Follow along the Twitter journey posted by SUNTEP Regina professor Brenna Pacholko, outlining the student project that resulted in an accurate portrayal of the interior of a Road Allowance House. The display can be viewed at the GDI Library, 2nd floor of the College West Building. They will be presenting about the project on February 27 at 7:00 pm @ the Artesian on 13th as part of the Heritage Regina Lecture series, “gee meeyo pimawtshinawn It was a Good Life. Stories from the Road Allowance People.”
Getting students engaged in school projects requires a lil’ creativity, a lil’ facilitation and a lot of letting go of the control. These #SUNTEPRegina students were amped to come out on a Sunday to gather materials for their big art project this semester. Stay tuned. @gdins_orgpic.twitter.com/piionOyYKS
Step 2 in our creation project #SUNTEPRegina students receive professional advice from #Michif woodworker, George Fayant. We learnt about traditional #Metis techniques & tools – also developed an admiration for the skill & ingenuity of our ancestors! Maarsii, George! @gdins_orgpic.twitter.com/JP2YzdVQ8a
So proud of my students. This collaborative project was an amazing learning experience. They worked very hard on creating an accurate representation of a Road Allowance House interior all semester. What a fantastic way to honour our community. @gdins_org#SUNTEPReginapic.twitter.com/ycCYgVu9Tu
Our #SUNTEPRegina Kitchen Table Party was a huge success. Dancing, storytelling & food! Metis culture is alive and well, folks. These future #Michif leaders will make sure of it. What a fun event for our Old Ones, students, staff, community members & guests. @gdins_orgpic.twitter.com/J0ZtRZqIyL
On December 11, 2017, Math 101 students held a mini Math Fair, presenting their posters which reflected the Indigenization of mathematics concepts. (see photos above)
The idea for the implementation of a Mathematics 101 final project as poster and Mini Math Fair was informed by Show Me Your Math: Connecting Math to Our Lives and Communities, a program developed by Dr. Lisa Lunney-Borden and Dr. David Wagner (http://showmeyourmath.ca/). While a final poster project is not unusual within education courses, it is unique to a Mathematics 101 course. Decolonization, however, encourages considerations of context/community, which for this particular mathematics course involved only preservice teachers from the Saskatchewan Urban Native Teacher Education Program (SUNTEP-Regina). Thus, in adapting/decolonizing curricula for context/community, the arguments presented for changing the Mathematics 101 final evaluation from exam to project were accepted by Dr. Shaun Fallat, Head of the Department of Mathematics & Statistics. The support of Dr. Fallat and the Dean of Science, Dr. Farenick, need be acknowledged for reconciliatory acts may not otherwise be possible without the support of such powerful individuals.
Darian Laliberte (Math Bingo in Cree)Math Bingo in CreeJeanne Haywahe (The 7 Chiefs)
Dylan Joachim (1953 Inuit High Arctic Relocation)Kaleb Desjarlais (Comparing Canada’s Land: Then and Now)Mike Langan’s The Mathematics Behind the Hudson’s Bay Company (absent from the group photo)
On November 8 and 9, 2017, Teacher Education Programs’Â faculty, directors, and program heads (SUNTEP, ITEP, NTEP, and YNTEP) gathered together for an Indigenous Knowledge Exchange. This was the first time the TEPs came together since 2008, when several TEPs gathered to discuss Indigenous ways of knowing.
Keith Adolph (TPC coordinator) and Dr. Val Mulholland (Associate Dean)Wanneta Martin (Assistant to the Associate Dean) registering TEP guests.
Hosted by the University of Regina, Faculty of Education, the Indigenous Knowledge Exchange gathering “provided an opportunity for participants to advance and strengthen relationships between one another, engage in transformative Indigenous education, and collaborate and plan for the future,” says SUNTEP Regina coordinator, Janice R. Thompson. Thompson was involved in the organization and planning along with Associate Dean, Dr. Val Mulholland, Associate Dean’s Assistant, Wanneta Martin, and Acting Dean of Education, Dr. Andrea Sterzuk, along with others who assisted with this event.
