SESSION A WORKSHOP DESCRIPTIONS

Saturday,April30th10:30am-12:00pm

room 205

Significance of Local Relationships

Nancy Rowe, Traditional Practitioner, Mississaugas of the Credit First Nation

Developing local relationships with First Nations communities is key to moving forward in reconciliation. The journey of how one
community was impacted by a school project and the ongoing relationship that followed will be highlighted as a model of success and
current best practice. As an experienced traditional practitioner, Nancy provides a safe space where participants are encouraged to ask
questions and engage in an open dialogue about teaching and infusing indigenous content in the classroom including dispelling
misconceptions, fears and identifying ways to ensure it is done accurately and respectfully.
Target audience
: All

Nancy holds an honors BA in Indigenous Studies and Political Science. She is an educator, consultant and a Traditional
Practitioner of Anishinaabek lifeways, views and customary practices and is currently completing a Masters degree of
Environmental Resource Studies at the University of Waterloo. She is an avid volunteer who coordinates Akinomaagaye Gaamik,
a grassroots initiative to provide educational opportunities for all peoples interested in Indigenous perspectives of life, health,
education, history and the environment. Education is the doorway through which we all can create a common ground and
understanding of not only Indigenous Peoples but also, and more importantly, our environment.

Stolen Lives: The Indigenous Peoples of Canada and the Indian

Residential Schools

room 206

Leora Schaefer & Cheryl Payne-Stevens, Facing History and Ourselves Organization

Facing History and Ourselves' new resource, Stolen Lives, uses primary source accounts & thought provoking questions to help teach
about the Indian Residential Schools in your classroom. Join us as we model teaching strategies, provide classroom-ready activities and
use social media to affect change and a way forward in reconciliation.
Target audience
: Grade 6, Intermediate (7-10), Senior (11-12)

Leora Schaefer is the Director of the Toronto office of Facing

History and Ourselves, an organization that engages teachers
and their students in the study of history through an
approach that encourages critical reflection and active
citizenship. Leora facilitates seminars and workshops on
teaching practice and pedagogy. Leora is passionate about
empowering young people to create change, and get involved.

Cheryl Payne-Stevens is a Program Associate

with Facing History and Ourselves. One of the
aspects of her job that she loves the most, is
providing youth with opportunities to become
agents of change. She likes to use social media
to engage students and create awareness about
social justice issues.

Allied in Education for Reconciliation

room 114

*Note:thisworkshopwillalsobeofferedinsessionD

Jennifer Henry, Executive Director, Kairos Canada

What does it mean to be an ally in Indigenous justice, particularly in the work of education for reconciliation? How can allies play a role
that is respectful and effective? This workshop will focus on the principles and practice of being a settler ally, how to engage allies, and the
possibilities of working together.
Target audience
: Senior (11-12), Post-secondary, Language Teachers, Potential allies

Jennifer Henry currently serves as the Executive Director of KAIROS: Canadian Ecumenical Justice Initiatives, which brings together
eleven churches and religious organizations in advocacy for ecological justice and human rights. KAIROS' long standing
commitment to Indigenous rights reaches back more than 40 years to the ecumenical coalitions Project North and the Aboriginal
Rights Coalition. KAIROS is currently collaborating in an Education for Reconciliation campaign with the Legacy of Hope
Foundation on TRC #62, related to mandatory curriculum. Jennifer has worked in ecumenical social justice for 23 years, including in
areas of international human rights, gender justice, economic and ecological justice, and Indigenous solidarity. Raised in Winnipeg
on Treaty 1 territory, Jennifer has a Bachelor of Arts and a Bachelor of Social Work from the University of Manitoba, and a Masters of Social Work
from the University of Toronto. As a settler, she is dedicated to a lifelong process of unlearning and learning, striving to be an ethical ally in
solidarity with First Nations, Inuit and Mtis peoples.

Building Bridges of Knowledge: Putting the I in FNMI Education

room 116

Marilyn Maychak, Aboriginal Education Centre, Toronto District School Board

Looking for the I in FNMI education and perspectives? Inuit are a part of the rich tapestry of Indigenous peoples in Canada, yet
knowledge of Inuit cultures, histories, language and traditions is a silent voice in Aboriginal education. This workshop will explore ways to
build bridges of authentic knowledge and strengthen relationships with Inuit in classrooms and schools.
Target audience
: Primary (K-3), Junior (4-6), Intermediate (7-10), Senior (11-12)

Marilyn Maychak is a Student Success Teacher for the Aboriginal Education Centre. She is the daughter of an Inuk mother from
Cape Dorset, Nunavut and a Polish-Ukrainian father from Poland. Marilyn is originally from Alberta. She holds a B.Sc. degree, a B.Ed.
degree, and M.Ed. degree in Leadership and School Improvement from the University of Alberta. Marilyn has taught in the
elementary panel for the past twelve years, mainly in the junior and intermediate divisions. Her diverse teaching experiences
include teacher-leadership roles in the areas of elementary science education, inquiry based learning, and Aboriginal Education.
Marilyn provides leadership and support to TDSB schools to learn with and from Indigenous students and community on how to
best support the achievement and wholistic well-being of First Nations, Inuit, and Mtis students in the TDSB.

4 Seasons of Reconciliation - classroom & campaign resource for

secondary schools

room 207

Andre Cazabon, Productions Cazabon

Sherry Saevil, Halton Catholic District School Board

4 Seasons of Reconciliation is an initiative that fosters a renewed relationship between Indigenous people and Canadians through
transformative learnings and actions within school communities and in the grade 10 history classroom as well as other courses. During
each season of the year, students will engage in awareness and reconciliation activities. Over four school terms (two years), students and
educators will build a foundation of mutual respect and understanding of Indigenous contributions to Canada to enhance healthy school
environments.
Target audience
: Intermediate (7-10), Senior (11-12), Gr 10 History Grade & English

Andree Cazabon is an award winning documentary filmmaker and has

dedicated ten years of her life to reconciliation. For Cazabon this
journey culminates the release of the multi-media educational
campaign, 4 Seasons of Reconciliation.

Sherry Saevil is a Cree woman from Treaty 6 territory. She has over 25
years experience working with Indigenous organizations, Tribal
Councils and now in with the Halton Catholic District School Board
(HCDSB).

room 113

Learning from the Land is not a Field Trip

Jennifer Davis, Kenanow Faculty of Education, University College of the North, Thompson, Manitoba
Stella Neff, Misipawistik Cree Nation

The practice of Land Based Education, is often characterized as coming about due to "field trips" -- one or two day forays into "Nature".
Not only is this an artificial relationship, but the paperwork and preparation required by school boards for such trips often appears
overwhelming, acting as a deterrent to teachers who consider such an initiative. This workshop prepares teachers to develop LBE lessons
in the schoolyard and playground.
Target audience
: Intermediate (7-10), Senior (11-12)

My research has focused on the importance

of learning from the land, storytelling and
the impact of traditional teachings on
current character education curricula. An
increased interest by educators globally in
the richness of land-based education excites me with the
possibilities it offers for all of us, especially to my 11
grandchildren who are currently involved in the public
education system, and to those who are yet to come. This is
a wonderful time to be involved in education in Canada! We
are finally beginning to listen to the Elders and
acknowledge what they have always known.

Elder Stella Neff is a member of Misipawistik Cree Nation (Grand

Rapids, Manitoba). She is an educator and is presently the Chair of
University College of the North Elders Council. Her strong belief
in the need for children to build a relationship with the land is
reflected in the following statement: Restoring relationships,
repairing broken connections, reclaiming our history, culture,
language and spirituality have to all be a part of reconciliation. Where would we
start? On the land!! The land that sustained us, fed us, healed us and clothed us
became lost to us. That which our Creator gave us became ignored and almost
forgotten. This is where we have to begin. We survived on this land for thousands of
years. Our education was on the land, how to live how to hunt how to find food and
medicine and to understand our world.

