What is smudging? Who is an Elder? Why and when should we use Indigenous medicines? These are common questions for those of us who are interested in incorporating Indigenous practices in our events, activities, and courses.

This interactive workshop will provide participants with the opportunity to engage with questions like these, as well as with strategies for practicing proper protocols when working with Indigenous people and communities. Developing a facility with these protocols will lead to more robust conversations and collaborations on campus as we move forward with the Truth and Reconciliation Calls to Action and the Universities Canada Principles on Indigenous Education.

The Nanadagikenim- Seek to Know Grant seeks to implement both the Truth and Reconciliation calls to action and the Universities Canada Principles on Indigenous education to engage and foster sustainability of Indigenous curriculum and pedagogy. The Nanadagikenim grant will accomplish these actions by providing opportunities for faculty and staff to build and maintain reciprocal learning relationships with members of Indigenous communities and academic communities to successfully engage in Indigenous curriculum and pedagogy work. This workshop will provide information for applicants as well as examples of a grant application for further clarification. This session will explore ideas and share possible approaches and networks to assist Nanadagikenim grant applications.

As you develop curriculum, keep in mind that to decolonize teaching and learning, it is critical that Indigenous voices be brought to the forefront, for example, through Indigenous success stories, Indigenous cultural approaches, and Indigenous led research. In this workshop, we will explore what counts as Indigenous perspective and what is and isn’t appropriate to be shared and used and provide you with some guidelines to consider when navigating choices about Indigenous content. We will also explore the importance of local knowledge and the role that curriculum developers can play in supporting Indigenous curriculum and pedagogy.

Indigenization of curriculum requires much more than adding Indigenous content. In an education system that has since its inception and into the present day, valued Western ways of thinking almost exclusively, Indigenization of curriculum requires us to bring Indigenous ways of thinking, being, and learning into course design. This workshop provides a discussion of Indigenous epistemologies and pedagogies and how these can be interwoven in curriculum design and development.

How do we take care of ourselves and our community? We will be discussing the actions we take to protect our well-being while meeting the rigorous demands of academia and community needs. In this workshop we will be designing our own prints using foam plates, acrylic paint and cardstock and small paint rollers. You are encouraged to wear “paint” clothes or bring an apron to protect your clothing.

Indigenous communities have used cultural traditions and ceremonies over many generations to improve health and well-being (Manitowabi & Gauthier-Frohlick, 2012). This session will immerse you into aspects of Indigenous culture through a cedar bath foot soak cleanse as performed by Niimi Manidoo Consulting. This session will also include guided meditation along with smudging and hand drum singing. There is a $25 registration fee for this workshop. Payment may be made by journal entry, cash,cheque payable to "University of Windsor" or by credit card by contacting Marilyn Powley. Payments can be dropped off between 8:30 and 4:30 at the Centre for Teaching and Learning in CEI Room 2260. Please pay by Tues. Feb. 18th, or contact Marilyn Powley at mpowley@uwindsor.ca to make alternate arrangements. Places in the workshop will be confirmed upon receipt of payment.

If we want to contribute to systemic change, we need to understand the concepts Indigenization, decolonization, and reconciliation. These terms are sometimes used interchangeably, but according to Indigenous scholars and activists (see Alfred, 2009; Alfred & Corntassel, 2005; Pete, 2015), they are separate but interrelated processes. In this session we will explore these terms and how they are interrelated.

NOTE: Upon registration, workshop leaders will contact you via email to share the link to the online workshop.

As you develop curriculum, keep in mind that to decolonize teaching and learning, it is critical that Indigenous voices be brought to the forefront by including Indigenous success stories, Indigenous cultural approaches, and Indigenous-led research. In recent years, there has been much discussion about what counts as an Indigenous perspective and what is and isn’t appropriate to be shared and used. In this session, we will explore these issues and provide you with some guidelines to consider when navigating choices about Indigenous content. We will also explore the importance of local knowledge and the role that curriculum developers can play in supporting Indigenous language revitalization.