The day was hosted by Janice R. Thompson and began with opening prayers by SUNTEP Regina’s, Erma Taylor and opening remarks by Acting Dean, Dr. Andrea Sterzuk. Chairman of the GDI Board of Governors, Dr. Earl Cook, brought opening greetings on behalf of Gabriel Dumont Institute. Dr. Sherry Farrell-Racette, professor in the Department of Visual Arts, MAP, brought a keynote.
Over the course of two days, the group explored themes that emerged such as “similarities and differences between the TEP programs and establishing a safe space for us to examine our work,” says Thompson. Scheduled theme discussions included TEP’s philosophy and TRC Calls to Action, Indigenous pedagogy and research (land-based pedagogy), language development and preservation, and successes and challenges.
Thompson says, “This invaluable two-day experience continued to demonstrate our commitment to Indigenous teacher training in the academy, and we are humbled by this. We look forward to gathering in the near future, and not another ten year wait!”
Janice R. Thompson welcoming TEP members to Indigenous Knowledge ExchangeDr. Earl Cook brings greetings as Chairman of the Board of Governors for Gabriel Dumont InstituteDr. Sherry Farrell-Racette giving keynote address.
On Thursday July 27, 2017, over 40 people attended the Gabriel Dumont Institute-University of Regina Master of Education graduation BBQ at Kachur Golf Club in Prince Albert. The warm summer day event included conversations, laughter, and reflections in celebration of the graduation by the second cohort of the Master of Education program.
The Class of 2017 had 21 graduates including Chris Kelly, Christian Hudon, Dianne Broome, Chantale Fetch, Ashley Grimard, Jamie Subchyshyn, Janelle Hudon, Jean-Marc Belliveau, Katherine Burak, and Charmain Laroque. Others included Lauriane Hudon, Marti White, Matt Gray, Chantal Ntbategera, Renae Semkiw, Renee Kurbis, Rylan Michalchuk, Sandra Lawless, Steven Korecki, Trevor Rutz, and Victor Thunderchild.
According to Christian Hudon, “The program has been wonderful. I love it. Joining the program was one of the best decisions I have ever made in my professional life.” Charmain Laroque described the master of education program as “Absolutely great program,” and Chantal Ntbategera called it “Nice program.”
Marti White Stavely, a teacher at the Saskatchewan Rivers Public Schools, stated that: “I absolutely loved the program. It is the best professional development experience ever.” She continued, “I recommended the program to a few people; some of them got admission and have started their master of education studies this summer.”
Dianne Broome called the program “excellent.” Dianne noted that “The MEd program made a huge difference in my personal and professional growth. The content delivery was amazing. The cohort system that encouraged collaboration among students has been fantastic. I learned just as much from the professors as I did from my classmates.” Dianne who is a teacher in Prince Albert said that she had always wanted to enroll in masters of education program ever since she graduated from SUNTEP Prince Albert in 2007. So, “When GDI started offering the program in Prince Albert and my friends and fellow teachers who had enrolled in the first cohort told me great things about it, I knew it was time for me to do my masters. My friends have families and they work full time, but they earned their master of education degrees. It was possible. And now, I have completed the MEd degree!”
One of graduates commented on how tightly-knit the group of students is, bound by ties of teaching in the Prince Albert and Area schools, family relations among students or between students and staff, as well as the fact that many of the students are SUNTEP graduates.
There was laughter when students, nominated by their colleagues, received such awards as “Award for My School is Better than Yours,” Award for Great Voice of Reason,” “Award for Where The Hell are My Glasses,” and “Fashionista Award.”
The master of education program coordinator Michael Relland received a standing ovation from the graduates who thanked him for his work. Cory McDougall, the GDI Director of Finance, described how Relland has been involved with the master of education program “from day one” and thanked him for his hard work dedication.
In his speech, Michael Relland noted that “Teachers are good human beings. We strive to do the right thing. But sometimes, we do not know what the right thing is or how to do it. I hope the Master of Education program has enabled you to learn what that right thing is and how to do it.”
