose.Ashumansweneedtofindwhatourpurposeis.This can be done through our ceremonies and teachings. Mary continues to live herpurposebyhonouringandfacilitatingtheteachingsandsharingwiththepeople.

Editor Bio: Sabina Ijaz, MD CCFP (Punjabi; Adopted by Dakota, Miq’maw andBlackfoot (Piegan)Nations).Aproudmotherof one son,Dr. Ijaz obtained her medical degree at McMasterUniversity in 2000, followed by a residency in familymedicineandpostdoctoraldegree inAboriginalHealthatQueen’s University. Sabina Ijaz has been furthering hereducation by learning from Indigenous KnowledgeKeepers since the early 1990s. Dr. Ijaz has beenvolunteeringattheTurtleLodgesinceitwasbuiltin2002,aswellasworkingformanyyearsasahospitalist, familyand emergency physician in a number of ManitobahospitalsandFirstNationcommunityhealthcentres.Hermedical practice is currently based at the Pine FallsHospital,wheresheservedasChiefofStaffin2008.

Dr. Ijaz’s interest lies in supporting the advancement of peace, Earth stewardship,healthyindividualsandstrongcommunities.

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“ItismorethancomingtotheTurtleLodgeforoneday,itisaboutlivingandbreathinganIndigenouswayoflife.”


“TheyneedtobringthegovernanceandstafftoTurtleLodge.”


“Letusputourmindstogetherandseewhatlifewecanmakeforourchildren.”

SittingBull

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Truth and Reconciliation FINAL - University of Manitobaumanitoba.ca/faculties/health_sciences/indigenous/media/... · 2019-10-31 · 2. Engagement needs to be based on respect for