Climate, Culture and Change

room 209

*Note:thisworkshopwillalsobeofferedinsessionC

Nijanani & Augiak Novalinga, Inuit

Nijanani and Augiak talk about their experiences growing up around Sanikiluaq in the Belcher Islands, and the impact that climate change
has had on the land, the people and traditional Inuit ways.
Target audience
: All

Nijanani is the daughter of a French mother and an Inuit/Cree

father. Her mother went back to France when Nija was 8
months old. She grew up in the traditional way during the early
50s with her grandparents Evie and Jopie Nituak on the shores
of Hudson Bay. Her home community is Sanikiluaq, Nunavut.
Nijanani holds graduate degrees from Canadian and American universities.
She is especially interested in Genetics, Astro Physics and Quantum Physics;
however, due to the dramatic environmental changes from the effects of
Climate Change in the North, she has added certificates on the science of
Climate Change to her portfolio. Climate change and its effects on the lives
of her fellow Inuit is very dear to her heart. Nijanani started to speak on a
variety of Climate Change topics more than 10 years ago together with her
husband Augiak, desperately trying to raise awareness on the changing
Arctic. Nijanani is passionate, a dreamer, idealist and strong believer in the
inherent goodness of people everywhere. She is a published writer, painter
and expert craftsperson. Her paintings can be found in permanent, corporate
and private collections across Canada, the US and Europe. Currently she is
pursuing graduate studies in Quantum Physics solely for her personal
enjoyment
.

Augiak was born in Tukaraq in the south-west of

the Belcher Islands. His early upbringing was
nomadic. His home community is Sanikiluaq,
Nunavut. Augiak enjoyed a wonderful career in
Inuit broadcasting with CBC for many decades.
He was both a radio and television announcer/producer. After
taking early retirement Augiak pursued his passion for art. His
soapstone carvings can be seen in the permanent collection of
the Art Gallery of Regina, Saskatchewan and numerous important
corporate and private collections in Canada and worldwide. For
more than fifteen years Augiak has been travelling with his wife
Nijanani Novalinga to do storytelling at schools and museums
across the country. For the last ten years they added talks on
Climate Change in the Arctic to their repertoire. Augiak recently
pursued a certificate in Climate Studies from the University of
B.C. The dramatic changes in the Arctics climate are extremely
important to Augiak who fears for the livelihood of the people of
Nunavut, Nunavik and the Northwest Territories
.

Enhancing Teacher Education Practice & Policy through First Nations

Stories, Art, Language & History

room 208

Dirdre Smith, & Carson Allard, Ontario College of Teachers

Debbie Debassige, M'Chigeeng First Nation, Kenjgewin Teg Educational Institute
Bruce Beardy, Native Language Instructors Program, Lakehead University

This experiential session highlights teacher education resources and policies recently released by the Ontario College Teachers. Debbie
Debassige shares her poignant digital story of how four generations of her family have become teachers while continuing to embrace
traditional Anishinaabe teachings. Bruce Beardy, an Oji-Cree educator and artist shares his artistic representations of both the Ethical
Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession and discussions how these art forms can
be used within teacher education and professional practice. These teacher education resources include a guided discussion documents.
These educators will also outline their leadership roles in collaboratively creating additional qualification courses that reflect First Nation
language, history, culture and ways of knowing.
Target audience
: All

Dirdre Smith, Manager of Standards of Practice and Education Unit at the Ontario College of Teachers has led the collaborative
development, with 10,000 educators and members of the public, of the Ethical Standards for the Teaching Profession and the
Standards of Practice for the Teaching Profession that provide a collective vision of teacher professionalism in Ontario, Canada.
These standards or principles of professional practice are a foundational core of teacher education programs in Ontario. As well, she
has facilitated the development in collaboration First Nation, Mtis and Inuit communities and educators of policy guidelines for
additional qualification courses, provincial multimedia inquiry-based resources and educational texts to support teacher education
and leadership formation programs.
Carson Allard, Program Officer of Standards of Practice and Education Unit at the Ontario College of Teachers has spent 28 years in a
variety of educational roles serving the Dufferin-Peel CDSB school communities prior to coming to the College in 2007. Carson has
had the honour to participate in partnerships with First Nations, Metis and Inuit educators and community members to develop
resources that inform and support additional teacher qualification course inquiries.
Debbie Debassige, is the Director of School Services at Kenjgewin Teg Educational Institute. For over five years now, my position as
Director of School Services with Kenjgewin Teg Educational Institute, has allowed me to work with eleven K-12 schools through the
First Nations Student Success Program, focusing on school success planning, student learning assessments, performance
measurement and early learning. Together, this administrative position has rewarded me with 23 years in First Nations education. The
slogan that I use in the work that I do with our schools is Raise the Bar (our bar as First Nations), Close the Gap (at the First Nation
level and not exclusive to education) and Student Success for All (motioning the latter statement in a circle form which encompasses many
components, but most importantly at the core of that circle is the child...the spirit of the child; which it is our responsibility as educators to
nurture.)
Bruce has the role of Native Language Instructors' Program Coordinator at Lakehead University at the Thunder Bay campus for
approximately 7 years, a fluent Anishininiimowin (Severn Ojibwe) speaker, and an educator for many years.

Truth and Reconciliation Can Shape Canadian Identity

room 117

Holly Groome, Trillium Lakelands District School Board

This workshop will provide educators with a classroom-ready resource to support the delivery of the social studies curriculum. With 28
individualized learning opportunities, a culminating task and BLMs, students tie the true history of Canada with our collective identity,
allowing them to see their role in the reconciliation process.
Target audience
: Junior (4-6), Intermediate (7-10), Senior (11-12)

Holly Groome BSc., B.Ed. has been an educator in both traditional and non-traditional settings for almost 20 years. A graduate of
Trent University with a focus in Indigenous Studies, Anthropology and Biology; Holly seamlessly incorporates traditional
knowledge with a Western paradigm. As the Aboriginal Curriculum Consultant for Trillium Lakelands District School Board for
the past three years, Holly has integrated Indigenous perspectives and experiences into learning environments within the board.
As a fifth generation settler descendant and an outdoor enthusiast, Holly has a deeply held connection to the land and a
profound respect for the teachings she has received from Traditional Knowledge Keepers and Elders. Hollys interests include
skiing, snowshoeing, trapping, tracking, wilderness survival, running, knitting, yoga and photography.

Teachings of Creation & Grandmother Moon

room 203

Renee Thomas-Hill, McMaster University

Understanding our challenges in life and having the tools to guide us throughout our lives. Guiding us physically, mentally, emotionally
and spiritually to Sken:nen (Peace)
Target audience
: Intermediate (7-10), Senior (11-12), Post-secondary

Teaching the Language Using the Medicine Wheel Teachings

Juanita & Christina Pheasant, Chippewa of the Thames

room 204

Come and learn strategies for teaching a language. We will use Anishinaabemowin as an example. You will walk away with your own
Medicine Wheel Mobile (for J/I) or Medicine Wheel Teaching Booklet (Primary) either of which you will be able to teach your own
students.
Target audience
: Primary (K-3), Junior (4-6), Intermediate (7-10), Language Teachers

SESSION B WORKSHOP DESCRIPTIONS

Saturday,April30th1:00pm-2:30pm

Culture, Perspective, Truth & Reconciliation

room 113

*Note:thisworkshopwillalsobeofferedinsessionD

Kevin Lamoureux, University of Winnipeg

This session will explore the relationship between culture and perspective, and how these might influence our teaching in classrooms.
With a particular focus on how culture might sometimes come with social advantages or disadvantages, participants will be challenged to
consider the question: how might privilege be seen as an opportunity for social justice, rather than a burden of guilt or denial? This
session will be informed by Indigenous perspectives from Treaty 1 and Treaty 2 territories.
Target audience
: All

Kevin Lamoureux is an instructor at the University of Winnipeg and the University of Manitoba, a well-known public speaker, a
writer, and co-host of the popular podcast The Frank and Kevin Show: In Colour (a free, sometimes funny resource on topics of
Indigenous education and politics). Most recently Lamoureux was named co-Chair for the Provincial Task Force on Educational
Outcomes for Children in Care. His writing has been featured in the Winnipeg Free Press, Grassroots News and many academic
journals. He has been seen on local television (including APTN and the CBC news), heard around the world through his podcast
(which is downloaded in over a dozen different countries), and he has given presentations around the globe (from Australia, to
Thailand, parts of Europe, the United States and throughout Canada). Lamoureux was named Scholar in Residence and Divisional
Day Speaker for the Seven Oaks School Division, Diversity Coach for Sunrise School Division, Divisional Day Speaker for St. James School Division
and works closely with several other school divisions, districts and organizations around the province.