Many graduates also thanked GDI and the University of Regina for bringing the program to Prince Albert. This made it easier for them to enroll in the program without having to relocate or drive long distance.
The GDI-University of Regina Community-Based Master of is a two-year cohort-based program offered at the Gabriel Dumont Institute Centre in Prince Albert. The program’s content themes are tailored to anticipate and respond to community and student needs including: educational leadership, Indigenous education, and curriculum and instruction. It links theory to local educational issues and practice, and employs a flexible course delivery, including weekend sessions, summer institutes, and online distance education. As well, it has a Program Coordinator to offer advice and support to students.
The master of education program admitted its first cohort of 25 students in the summer of 2013. Of the 25, 23 successfully completed the program in the summer of 2015 – a completion rate of 92%. A second cohort of 23 students commenced the master of education program in July 2015, of which 21 (91%) graduated in July 2017. A third cohort of 25 students started classes this month and are expected to graduate in the summer of 2019.
Student Success Celebration Photos (to view slide cursor over the photo and click on the arrow)
The Faculty of Education, along with partners SUNTEP Regina and YNTEP (via Skype), gathered to celebrate student success on March 7, 2017. The organizing committee from the Student Program Centre, Dr. Val Mulholland and Wanneta Martin, invited faculty from SUNTEP, YNTEP, and the Faculty of Education program chairs and student societies to forward names of students who have made contributions to learning and to leadership in the Faculty of Education through scholarship, activism, and engagement in coursework.
Dean Jennifer Tupper brought greetings, reminding students that their successes reflect the motto of our faculty: Inspiring and Transforming Education.
Students listed below were recognized by faculty members or student societies for having made a significant contribution to teaching, learning and/or leadership in their classes, field placements, or in the community.:
Gabriel Dumont Institute – SUNTEP, in partnership with the University of Regina and University of Saskatchewan, has been offering elementary teacher training for over 35 years and currently boasts 1206 graduates from Regina, Saskatoon, and Prince Albert programs.
“To be learning Michif now at my age, as an adult, is exciting, but also very difficult. Learning the language of my people is very important to me as it enhances what I’m learning about my traditions and culture.” Jenny Veilleux, first-year SUNTEP student (Photo credit: Shuana Niessen)
First year SUNTEP Regina student Jenny Veilleux says she feels “fortunate to be one of the first students in Canada to take a Michif class, which is the first one to be offered anywhere ever. Michif is a dying language, with few fluent speakers; it needs to be saved so it can flourish once again. My family was enfranchised in the 1950’s, which unfortunately means they assimilated into the European culture.”
Jenny continues: “Ultimately, they lost most of the languages that they were born to speak during the process. My grandparents spoke between 5-7Indigenous languages and Michif was one. I only grew up hearing phrases or words, never being fully immersed in the language. To be learning Michif now at my age, as an adult, is exciting, but also very difficult. Learning the language of my people is very important to me as it enhances more of what I’m learning about my traditions and culture. This is necessary for many people in Canada, to prevent it from being completely lost.”
Graduate Chelsie Sinclair – The Spirit of SUNTEP award winner. Photo credit: Brenna Pacholko
Geordy McCaffery with the graduates
Photo credit: Brenna Pacholko
Dr. Mike Cappello addresses the graduates. Photo credit: Brenna Pacholko
Dalton Burzminski – David Amyotte Memorial Scholarship winner. Photo credit: Brenna Pacholko
The SUNTEP faculty, alumni, Elders, and guests gathered Friday May 6, 2016 to honour and celebrate this year’s SUNTEP graduates: Trenna Beauregard, Dalton Burzminski, Hannah Haydt, Taylor Pelletier, Chelsie Sinclair, and Alicia Reiss.
Chelsie Sinclair was honoured with a starblanket for the “Spirit of SUNTEP” award in recognition of her commitment to leadership and volunteerism within the community.