NOTE: Upon registration, workshop leaders will contact you via email to share the link to the online workshop.

In the previous sessions, we learned about the exclusion of Indigenous knowledge from academia. This exclusion and the parallel privileging of Western knowledge above other systems of thought are examples of systemic oppression. In this section, we will explore the concept of systemic oppression and ask you to reflect on your positionality within the system of oppression that exists in the world today. This will help to inform the role you play in Indigenization of the curriculum. Understanding and promoting an anti-oppressive approach is critical to supporting the work of Indigenization.

Now that you have worked through the preceding sessions, you are probably beginning to get a sense of what indigenization means to you. Or maybe the perspective you had when you started this guide has been affirmed. We hope you have learned along the way and are more confident about how you will continue your work to introduce Indigenous perspectives into your curriculum, not just to serve Indigenous students, but to serve us all.

As you engage in the work of Indigenizing curriculum, you will find there are limits to what can be done through curriculum alone. Holistic transformation of the university will involve systemic change, including policies, practices, and organizational culture. In this session, we explore how you can contribute to systemic change as a curriculum developer.

Session 1 will introduce you to the Indigenous Peoples in Canada, their histories, and their cultures. It will also answer some of the questions that people often ask about Indigenous Peoples and debunk some of the common myths and misconceptions.

Session 2 will examine the role of colonization and how it continues to affect Indigenous Peoples in Canada and define the relationship between Indigenous and non-Indigenous people today.

“Each day that Indigenous rights are not honoured or fulfilled, inequality between Indigenous peoples and the settler society grows.
– Idle No More, “The Story”

Session 1 will introduce you to the Indigenous Peoples in Canada, their histories, and their cultures. It will also answer some of the questions that people often ask about Indigenous Peoples and debunk some of the common myths and misconceptions.

Session 2 will examine the role of colonization and how it continues to affect Indigenous Peoples in Canada and define the relationship between Indigenous and non-Indigenous people today.

“Each day that Indigenous rights are not honoured or fulfilled, inequality between Indigenous peoples and the settler society grows.
– Idle No More, “The Story”

In partnership with the Aboriginal Education Centre, the CTL is pleased to host Donna Grayer for Sharing Our Knowledge: Waanishin, miina akooshpii mishkayn - Lost, and later found.

In this session, Donna will be sharing her own personal journey as she recognizes the importance of understanding Métis history in order to discover her roots as a Métis woman and how she came to her conclusions from that journey. She will share how she received those history lessons as well how she became a part of the Métis community. Donna will speak to how declaring a Métis distinction does not make one an expert on all things Métis and that there are difficult conversations surrounding Métis identity that need to be had. She will also share how appropriation/consultation that are happening across Turtle Island in Universities are a detriment to the ongoing Métis identity that goes beyond ticking a box. Donna will explain how the distinction of her own journey have taught her how to interpret them so that she better understands being Métis and what it means to protect that identity. A part of her journey involves defining who is Métis, as she had to overcome her own confusion between the terms, “mixed blood and Métis”. This led her to recognizing how valuable the respect that is attached with identity. Donna will be sharing her own collection of historical documents, timelines, and resources that she used to bring her the understanding she has now about being Métis/Michif.

Registrants have the option to receive an UberEats voucher to be redeemed for lunch on April 16th. Please email turtleisland@uwindsor.ca if you wish to receive a lunch voucher. Those who register and attend will also receive an ebook copy of The North-west Is Our Mother: The Story Of Louis Riel's People, The Métis Nation by Jean Teillet.

In partnership with the Aboriginal Education Centre, the CTL is pleased to host Lynn Gehl, Indigenous Knowledge 101.

For too long, Canadian society has been rooted in colonial approaches and Euro-centrism, creating negative impacts on Indigenous Peoples and all Canadians – and the post-secondary education system is by no means an exception. Indigenization aims to address this legacy through the integration of Indigenous perspectives in curriculum and other educational contexts. In this session, we will explore what is meant by Indigenization, how it relates to decolonization and reconciliation, why it’s important, and how you, as a curriculum developer, can participate.