Unbundle the Bitter Roots: Reclaim the Good Mind

room 203

Jan Kaheti:io Longboat, Turtle Clan, Mohawk Nation, Grand River Haldimand Tract

In the circle setting, those attending will experience cultural reclamation and re-live truth and reconciliation through Indigenous
Knowledge. Kahehti:io will gently guide us back to the ancient foundation of the Haudenosaunee League of Peace.
Target audience
: All

Janice Longboat is recognized internationally as an herbalist, Elder, traditional healer and teacher. Her vision is to promote and
support healthy and safe First Nations families through the teachings and practice of First Nations culture. Jan has practiced as a
healer and teacher for over forty years, both independently and within health and educational institutions and has been
acknowledged with an Honorary Doctorate from the University of Guelph. Nurturing her way of life with medicines and healing,
she was given the teachings by many Elders and Medicine people. Jan shares many of those teachings about Traditional Medicine,
Healing, Dreams, Ceremony, Fastings, and Earth changes.

Unlearning Canadas History: The Blanket Exercise

room Library

*Note:thisisa2hourworkshopthatwillextendintosessionC

Elaine Kicknosway, Swampy Cree, Peter Ballantyne Cree Nation

Theland Kicknosway, Pottawatomi/Cree, Wolf clan, Walpole Island First Nation
Vinnie Kicknosway, Pottawatomi, Walpole Island First Nation
Carol Windmill, Ottawa Carleton District School Board

Developed by KAIROS, The Blanket Exercise is a teaching tool that uses experiential education to share the historic and contemporary
relationship between Indigenous and non-Indigenous peoples in Canada. Standing on blankets that represent the land, participants take
on the role of Indigenous peoples by walking through pre-contact, treaty-making, colonization and resistance. Participants will explore
the nation-to-nation relationship between Indigenous and non-Indigenous peoples, and how people can work together toward
reconciliation.
Target audience
: Junior (4-6), Intermediate (7-10), Senior (11-12), Post-secondary

Elaine Kicknosway, originally from Northern Saskatchewan, is a singer, women's

traditional dancer, participant in ceremonies and ongoing learner. Elaine supports
and helps within drumming circles, ceremonies, talking circles, discussion related to
intergenerational impacts of residential school and how child welfare has impacted
the family today. She works at Minwaashin Lodge-Aboriginal Women's Support
Centre as the Children and Youth Manager.

Carol Windmill is a settler-ally, drummer,

and special education teacher with the
Ottawa Carleton District School Board.
She is also a council member with the First
Nations, Metis & Inuit Education
Association.

Vince holds a Bachelor of Social Work Degree and has studied at the School for Addiction Studies in Toronto, Ontario. Vince is also
qualified as a Community Justice Forum Facilitator and is trained in suicide intervention. He has received several Meritorious Service
awards, including the Ministry of the Solicitor General and Correctional Services, and a twenty year service award from the ministry
of Community and Social Services. Vince has received numerous certificates for volunteerism with many Aboriginal organizations,
organizations with the City of Ottawa and other agencies. He presently promotes the Kizhaay Anishinaabe Niin. Vince is presently
in his 29th year working with the Incarcerated Aboriginal People at the Ottawa-Carleton Detention Centre and in his 38th year with the Odawa
native Friendship Centre.
Theland is a 12 year old singer, grass & hoop dancer and helps in ceremonies in many places offering his gifts of song, dance and
voice. This past year Theland
travelled on foot, 134 kms from Gatineau Park all the way to the Kitigan Zibi Reserve in Maniwaki,
Qubec to raise awareness for the ongoing crisis of missing and murdered Indigenous women, the families that have been affected
by this loss, and for the Families of Sisters in Spirit (FSIS) organization.
More recently, Theland has received a lot of media attention
when he
led the procession into Rideau Hall before Justin Trudeau was sworn in as Canada's 23rd prime minister and later sang and
played his hand drum at a dinner lecture by former prime minister Joe Clark, which was focused on reconciliation between indigenous and
non-indigenous Canadians.
This was Theland's second appearance at Rideau Hall; the first was for a Truth and Reconciliation Commission which
he has been involved with as a youth panelist and in the closing ceremonies.

Mtis in Ontario

room 204

Bill Morrison, Credit River Mtis and Fox Lake Cree Nation

Come and sit with Bill, a Senator with the Credit River
Mtis who will
provide a comprehensive brief on the timeline from early days to
the most recent legislation (ie. The Mtis Ontario Act of 2015) of the
Mtis
. In a relaxed atmosphere, Bill welcomes all questions from
participants and discussions on any number of issues from residential schools to colonialism to maple syrup.
Target audience
: All

Bill was born and raised in Northern Ontario (Chapleau) and is a proud member of the Credit River Mtis community and Fox Lake
Cree Nation. He has been a member of the CRMC in the past as a councillor, Vice-President/Chair and Senator. Many of his
personal interests are focused on education and harvesting, as he introduces children and families to activities of gardening,
maple syrup production and bushwalking. Although retired, from his professorial career, he still maintains contact with
universities in the area as a committee member, for fundraising; student recruitment and mentorship. Bill is a graduate of the
University of Guelph (BSc), the University of Saskatchewan (MSc) and Pennsylvania State University (PhD). His areas of study
have included Human Movement Sciences, Mechanical Engineering and Bio-Engineering. The professorial tract which Bill has pursed has allowed
him to contribute to undergraduate and graduate programmes at universities in Canada, United States, Australia, Germany, Czech Republic and
China. Bills dedication to community is revealed in his contributions to football, for the past 56 years, as a player, coach and administrator; in
places such as Canada, United States and Australia. His heritage also permits him opportunities to contribute to community through the Mtis
and First Nation cultures and education.

Traditional Teachings

room 209

Isaac Day, Anishinaabe, Fish Clan, Serpent River First Nation

Come and join Isaac Day, Elder and Medicine Man for traditional Anishinaabe teachings on how they can be used as a guide back to
following the natural rhythms of the Earth. Isaac will also share some of his own personal story of healing and how his journey led him
back to his traditional ways.
Target audience
: all

Isaac is a Medicine Man born on the Serpent River Reserve in Ontario. He was raised by his Grandfather in the Traditional Way.
After many years of his teachings being suppressed through Residential School, Isaac began regaining the teachings through
other well known and respected traditionalists such as Dan Pine and Joe Eagle Elk. He is a seer and uses ceremonies to help
interpret the Spirit World. He also works as a Traditional Counsellor. Today, Isaac, inspires many people to regain and retain
their spiritual inner being. He uses his spiritual insights and gift of seeing to heal the mind, body and spirit. Of the many
ceremonies that Isaac is capable of doing, he prizes the one that helps others to be able to find themselves so they can help
themselves.

The Inconvenient Truth about the Indian Act: Re-thinking our Beliefs &
Values

room 112

*Note:thisworkshopwillalsobeofferedinsessionD

Isaac Murdoch, Anishinaabe, Fish Clan, Serpent River First Nation

Sharing his personal narrative, Isaac will lead participants through the inconvenient truth about Canadas history and the ongoing policies
that continue to oppress Indigenous Peoples today. Participants will be asked to reflect on and challenge current beliefs and values
associated with our extractive-based resource economy and be presented with a critical examination of the Indian Act. Highlighting
Anishinaabe philosophies, Isaac will provide educators with concrete examples that they can use to support students in understanding
how reconciliation begins with our relationship with the land.
Target audience
: All

Isaac grew up in the traditional setting of hunting, fishing and trapping. During his many years living off the land, Isaac has
learned many of the stories and legends that accompany many of the Sacred Sites and Values placed on Mother Earth and has
become a wonderful narrator and advocate for these precious treasures. His many years of experience of conducting
ceremonies have helped him maintain a special balance between man and nature and he is known for his advocacy for getting
the younger generation in-touch with the land and these Sacred Sites. Through his company Ojibway Connections, Isaac
spends most of his time teaching young people the traditional skills of living off the land and has facilitated dozens of
Cultural Camps over the years. Isaac has travelled internationally as an advocate and spokesperson and has had the
opportunity to meet with people such as Pope John Paul II, Queen Elizabeth & Prince Charles as well as many Canadian dignitaries including the
Prime Minister.

Exploring Reconciliation for Indigenous Learners

room 115

Christina Breen, Aboriginal Education Centre, FNMI Secondary Pilot Program, Toronto District School Board

First Nations, Metis and Inuit Education for Indigenous learners necessitates a holistic and purposeful learning space. In this session,
participants will explore how experiences of education for Indigenous students can result in newly experienced intergenerational trauma
and how healing and reconciliation can be brought into the secondary classroom.
Target audience
: Senior (11-12)

Christina Breen is Anishnaabe from the Chippewas of Kettle and Stony Point First Nation. She is an Instructional leader for the
Aboriginal Education Centre and has been in this role for the past 6 years. She is a secondary school teacher and has taught a wide
variety of subjects and has diverse teaching experiences, including night school teaching, co-teaching an undergraduate course in
education through York University, and working with at-risk youth throughout her career. She holds a B.A. honours degree, a B. Ed.,
and an M.Ed. degree from York Universitys Urban Aboriginal Education Cohort.

room 116

Honouring Our Treaties

*Note:WeAreAllTreatyPeopleworkshopinsessionCisrecommendedasfollowup

Maurice Switzer, Anishinabek, Haudenosaunee, Skunk & Wolf Clans, Mississaugas of Alderville First Nation

Reconciliation is about respectful relationships, and Canada will never achieve its full potential as a nation until its citizens commit to
respecting the original spirit and intent of the treaty relationship with First Nations that made possible the peaceful settlement of this
land. How have communities adapted and rebuilt in the face of loss and persecution? What are treaty rights? What can we collectively do
to move forward? Come learn about treaties, inherent rights and sovereignty. Participants will also have the opportunity to interact with
several wampum belts throughout the presentation.
Target audience
: All

Maurice Switzer is a citizen of the Mississaugas of Alderville First Nation, where his grandfather Moses Marsden was Chief from
1905-1909. He is Zhgaag (Skunk) Dodem Anishinabek, and Okwaho (Wolf) Clan Haudenosaunee, passed down from his
great-grandmother Esther Hill from Tyendinaga. He also is proud of his Jewish ancestry. He has recently retired as director of
communications for the Union of Ontario Indians, a position he previously held with the Assembly of First Nations. He was a
member of the inaugural class at Trent University, where he was the first Indigenous student, and has been a faculty member at
First Nations Technical Institute, Huntington University, Canadore College, the Banff Centres Aboriginal Leadership program,
and currently, the University of Sudbury. Maurice was also the first Indigenous publisher of a daily newspaper in Canada. His
public education activities include presentations on Treaties and Wampum Belts for students, educators, and government employees. Maurice was
inducted into the Nipissing District Human Rights Hall of Fame in 2003 and in 2010 named a recipient of an Anishinabek Nation Lifetime
Achievement Award.

The Legacy of Residential Schools & its Practical Applications in the

Classroom

room 117

*Note:thisworkshopwillalsobeofferedinsessionC

Sylvia Smith, Founder of Project of Heart,

Ottawa Carleton District School Board
Nancy Hamer Strahl, First Nation, Mtis and Inuit Education Facilitator, Durham District School Board

This workshop is intended to raise awareness and understanding of the legacy of residential schools, including the effects and
inter-generational impacts on First Nations, Mtis and Inuit peoples.
This workshop will:
- showcase resources available
- provide demonstrations of age-appropriate activities used to teach at various grade levels
- provide a hands-on approach to teaching the history and legacy of Residential Schools
Participants will have a chance create acts of reconciliation by participating in making a Project of Heart tile and collectively creating a
Heart Garden. We will also discuss ways to promote the education of the legacy of Residential Schools in our classrooms.
Target audience
: Junior (4-6), Intermediate (7-10), Senior (11-12)

Sylvia is a history teacher in Ottawa. She and her students founded Project of Heart, an Indian Residential School
Commemoration Project which won a Governor General's Award in 2011. In 2015, Sylvia was inducted as an Honourary
Witness by the Truth and Reconciliation Commission. She strives to decolonize curriculum through integrating social
justice into all aspects of her work.
Nancy is the First Nation, Mtis and Inuit Facilitator at Durham District School Board. She is the recipient of the Minister
of Veterans Affairs Commendation and was awarded the 2008 Governor General's Award for Excellence in Teaching
Canadian History. Her main focus is on breaking barriers and building bridges between the school community and the First Nation, Mtis and Inuit
community in Durham region.

Legal Issues Surrounding the First Nations Student Deaths Inquest

room 114

Bryn Bamber, Project Leader, Ontario Justice Education Network

Jodie-Lynn Waddilove, Aboriginal Justice Division

Effective and engaging classroom education on First Nation, Metis and Inuit historical and current events is essential to working towards
reconciliation. In this presentation the Aboriginal Justice Division and the Ontario Justice Education Network (OJEN) will discuss the legal
aspects of the First Nation Student Deaths Inquest and First Nations representations on Juries. Presented by OJEN staff and a lawyer
with expertise in this area, together they will work interactively with the audience to demonstrate strategies for teaching these issues in
the classroom. Copies of these resources as well as other First Nation, Metis and Inuit law resources will be provided to all those in
attendance.
Target audience
: Intermediate (7-10), Senior (11,12), Post Secondary

Bryn Bamber is educator with

over 10 years experience working
with youth and adults.
Whether
canoe tripping with youth in
Northern Ontario, running
professional development
workshops for law and civics teachers, or teaching
human rights law in the classroom, her focus is on
helping individuals develop courage to face
challenging situations in their work and in their
lives.

Jodie-Lynn Waddilove is an Anishnabe (Ojibway) and Lenni Lenape

(Delaware) lawyer from the Munsee-Delaware Nation in southern Ontario.
Her traditional name is Giim-Mah-Myengun-Kwe which means Head
Chief Wolf Woman. She is a member of the wolf clan. In 1997, Jodie-Lynn
was named as London's first Young Woman of Distinction. In 1999,
Jodie-Lynn received her Bachelor of Arts degree (B.A.) from the University
of Western Ontario. In 2000, Jodie-Lynn received her Masters of Arts
degree (M.A.) in International Criminology and Law from the University of Sheffield in
England. While studying in England, Jodie-Lynn was admitted to the Lincolns Inn. Also, in
2000, Maclean's Magazine named Jodie-Lynn as "One of Canadas Top 100 Under 30 to
watch in the new millennium.

How Do We Start the Conversation About Indigenous History?

room 207

J'net AyAy Qwa Yak Sheelth, Learning Department, Indigenous Outreach & Learning Coordinator, Royal Ontario Museum
Dr. Frank Pio, Program Support Teacher First Nations, Metis, and Inuit Program, Toronto Catholic District School Board
Infusing Indigenous content within the TCDSB and ROM Learning Department School Visits is an act of reconciliation that role models
the importance of being allies. This workshop will share TCDSB and ROMs best practices that reinforce relationships, curriculum/resource
offerings and staff professional development opportunities and participants can share their success stories too!
Target audience
: All

Frant Pio has been a First Nation,

Metis and Inuit Resource Teacher
for Toronto Catholic DSB for the
past 6 years. I have a Ed. D. in
Aboriginal Aesthetics and
Philosophy (NYU), and a MA in
Studio Art (NYU). I have 30 years experience
working with Indigenous cultures in North and
South America.

J'net AyAy Qwa Yak Sheelth is the Indigenous Outreach and Learning
Coordinator for the Royal Ontario Museum. As part of the Learning
Department, J'net leads the development and implementation of School
Visits and community outreach programs to advance awareness,
understanding and appreciation for Indigenous cultures and heritage in
both historical and contemporary contexts. J'net has also formulated an
Indigenous Advisory Circle of knowledge carriers, elders, youth and artists to assist the ROM
with authentic representation of Indigenous peoples in our tours, youth leadership training
and expanding our outreach throughout the province.

The Pen Pal Project, Connecting Communities

room 206

Suzie Miller, Joseph Brant Learning Centre, Grand Erie District School Board
Scot Cooper, Haldimand/Norfolk REACH

The Pen Pal Project originated in 2006 in response to a community conflict that arose during the Six Nations/Caledonia Land Rights
dispute. Students from Six Nations started writing pen pal letters to students in Caledonia, their neighbours. This relationship building
initiative now includes 2500 students along the Grand River.
Target audience
: Primary (K-3), Junior (4-6), Intermediate (7-10)

Suzie Miller is a Student Work Study Teacher-First Nations,

Metis and Inuit with the Grand Erie District School Board.
Suzie was a teacher at Emily C. General School at Six
Nations when she started the Pen Pal Project with the
neighbouring community of Caledonia, Ontario. This
grassroots initiative now involves 2500 students along the Grand River
writing letters to each other.

Scot Cooper, RP: In practice since 1998, Scot is a Registered

Psychotherapist, international trainer and consultant in brief
therapy and narrative community practice. Scot is a
Supervisor of the Child Clinical/Brief Services at a childrens
mental health centre where he practices, oversees the
Walk-in Clinic, supervises students, and the clinical team.