As Indigenization is the process of bringing together Indigenous knowledge systems and approaches with those of the mainstream academy, it is critical that this work be done in partnership with Indigenous people. If learning is to occur in relationship, it is essential for curriculum developers to build relationships and work together with Indigenous people. In this session, we will begin to explore how to build relationships with Indigenous people in respectful and meaningful ways.

As you develop curriculum, keep in mind that to decolonize teaching and learning, it is critical that Indigenous voices be brought to the forefront by including Indigenous success stories, Indigenous cultural approaches, and Indigenous-led research. In recent years, there has been much discussion about what counts as an Indigenous perspective and what is and isn’t appropriate to be shared and used. In this session, we explore these issues and provide you with some guidelines to consider when navigating choices about Indigenous content. We will also explore the importance of local knowledge and the role that curriculum developers can play in supporting Indigenous language revitalization.

Indigenization of curriculum requires much more than adding Indigenous content. In an education system that has, since its inception and into the present day, valued Western ways of thinking almost exclusively, Indigenization of curriculum requires us to bring Indigenous ways of thinking, being, and learning into course design. This session will provide a discussion of Indigenous epistemologies and pedagogies and how these can be interwoven in curriculum design and development.

As an alternative to the guided tour while the Mohawk Institute is undergoing construction and renovations, we offer guests a virtual tour. The virtual tour video was created with local production company Thru the Reddoor, and it follows the guide, Lorrie Gallant, as she gives a tour of the former Mohawk Institute Indian Residential School. During the video Lorrie provides the history of the institution over its 140-year history. Viewers will get to see the different rooms in the school, from the girls’ and boys’ dormitories, the cafeteria, laundry room, and other rooms throughout the building, as well as hear interviews from five Survivors of the Mohawk Institute. The Virtual tour is shown exclusively on the grounds of Woodland Cultural Centre.

A Woodland Cultural Centre staff member will be available for up to 1 hour after viewing the Virtual Tour to answer questions in response to the video, and other questions you may have pertaining to the lasting impacts of Residential School. Q+A content is meant to invoke further thought but must stay rooted in respect and privacy. As all Q+A sessions are unique to the questions provided by each group, there will not be any slides or notes further to the discussion shared outside the limits of the Zoom session.

About Woodland Tours - The Woodland Cultural Centre, a museum of excellence, opens the doors to Southern Ontario’s First Nations past, present, and future. School and Public programs, offer interested visitors the opportunity to discover Native Ontario.

Session 1 will introduce you to the Indigenous Peoples in Canada, their histories, and their cultures. It will also answer some of the questions that people often ask about Indigenous Peoples and debunk some of the common myths and misconceptions.

Session 2 will examine the role of colonization and how it continues to affect Indigenous Peoples in Canada and define the relationship between Indigenous and non-Indigenous people today.

“Each day that Indigenous rights are not honoured or fulfilled, inequality between Indigenous peoples and the settler society grows.
– Idle No More, “The Story”

In Canada, we are still dealing with the legacy of colonization. Media, institutions, and ordinary people still perpetuate harmful stereotypes and beliefs about Indigenous Peoples. This creates a society that continues to discriminate against Indigenous Peoples. Decolonization is the “undoing” of colonization and a process by which Indigenous Peoples are regaining their rightful place in Canada and are thriving. In session 3, we will address some of the challenges that exist because of centuries of institutionalized racism.

National Indigenous Peoples Day takes place on June 21st every year. This is a day to recognize and celebrate the various cultures and contributions of First Nations, Metis, and Inuit peoples of Turtle Island. I invite you to spend some time with me to learn about June 21st and what it means to Indigenous peoples in this territory, as well as the history of June 21st. This will be an open discussion where your questions and comments are welcome. I look forward to seeing you there!

National Indigenous Peoples Day takes place on June 21st every year. This is a day to recognize and celebrate the various cultures and contributions of First Nations, Metis, and Inuit peoples of Turtle Island. I invite you to spend some time with me to learn about June 21st and what it means to Indigenous peoples in this territory, as well as the history of June 21st. This will be an open discussion where your questions and comments are welcome. I look forward to seeing you there!

Session 1 will introduce you to the Indigenous Peoples in Canada, their histories, and their cultures. It will also answer some of the questions that people often ask about Indigenous Peoples and debunk some of the common myths and misconceptions.

Woodland Cultural Centre presents a tour of the former Mohawk Institute Residential School. The tour gives the history of the school from when it opened in 1831, until it closed in 1970. Participants will see different rooms in the school, from the meeting room, the girls’ and boys’ dorms, the third floor, cafeteria, and various rooms in the basement. After the presentation participants will have the opportunity to ask questions or share comments with the Cultural Interpreter.

Zoom link will be provided.

Session 2 will examine the role of colonization and how it continues to affect Indigenous Peoples in Canada and define the relationship between Indigenous and non-Indigenous people today.

“Each day that Indigenous rights are not honoured or fulfilled, inequality between Indigenous peoples and the settler society grows.
– Idle No More, “The Story”

In Canada, we are still dealing with the legacy of colonization. Media, institutions, and ordinary people still perpetuate harmful stereotypes and beliefs about Indigenous Peoples. This creates a society that continues to discriminate against Indigenous Peoples. Decolonization is the “undoing” of colonization and a process by which Indigenous Peoples are regaining their rightful place in Canada and are thriving. In session 3, we will address some of the challenges that exist because of centuries of institutionalized racism.

Session 1 will introduce you to the Indigenous Peoples in Canada, their histories, and their cultures. It will also answer some of the questions that people often ask about Indigenous Peoples and debunk some of the common myths and misconceptions.

Session 2 will examine the role of colonization and how it continues to affect Indigenous Peoples in Canada and define the relationship between Indigenous and non-Indigenous people today.

“Each day that Indigenous rights are not honoured or fulfilled, inequality between Indigenous peoples and the settler society grows.
– Idle No More, “The Story”

In Canada, we are still dealing with the legacy of colonization. Media, institutions, and ordinary people still perpetuate harmful stereotypes and beliefs about Indigenous Peoples. This creates a society that continues to discriminate against Indigenous Peoples. Decolonization is the “undoing” of colonization and a process by which Indigenous Peoples are regaining their rightful place in Canada and are thriving. In session 3, we will address some of the challenges that exist because of centuries of institutionalized racism.

During this session, we will be learning about Orange Shirt Day, how it began and what it’s grown into nationally. There will be an exploration of what this day means to Indigenous peoples and non-Indigenous peoples.

Join me as I share my Grandmother’s experience attending Mt. Elgin residential school. Personal conversations as well as the book that tells her story. I will discuss the impacts of residential school upon my learning spirit and the resilience of our peoples to rise above the trauma.

The Covenant Chain was the foundational treaty between the British and the Western Confederacy. Alan will discuss the outcomes of those treaty understandings and relationships.

A lunch will be provided to all those who register and will run from 1:00 to 2:00. The presentation will start at 2:00 until 3:30 with a Q&A from 3:30 to 4:00.

Co-sponsored by The Office of the Senior Advisor on Indigenous Relations and Outreach, The Centre for Teaching and Learning, Turtle Island – Aboriginal Education Centre, Faculty of Law, History Department and Leddy Library.

How was this day created? Who was it created for? Why was it created? Join me as I explore the importance of June 21st and what this day means for Indigenous and non-Indigenous peoples.

During this session, we will be learning about Orange Shirt Day (Sept. 30), how it began and what it’s grown into nationally. There will be an exploration and discussion of what this day means to Indigenous peoples and non-Indigenous peoples.