Implementing TRC "Calls to Action"

room 205

Julia Candlish, Director of Education, Chiefs of Ontario

Chiefs of Ontario Director of Education will provide details on how the Calls to Action from the Truth and Reconciliation Commission are
being implemented by First Nations in Ontario. Practical ideas will be explored on how teachers, administrators, and school boards can
support implementation through various means. The workshop will include:
An overview of the COO strategy to implement Calls to Action
In depth coverage of strategy associated with Education-related recommendations
An exploration of linkages and activities between the COO strategy and the publicly funded school system in Ontario
Open dialogue and sharing of ideas on how teachers, administrator and school boards can support the COO strategy and the Calls to
Action in general
Target audience
: All

Julia Candlish is a Wolf Clan, Haudenosaunee mother of three and grandmother of six. Julia considers herself a lifelong learner
and to date has attained a masters degree in Public Policy and Administration from Ryerson University and a bachelor of arts in
International Development from the University of Guelph. Julias cultural and educational background provides keen insight into
the wide ranging implications of colonization on Indigenous peoples and the necessary skill set to work with First Nations, settler
governments and related organizations to improve access to meaningful lifelong learning. Julias passion for learning and life
experience provide a source of perpetual enthusiasm and motivation in her position as Director of Education with the Chiefs of
Ontario.

SESSION C WORKSHOP DESCRIPTIONS

Saturday,April30th2:45pm-4:15pm

Geronimo Henry: Residential School Survivor Story

Geronimo Henry, Six Nations of the Grand River

room 112

Geronimo Henry was brought to the Mohawk Institute Residential School, also known as the mush hole in Brantford at the age of 5
where he spent over 10 years of repeated torture and abuse. Referred by a number instead of his name, Geronimo was forbidden from
speaking his native language and stripped of his culture. Instead of receiving an education, he had to milk cows and feed chickens on the
farm. After having survived this nightmare, he has also struggled through divorce, addiction and a lifetime of post-traumatic stress
disorder. Geronimo now spends his time sharing his story in order to educate all people on the realities of residential schools, the impacts
of intergenerational trauma and why it is critical that everyone is aware of this.
Target audience
: All

Ontarios Aboriginal Education Strategy

room 203

JoAnn Henry, Education Officer,

Ministry of Education, Aboriginal Education Office
Romaine Mitchell, Education Officer,
Ministry of Education, Aboriginal Education Office

Focus: To provide a broad overview of Ontarios Aboriginal Education Strategy. Demonstrating some of the ways the Aboriginal
Education Office supports District School Boards in the Implementation of the Aboriginal Education Strategy
Goals: To focus on the collaborative nature required to realize student success for First Nation, Mtis, and Inuit Learners
To demonstrate that First Nation, Mtis, and Inuit focused strategies benefit ALL learners in the public education system
To leave the audience with information that will support their next steps and foster future conversations to support
student achievement in their district school board.
Target audience
: All

We Are All Treaty People: Teacher Resource Kit

room 116

*Note:HonouringOurTreatiesworkshopinsessionBisalsorecommended

Kelly Crawford, Anishinaabe, Marten Clan, MChigeeng First Nation

Participants will experience both the We Are All Treaty People, Grade 1 to 8 Kit and Gdoo-sastamoo kii mi: Understanding Our Nation to
Nation Relationship: A practical teacher's resource guide (Grade 9 to 12). This workshop is a hand-on experience surrounding our
relationships.
Target audience
: All

Kelly Crawford is a citizen of MChigeeng First Nation, Waabizhishi Dodem (Marten Clan), currently residing outside of Sudbury.
Ms. Crawford holds a Master of Arts Integrated Studies degree with a concentration in Culture and Education from Athabasca
University, Bachelor of Education from Nipissing University and Bachelor of Arts (Honours) degree in Native Studies from
Laurentian University. She is currently in the PhD Human Studies program at Laurentian University with a current research focus
of developing an interdisciplinary discourse framework to support Indigenous and non-Indigenous relationships moving forward
in the classroom. She is a member in good standing with the Ontario College of Teachers and is committed to supporting
sustainable solutions that create a re-awakening in education at all levels. Currently she is the Education Team Lead/VP (K to 12)
at Kenjgewin Teg Educational Institute located on Mnidoo Mnising (Manitoulin Island) and Faculty Liaison with Queens University. She has worked
as a First Nations Capacity Building Advisor, Classroom Teacher, Community Relations Officer and Writer (Freelance). She is the author of the We
Are All Treaty People Teachers Kit and contributes to various curriculum projects in Ontario. Her love of education and culture has fueled her
experience at both the elementary and post-secondary levels. She attributes the connections made to various First Nation communities as being a
vital component to her own education.

13 Moons: Using Natural Cycles in our Practise

room 205

Nancy Rowe, Traditional Practitioner, Mississaugas of the Credit First Nation

Beginning with a smudging ceremony, participants will have the opportunity to share in a circle where they currently are with regards to
indigenous education in their practice. Anishinaabe philosophies of natural law will be shared as well as examples on how to apply this in
an educational setting. Understanding how we relate to ourselves, each other and the land will also be discussed.
Target audience
: All

Nancy holds an honors BA in Indigenous Studies and Political Science. She is an educator, consultant and a Traditional
Practitioner of Anishinaabek lifeways, views and customary practices and is currently completing a Masters degree of
Environmental Resource Studies at the University of Waterloo. She is an avid volunteer who coordinates Akinomaagaye
Gaamik, a grassroots initiative to provide educational opportunities for all peoples interested in Indigenous perspectives of life,
health, education, history and the environment. Education is the doorway through which we all can create a common ground
and understanding of not only Indigenous Peoples but also, and more importantly, our environment.

Kawa:tsihle and Nilukweto:tn: Where Is Our Identity?

room 115

Ray John Jr., Oneida Nation of the Thames

This workshop offers links to many areas of the curriculum for both Intermediate and Senior levels, as well as post-secondary. A few of
the topics include the structure and values of families, the relearning of leadership, and the examination of roles and responsibilities of
the Haudenosaunee clan titles. Come with an open heart and mind.
Target audience
: Intermediate (7-10), Senior (11-12), Post-secondary, Language Teachers

Ray John Jr. has been in the education field for almost 20 years and works as a child and youth worker with high-risk students. A
proud father of two boys, Ray uses a value system based on family as the foundation of his speaking engagements in order to help
guide people to this beautiful way of life. Through the creation of a personal medicine shield, his message, based on aboriginal
culture and teachings, focuses on the importance of establishing balance in all things by demonstrating respect for others,
modeling positive leadership qualities amongst peers, being a good role model for younger students as well as looking after each
other and our surroundings. His message is expressed in music, dance and classroom discussions to bring an entertaining and
meaningful opportunity to reflect on how we treat each other, and how others might be affected by our actions and words.

Truth and Reconciliation Commission in Grade 10 Academic/ Applied

Canadian History

room 113

Jan Haskings-Winner, Ontario History And Social Studies Teachers Association

As a response to the Truth and Reconciliation Commission, the Ontario curriculum has an increased focus on and a greater understanding
of residential schools. OHASSTA (Ontario History and Social Science Teachers Association) has developed a new resource available to
teachers to help begin this process. In addition, there is an increased focus on historical thinking. This resource demonstrates both.
Target audience
: All

Jan Haskings-Winner has been teaching for over 25 years, from Malaysia, northern Ontario and Toronto. She is past president of OHASSTA and
was project manager that led to the development of classroom resources for Ontario teachers for the upcoming revised First Nations, Metis and
Inuit curriculum, as well as this document. Jan helped lead the curriculum change in Ontario to include historical thinking into the curriculum. She
has been a member of The History Education Network (THEN/HiER) which worked to bring historical thinking into the classroom. As a settler,
continues to learn, as she believes "teaching is a work in progress".

The Legacy of Residential Schools & its Practical Applications in the

Classroom

room 117

*Note:thisworkshopwillalsobeofferedinsessionB

Sylvia Smith, Founder of Project of Heart, O

ttawa Catholic District School Board
Nancy Hamer Strahl, First Nations, Mtis and Inuit Facilitator, Durham District School Board

This workshop is intended to raise awareness and understanding of the legacy of residential schools, including the effects and
inter-generational impacts on First Nations, Mtis and Inuit peoples.
This workshop will:
- showcase resources available
- provide demonstrations of age-appropriate activities used to teach at various grade levels
- provide a hands-on approach to teaching the history and legacy of Residential Schools
Participants will have a chance create acts of reconciliation by participating in making a Project of Heart tile and collectively creating a
Heart Garden. We will also discuss ways to promote the education of the legacy of Residential Schools in our classrooms.
Target audience
: Junior (4-6), Intermediate (7-10), Senior (11-12)

Sylvia is a history teacher in Ottawa. She and her students founded Project of Heart, an Indian Residential School
Commemoration Project which won a Governor General's Award in 2011. In 2015, Sylvia was inducted as an Honourary
Witness by the Truth and Reconciliation Commission. She strives to decolonize curriculum through integrating social
justice into all aspects of her work.
Nancy is the First Nation, Mtis and Inuit Facilitator at Durham District School Board. She is the recipient of the Minister
of Veterans Affairs Commendation and was awarded the 2008 Governor General's Award for Excellence in Teaching
Canadian History. Her main focus is on breaking barriers and building bridges between the school community and the
First Nation, Mtis and Inuit community in Durham region.

Climate, Culture and Change

room 209

*Note:thisworkshopwillalsobeofferedinsessionA

Nijanani & Augiak Novalinga, Inuit

Nijanani and Augiak talk about their experiences growing up around Sanikiluaq in the Belcher Islands, and the impact that climate change
has had on the land, the people and traditional Inuit ways.
Target audience
: All

Nijanani is the daughter of a French mother and an Inuit/Cree

father. Her mother went back to France when Nija was 8
months old. She grew up in the traditional way during the early
50s with her grandparents Evie and Jopie Nituak on the shores
of Hudson Bay. Her home community is Sanikiluaq, Nunavut.
Nijanani holds graduate degrees from Canadian and American universities.
She is especially interested in Genetics, Astro Physics and Quantum Physics;
however, due to the dramatic environmental changes from the effects of
Climate Change in the North, she has added certificates on the science of
Climate Change to her portfolio. Climate change and its effects on the lives
of her fellow Inuit is very dear to her heart. Nijanani started to speak on a
variety of Climate Change topics more than 10 years ago together with her
husband Augiak, desperately trying to raise awareness on the changing
Arctic. Nijanani is passionate, a dreamer, idealist and strong believer in the
inherent goodness of people everywhere. She is a published writer, painter
and expert craftsperson. Her paintings can be found in permanent, corporate
and private collections across Canada, the US and Europe. Currently she is
pursuing graduate studies in Quantum Physics solely for her personal
enjoyment
.

Augiak was born in Tukaraq in the south-west of

the Belcher Islands. His early upbringing was
nomadic. His home community is Sanikiluaq,
Nunavut. Augiak enjoyed a wonderful career in
Inuit broadcasting with CBC for many decades. He
was both a radio and television announcer/producer. After taking
early retirement Augiak pursued his passion for art. His soapstone
carvings can be seen in the permanent collection of the Art
Gallery of Regina, Saskatchewan and numerous important
corporate and private collections in Canada and worldwide. For
more than fifteen years Augiak has been travelling with his wife
Nijanani Novalinga to do storytelling at schools and museums
across the country. For the last ten years they added talks on
Climate Change in the Arctic to their repertoire. Augiak recently
pursued a certificate in Climate Studies from the University of
B.C. The dramatic changes in the Arctics climate are extremely
important to Augiak who fears for the livelihood of the people of
Nunavut, Nunavik and the Northwest Territories
.

room 114

Residential Schools: The Mtis Experience

David Cooper, Sir John A Macdonald, Peel District School Board
Kevin Levere, Sir Winston Churchill Public School, Peel District School Board

It may come as a surprise that there was support for the notion of residential schools from aboriginal peoples like Reverend David Jones,
or Chief Kahkewaquonaby (Sacred Feathers) as he was known to the Mississaugas of the Credit River. But while Jones envisioned a school
run by First Nations teachers to protect culture and acquire the skills needed to coexist with European settlers, that, of course, was not
what happened. This workshop will explore the Mtis residential school experience as presented by the Legacy of Hope Foundation and
the Mtis National Council and will examine how reconciliation could change the way we teach History.
Target audience
: Intermediate (7-10)

Born and raised in Selkirk Manitoba, David N. Cooper has several years of
experience working as an Mtis Interpreter for Parks Canada and has
written a number of articles on the topic of Mtis history and culture. He
works as an educator, FNMI workshop and seminar facilitator and digital
storyteller in the Peel Region. He is currently working on a graphic novel
project for young people on the topic of Ranald MacDonald, a 19th century
Mixed-blood explorer and interpreter who played a small by significant role in the
opening of Japan to the West.

Kevin was born and raised in Welland Ontario, He works

as an educator, FNMI workshop and seminar facilitator in
the Peel District School Board. He has been an educator
with the Peel DSB for over 5 years and over 15 years
with the District school board of Niagara. He has his
degree from Brock University Aboriginal Adult Education.
He has worked with youths helping them develop their
outdoor skills

room 204

The Oneida Language Regenesis Project

Mary Joy Elijah, PhD candidate Western University, Director of Oneida Language & Cultural Centre, Oneida Nation of the
Thames

The Oneida Language Regenesis Project is taking place in the Oneida Nation of the Thames community. There are 60 mother tongue
speakers remaining in this community out of only 70 in the world. The Oneida Language & Cultural Centre hosts the project and works
with a team of 8 master speakers to deliver a community process-oriented approach to restoring an Oneida speech community.
Research models from around the world are brought to bear on the Oneida context and best practices have been retrofitted to what
works best for us. A working model has emerged and pilot testing has yielded some success. This is the story of Oneida research by
Oneidas, for the benefit of Oneidas.
Target audience
: Language Teachers, First Nations language practitioners, Intermediate (7-10), Senior (11-12)

Mary Joy Elijah is a member and lifelong resident of the Oneida Nation of the Thames, situated near London Ontario. As director
of the Oneida Language & Cultural Centre for the past 17 years, she has been in the unique position of conducting her
postgraduate field research The Oneida Regenesis Project: Toward Restoring an Oneida Speech Community, onsite in her own
community. Using the Indigenist research approach Mary Joy works closely with the master speakers and language apprentices in
the community who select and test global approaches to language teaching and learning together to develop a workable Oneida
model for Oneidas by Oneidas. Mary Joy takes great honor in reproducing the wisdom of her elders into contemporary
frameworks, the most recent example being
www.oneidalanguage.ca
.

Lessons From the Earth:

Storytelling, Art & Indigenous Knowledge Teacher Resource

room 206

Jodie Williams, Past Chair FNMIEAO, Department Head, Dufferin Peel Catholic District School Board
Geordie Barnett, Differentiated Instruction: Creative & Critical Thinking, Dufferin Peel Catholic School Board

Grounded in a traditional Anishinaabe story, Jiig Nong Aadsookan (The Sacred Fisher Story), participants will interact with digital resources
& iBooks that provide a practical application of First Nations, Mtis and Inuit education within the classroom. Produced in collaboration
with many Traditional Teachers and Elders, this resource will give students a glimpse into the old stories of the Indigenous Peoples from
this land in order to further understand the connection to the great spirit, our Mother Earth. This cross-curricular resource is a provocation
for student inquiry into topics such as the environment, First Peoples of Canada, Science, Social Studies, and more.
Target audience
: Primary (K-3), Junior (4-6), Intermediate (7-10)

Jodie is a proud wife and mother to five beautiful girls.

She is Past Chair of the First Nations, Mtis & Inuit
Education Association of Ontario, as well as
Department Head of Alternative Education and First
Nations, Mtis & Inuit Studies in the Dufferin Peel
Catholic District School Board. She consults on and
develops programs that integrate Indigenous Knowledge focused on
land-based learning in collaboration with Traditional Practitioners and
Elders. She has been taking her students out on the land to learn from
Elders for years and has participated in youth exchanges with First
Nations communities. Jodie is a fierce advocate for the environment,
land based learning and Indigenous Knowledge, including the revival of
Indigenous languages. Jodie has contributed to provincial curriculum
writing projects and facilitates provincial summer institutes as well as
professional development for educators.

An elementary school educator for 18 years, Geordie

is currently an Academic Consultant with the Dufferin
Peel Catholic District School Board. A lifelong student
and educator of Music, Geordies work focuses on the
Arts, environmental education, Indigenous education
and differentiated instruction in the elementary
grades. Working with a number of Elders and representatives from
First Nations and Metis communities, Geordie has facilitated a range of
professional development opportunities for teachers that integrate
Indigenous teachings into various subject areas, and has been a lead
and contributing writer to First Nations, Metis, and Inuit focused
writing projects at the school board level. As part of his work with
Dufferin Peel, Geordie currently facilitates student and teacher
learning experiences at the St. Kateri Tekatwitha Catholic Education
Centre in Mississauga.