During this session, we will be learning about Orange Shirt Day (Sept. 30), how it began and what it’s grown into nationally. There will be an exploration and discussion of what this day means to Indigenous peoples and non-Indigenous peoples. Note: this is a repeat of Monday's workshop for those who couldn't make it then.

Come learn the very basics of Algonquian Grammars. This full day workshop is designed for folks who know just enough about Indigenous languages that they appreciate that they don’t really know anything about them at all. In this work-in-progress workshop we will be learning with Eastern Myaamia and Plains Cree (both Algonquian languages) to explore commonalities of Algonquian grammar. We will explore nouns, simple descriptive verbs, and how to navigate Algonquian dictionaries.

This in-person workshop is facilitated by Dr. Ashley Glassburn (Miami Nation of Indians of Indiana) who has been teaching Myaamia since 2008 and ran a series of multi-lingual Algonquian workshops from 2015-2017. This workshop is designed for the express purpose for supporting a group of Plains Cree language learners. Come if you are ready to spend a day learning Algonquian grammar in a cooperative learning community.

A light breakfast and lunch will be provided.

Join us for an engaging and informative visit with Kanahsohon/Kevin Deer for Treaty week 2023! Discover the rich history and contemporary significance of Indigenous treaties as told by Kanahsohon/Kevin, who offers a unique opportunity to deepen your understanding of these crucial agreements, explore their cultural and legal aspects, and engage in meaningful discussions about reconciliation. Learn from Kanahsohon/Kevin who will share his insights, stories, and traditions. This session is a chance to be part of the ongoing journey towards building stronger relationships between Indigenous and non-Indigenous communities. Don't miss this opportunity to be a part of the University of Windsor’s Treaty Week commitment to education, dialogue, and cultural exchange.

Lunch will be provided for registered participants.

Join us online for our next Spring 2024 Indigenous Pedagogies Speaker Series session on Indigenous Community: Teachings of the Seventh Fire. Indigenous Teachers Education Program is grateful to host Indigenous scholar, Dr. Gregory Cajete, who will share his influential work on Indigenous education.

This workshop is being offered by the University of Arizona College of Education. To participate you must use the following link during the scheduled day and time of the workshop: Zoom ID: 86515022218.

Aanii my friends! Biindigin/Come in! I welcome you into the Indigenous Curriculum and Pedagogy space. Please join me in this new series as we explore what Indigenization means for teachers and advisors.

Corrine Michel, Secwepemc faculty, and Janice Simcoe, an Anishinaabe educational leader, both at Camosun College, have said (personal communications, 2017), “Indigenization of teaching practice is an ongoing process rather than a start-to-end project. Thus, we need to think in terms of flow and ongoing learning rather than hoping to have a checklist that will guide the process to a finale.” A checklist may function as a life jacket, as it may be a way to stay afloat, but this approach does not provide you with the skills to grow and manoeuvre with this growth. In some ways, the checklist or life jacket is a comfortable safety device that could result in people “starting to drift back to normal practice, a sort of impermanent transformation.”

Baamaapii/See you later.

During this session, we will be learning about Orange Shirt Day (Sept. 30), how it began and what it’s grown into nationally. There will be an exploration and discussion of what this day means to Indigenous peoples and non-Indigenous peoples.

Biindigin/Welcome! This 4-week series is designed to provide university faculty and staff with an in-depth understanding of the historical and living significance of treaties and wampum belts within the Windsor-Essex region, located in the 3 Fires Confederacy Territory. Participants will explore the historical context, symbolism, and contemporary relevance of these agreements while reflecting on how they can apply this knowledge in educational settings. This series is designed to provide both knowledge and practical tools, fostering awareness that participants can apply in their personal and professional lives.

• Week 1: Introduction to the 3 Fires Confederacy and Indigenous Worldviews
• Week 2: Historical Treaties in the Windsor-Essex Region
• Week 3: Understanding Wampum Belts as Living Agreements
• Week 4: Treaties Today – Responsibilities and Moving Forward