SESSION D WORKSHOP DESCRIPTIONS

Sunday,May1st9:15am-10:45am

room 113

Culture, Perspective, Truth & Reconciliation

*Note:thisworkshopwillalsobeofferedinsessionB

Kevin Lamoureux, University of Winnipeg

This session will explore the relationship between culture and perspective, and how these might influence our teaching in classrooms.
With a particular focus on how culture might sometimes come with social advantages or disadvantages, participants will be challenged to
consider the question: how might privilege be seen as an opportunity for social justice, rather than a burden of guilt or denial? This session
will be informed by Indigenous perspectives from Treaty 1 and Treaty 2 territories.
Target audience
: All

Kevin Lamoureux is an instructor at the University of Winnipeg and the University of Manitoba, a well-known public speaker, a
writer, and co-host of the popular podcast The Frank and Kevin Show: In Colour (a free, sometimes funny resource on topics of
Indigenous education and politics). Most recently Lamoureux was named co-Chair for the Provincial Task Force on Educational
Outcomes for Children in Care. His writing has been featured in the Winnipeg Free Press, Grassroots News and many academic
journals. He has been seen on local television (including APTN and the CBC news), heard around the world through his podcast
(which is downloaded in over a dozen different countries), and he has given presentations around the globe (from Australia, to
Thailand, parts of Europe, the United States and throughout Canada). Lamoureux was named Scholar in Residence and Divisional
Day Speaker for the Seven Oaks School Division, Diversity Coach for Sunrise School Division, Divisional Day Speaker for St. James School Division
and works closely with several other school divisions, districts and organizations around the province.

Curriculum and Meeting the Calls to Action of the Truth and

Reconciliation Commission

room 208

Nick Bertrand & Jennifer Farrell-Cordon, Curriculum and Assessment Policy Branch Ministry of Education

Our workshop will provide an overview of Ontarios Ministry of Education strategic response to the Calls to Action released by the Truth
and Reconciliation Commission in June, 2015. This overview will help participants in the session develop an understanding of the
direction the Ministry of Education is undertaking and the capacity school boards have to support reconciliation through education.
Target audience
: All

Nick has been an educator in the Halton District School

Board for 11 years. During this time, 7 of those years
were spent in high school as a Geography, Native
studies, History, and Leadership teacher. Moving from
the classroom to board level work, Nick was the
Instructional Program Leader for First Nations, Mtis
and Inuit Education for 3 years. Most recently, in
September 2015, Nick has been on a secondment as an Education Officer
with the Ministry of Education. Nick is now the co-lead on the Curriculum
Based Strategy in response to the Calls to Action of the Truth and
Reconciliation Commission. Nick is proud father of two girls, and is
Mohawk from the Bay Of Quinte Territory.

Jen has been a teacher with the Toronto District

School Board with experience teaching grade 4
though OAC. Jen has been an Education
Officer, in the Curriculum and Assessment
Policy Branch for 5 years. Jen co-lead the review
of the Social Studies, Grades 1 6; History and
Geography Grades 7 and 8 and the Canadian
and World Studies, Grades 9 12 curriculum policy documents. Jen
is now the co-lead on the Curriculum Based Strategy in response to
the Calls to Action of the Truth and Reconciliation Commission. Jen
is the proud mother of two fantastic kids.

Using #CraftReconciliaton to Deepen Student Learning and Provoke

Teacher Learning

room 206

Julie Balen, Wikwemikong High School

Jaclyn Calder, Simcoe County District School Board

Wab Kinew has challenged all Canadian educators to help students from First Nation schools connect with students from mainstream
schools to talk and learn about each others communities and then discuss what reconciliation could look like in their lifetime. They are
then challenged to build a representation of what reconciliation might look like in their future in Minecraft. We decided to take Wab
Kinews challenge one step further. Come find out how teachers in Ontario worked together to support 28 classes from across Ontario
including Wikwemikong First Nation, Simcoe County DSB, Mnjikaning Kendaaswin ES, Mine Centre ES, Orangeville DSS and some GTA
boards to learn from each other. We will share information about the technologies used to connect students and how we worked
together to create questions and learning activities that push all students to think deeply and develop their own understanding of
reconciliation. The facilitators of this project are not experts in First Nations culture making the collaboration component of this project
incredibly important. Drawing on the strength and guidance of elders, students and teachers from First Nations and FNMI Resource
Teachers, we are learning together to empower all youth.
Target audience
: All

Jaclyn is currently a Technology Enabled Learning and Teaching

contact with the Simcoe County District School Board. Her
focus is on supporting teacher professional development
through student opportunities such as collaborative projects
and deeper learning. Jaclyn started teaching in Moosonee, ON
and since moving to the Midland/Penetanguishene area has held a variety of
roles including Student Success Teacher, First Nation, Mtis and Inuit
Student Success Instructional Coach and Teacher at the Seventh Fire
alternative program.

Julie Balen, High School English, Wikwemikong

Board of Education. Because I teach First Nations
high school students, I am constantly considering
ways the learning we do can be holistic, experiential,
and relationship-building. This means that we do
much of our learning through projects. You can view some of the
projects (Facing South, Digital Storytelling, We are Done remix,
Global Perspectives) at
jacbalen.wordpress.com/projects/

The Inconvenient Truth about the Indian Act: Re-thinking our Beliefs &
Values

room 112

*Note:thisworkshopwillalsobeofferedinsessionA

Isaac Murdoch, Anishinaabe, Fish Clan, Serpent River First Nation

Sharing his personal narrative, Isaac will lead participants through the inconvenient truth about Canadas history and the ongoing policies
that continue to oppress Indigenous Peoples today. Participants will be asked to reflect on and challenge current beliefs and values
associated with our extractive-based resource economy and be presented with a critical examination of the Indian Act. Highlighting
Anishinaabe philosophies, Isaac will provide educators with concrete examples that they can use to support students in understanding
how reconciliation begins with our relationship with the land.
Target audience
: All

Isaac grew up in the traditional setting of hunting, fishing and trapping. During his many years living off the land, Isaac has
learned many of the stories and legends that accompany many of the Sacred Sites and Values placed on Mother Earth and has
become a wonderful narrator and advocate for these precious treasures. His many years of experience of conducting
ceremonies have helped him maintain a special balance between man and nature and he is known for his advocacy for getting
the younger generation in-touch with the land and these Sacred Sites. Through his company Ojibway Connections, Isaac
spends most of his time teaching young people the traditional skills of living off the land and has facilitated dozens of Cultural
Camps over the years. Isaac has travelled internationally as an advocate and spokesperson and has had the opportunity to
meet with people such as Pope John Paul II, Queen Elizabeth & Prince Charles as well as many Canadian dignitaries including the Prime Minister.

Exploring Debwewin (truth): Understanding the Success & Challenges of

Indigenous Knowledge & Pedagogy Integration

room 116

Kelly Crawford, Anishinaabe, Marten Clan, MChigeeng First Nation

Josh Eshkawkogan, Elder in Residence for Kenjgewin Teg Institute, MChigeeng First Nation

Participants will become active in the discussion about the relationship between Indigenous and non-Indigenous peoples. Participants will
explore how to create safe and ethical places in their learning environments and explore the uses of student developed educational
Indigenous/Settler relationship framework. (Elder supported)
Target audience
: All

Josh Eshkawkogan is
from the
Wikwemikong First
Nation. He is the Elder
in Residence for
Kenjgewin Teg
Educational Institute in
MChigeeng, Ontario.
He specializes in
Native spirituality,
ceremonies and
teachings for schools,
groups, organizations
and events

Kelly Crawford is a citizen of MChigeeng First Nation, Waabizhishi Dodem (Marten Clan), currently
residing outside of Sudbury. Ms. Crawford holds a Master of Arts Integrated Studies degree with a
concentration in Culture and Education from Athabasca University, Bachelor of Education from Nipissing
University and Bachelor of Arts (Honours) degree in Native Studies from Laurentian University. She is
currently in the PhD Human Studies program at Laurentian University with a current research focus of
developing an interdisciplinary discourse framework to support Indigenous and non-Indigenous
relationships moving forward in the classroom. She is a member in good standing with the Ontario College of Teachers
and is committed to supporting sustainable solutions that create a re-awakening in education at all levels. Currently she
is the Education Team Lead/VP (K to 12) at Kenjgewin Teg Educational Institute located on Mnidoo Mnising (Manitoulin
Island) and Faculty Liaison with Queens University. She has worked as a First Nations Capacity Building Advisor,
Classroom Teacher, Community Relations Officer and Writer (Freelance). She is the author of the We Are All Treaty
People Teachers Kit and contributes to various curriculum projects in Ontario. Her love of education and culture has
fueled her experience at both the elementary and post-secondary levels. She attributes the connections made to various
First Nation communities as being a vital component to her own education
.

N'Swakamok Alternative School - A Holistic, Community Based Learning

Environment

room 117

Kelly-Lee Assinewe, N'Swakamok Alternative School, Rainbow District School Board

Kathy Dokis, Principal of Program and FNMI Education,
Rainbow District School Board

The N'Swakamok Alternative School is an alternative high school program that provides an opportunity for Aboriginal students to obtain
their Ontario Secondary School Diploma. The school is housed at the N'Swakamok Native Friendship Centre in downtown Sudbury in a
Native cultural setting. Learning takes place in a quiet, relaxed atmosphere where teachers and students work together. The Mission of the
school is to offer a holistic and culturally inclusive educational program that is sensitive to the needs of First Nation, Metis and Inuit
students.
Target audience
: Intermediate (7-10), Senior (11-12)

Kelly-Lee Assinewe is originally from the Serpent River First

Nation but is now a member of Sagamok Anishnawbek. She has
been working as the Coordinator of the NSwakamok
Alternative School for over eighteen years and has over twenty
five years of experience working with Aboriginal youth and
adults in an educational setting. She helps at risk students
achieve their dreams of obtaining their diplomas. She has
been recognized for her work through the Indigenous Educator Award for
Community Service by Indspire; Native Education Person of Distinction Award
from Laurentian University and Woman of Distinction through YWCA Sudbury.

Kathy Dokis is an Anishinaabe Kwe from Dokis First Nation.

Kathy has resided in Sudbury her whole life. She has worked for
the Rainbow District School Board for 22 years as a teacher and
Principal. For the last 9 year, Kathy has been responsible for the
implementation of the First Nation, Metis and Inuit Policy
Framework (K-12) as part of her portfolio that also includes
elementary program. Kathy's work in indigenous education has
been recognized by her Native Education Person of Distinction
Award from Laurentian University

Allied in Education for Reconciliation

room 114

*Note:thisworkshopwillalsobeofferedinsessionA

Jennifer Henry, Executive Director, Kairos Canada

What does it mean to be an ally in Indigenous justice, particularly in the work of education for reconciliation? How can allies play a role
that is respectful and effective? This workshop will focus on the principles and practice of being a settler ally, how to engage allies, and
the possibilities of working together.
Target audience
: Senior (11-12), Post-secondary, Language Teachers, Potential allies

Jennifer Henry currently serves as the Executive Director of KAIROS: Canadian Ecumenical Justice Initiatives, which brings
together eleven churches and religious organizations in advocacy for ecological justice and human rights. KAIROS' long standing
commitment to Indigenous rights reaches back more than 40 years to the ecumenical coalitions Project North and the Aboriginal
Rights Coalition. KAIROS is currently collaborating in an Education for Reconciliation campaign with the Legacy of Hope
Foundation on TRC #62, related to mandatory curriculum. Jennifer has worked in ecumenical social justice for 23 years, including
in areas of international human rights, gender justice, economic and ecological justice, and Indigenous solidarity. Raised in
Winnipeg on Treaty 1 territory, Jennifer has a Bachelor of Arts and a Bachelor of Social Work from the University of Manitoba, and
a Masters of Social Work from the University of Toronto. As a settler, she is dedicated to a lifelong process of unlearning and learning, striving to
be an ethical ally in solidarity with First Nations, Inuit and Mtis peoples.

Taking Stock of Native Languages Curriculum

room 204

Dr. Mary Ann Naokwegijig-Corbiere, University of Sudbury

Native language teachers are invited to come together and identify gaps in Native Languages curriculum. The objective is to begin
developing a strategy to address any gaps that may be identified. Teachers are encouraged to bring unit or lesson plans and other
material they feel is pertinent to the discussion.
Target audience
: Native language teachers

Dr. Corbiere's primary focus since joining the Native Studies department at the University of Sudbury in 1989 has been the
development of introductory to advanced Nishnaabemwin courses for distance learning. Her focus has expanded to the
Nishnaabemwin dictionary, a multi-year project on which she has been working with Dr. J.R. Valentine of the University of
Wisconsin, Madison. Periodic requests from others for Nishnaabemwin translations of various materials prompted her to explore
the theory that goes into the practice of translation and interpretation. Also of great interest to her are higher education policies
as they bear on Aboriginal self-determination within the academy; this was the subject of her 2007 doctoral dissertation for
OISE/UT. At the moment, her primary responsibility is completion of the dictionary whose current phase still entails extensive
community workshops as there are thousands of words not yet documented comprehensively in lexicons.

Contemporary Voices in the Secondary Classroom

room 207

Deb Keefe, English Language Arts Network

Mireille LaPointe, First Nations, Metis & Inuit Education Association of Ontario
Jen Palmer, Retired English Teacher, Upper Grand District School Board

Lesson ideas are always a welcome take-away at a great conference! This session will feature lessons that will help students become
reflective social critics and skilled participants in social change. You will have an opportunity to practice indigenous pedagogy/ literacy
techniques such circle sharing, doodle-listening and last word as part of teaching the Seven Essential Understandings.
Target audience
: Intermediate (7-10), Senior (11-12), English & Language Arts Teachers

Deb Keefe has been the chair of the English Language Arts Network for the past five years. She was a facilitator and instructional coach
working with Peel District before moving into a seconded position with EQAO's Outreach team. Her areas of interest and expertise
include literacy, working with struggling learners, and instruction and assessment.
Mireille (Desjardins) LaPointe is a past Chief, and member of the Algonquin (Omamiwinini) community of Ardoch. She has taught FNMI
Studies since 1996 at St John C High School, and together with colleague Bonnie Lvesque, Mireille created an Indigenous culture
camp, bringing together First Nations, Mtis and Inuit artists, Elders, Knowledge Keepers, academics, and high school students for a
period of 3 days. More recently, Mireille was co-Chair of FNMI Studies, and is working with other First Nations community members on
issues of food sovereignty, and identity.
Jen Palmer, a recently retired Upper Canada DSB English teacher, taught both NBE 3C and NAC 20. A 3 year FNMIEAO council
member, Jen helped develop support resources for the upcoming revised Grade 11 NBE course: Contemporary First Nations, Mtis, and
Inuit Voices.

Creating Spaces of Belonging in the Urban Context:

First Nations, Mtis, Inuit Education in the Toronto School Board
Tanya Senk & Barbara-Ann Felschow, Aboriginal Education Centre, Toronto District School Board
This workshop will focus on:
- The Truth and Reconciliation Commission of Canada: Calls to Action
- Allyship; Reconciliation through Education
- Promising Practices in the TDSB, K-12
- Parent and Community Engagement
Target audience
: All

room 205

The Spirit of the Teachings of the Four Directions

room 209

Alice Olsen Williams, Oshkigimang School, Kawartha Pine Ridge District School Board

The more we learn/understand the sacred teachings of the 4 Directions, the more we know and understand the meaning and purpose of
our sacred Lives. This can lead us to reconciliation, and help us see why we all need to understand and have these teachings guide us
every day.
Target audience
: All

Before she became a quilt artist, Alice Olsen Williams, teacher of the primary grades, and mother of four, completed her B.A. from Trent
University. As well as developing her skills in beadwork and sewing, she discovered quilting, mastering the techniques which allow her to create
meticulous hand-quilting. Gradually Alice formed the concepts which would be the basis for her distinctive style and work. Blending her cultural
heritage into a unified whole, she envisions the central motif to depict the symbols and themes of Anishinaabe culture, surrounded by the
conventional North American quilting blocks and patterns which were developed and continue to be evolved by those women and their
descendants who came to this Land from Europe, the legacy of her fathers people. Through her understanding of the teachings of the Elders,
Alice has created her own Life symbol. She continues to grow as an artist, searching for new ways to express the Spirit of Creation in the images of
her designs.
www.pimaatisiwin-quilts.com