Dalton Burzminski was awarded the “David Amyotte Memorial Scholarship” to recognize his commitment to Indigenous education.
Dean Jennifer Tupper greeting students and recognizing their success. Photo credits: Shuana Niessen
On April 6, the Faculty of Education, SUNTEP and YNTEP gathered to celebrate student success. This year was different than previous years: The coordinators from the Student Program Centre, Dr. Val Mulholland, Nicole Glas, and Wendy Campbell, invited faculty from SUNTEP, YNTEP, and the various Faculty of Education programs and student societies to forward a list of students who have made contributions to learning and to leadership in the Faculty of Education through scholarship, activism, and engagement in coursework. In previous years, academic excellence was the only success that was celebrated. There were 166 students honoured at the celebration and their names were scrolled individually across the screen throughout the event.
Dr. Jennifer Tupper, Dr. Val Mulholland, and Dr. Michael Cappello highlighted and honoured not only the students’ achievements in their classes, but also in their field placements, and in the community.
After welcoming the students and their families, Dr. Val Mulholland said, “You have been recognized by faculty members or program for having made a significant contribution to teaching, learning and/or leadership in the classes, in field placements or beyond classroom walls.”
Dean Jennifer Tupper said, “This celebration is more than recognizing academic excellence, which we value. It is recognition of our students taking seriously their call to teach for a better world, to inspire and transform education – which many of you may know is the motto of this faculty.”
And after listing some of the amazing initiatives with which students have been involved, such as the STARS Regina’s #TreatyEdCamp, and other sessions working towards social justice; the Science Education students’ work with Treaty 4 schools; and the ESS’s PD opportunities, Dean Tupper said, “What I am struck by in my conversations with our teacher candidates is their passion for teaching and learning in the midst of the many challenges schools and teachers are facing. I am struck by their commitment to social justice, and their desire to create meaningful and transformative learning experiences for young people in schools. They are thoughtful, compassionate and courageous.”
Dr. Michael Cappello spoke about the students’ exceptional contributions which are helping to shape the field of education even before entering it as teachers.
Also unique to this celebration was the Skype connection with YNTEP students and faculty who are located in Whitehorse, Yukon. Through this connection, Faculty of Education and SUNTEP members were able to participate in the YNTEP celebration, and YNTEP students participated in the Regina celebration. Dr. Andrew Richardson, Dean of Applied Arts for Yukon College, spoke on behalf of YNTEP, recognizing the following YNTEP students:
From November 24 to 26, Yukon Native Teacher Education Program (YNTEP) representatives visited the University of Regina campus to discuss plans for renewed education programming and a new community-based Elementary Education After Degree Program offered in partnership with the University of Regina.
Tina Jules (Coordinator/Faculty Advisor) and Mark Connell (YNTEP Faculty Advisor) met with Dr. Val Mulholland (Associate Dean, Student Services and Undergraduate Programs, Faculty of Education) and Student Program Centre (SPC) staff, Nicole Glas (SPC Manager), Carol Shi (Assistant to the Associate Dean) and Wendy Campbell (Program Assistant – TEP Programs / Timetable); Dean Jennifer Tupper; Dr. Shauneen Pete (Executive Lead, Indigenization); and Dr. Xia Ji (Director of Field Experiences and Professional Development) as well as Saskatchewan Urban Native Teacher Education Program (SUNTEP) Janice Thompson (Coordinator), to iron out details for the new and renewed programs.
With a full schedule, Tina and Mark also met with Dr. Angelina Weenie (First Nations University), Dr. Michael Cappello (ECS Courses), and attended JFEC. (Joint Field Experience Committee – comprised of the stakeholders, including southern SK school divisions, Ministry, SUNTEP, STF, Saskatchewan Professional Teachers Regulatory Board, Faculty of Education. JFEC meets semi-annually to review and to consult on policy governing field experiences in teacher education.)
They took in the sites at Lebret, SK with SUNTEP Faculty, and enjoyed the screening of the film, The Pass System, at the University of Regina, which YNTEP hopes to bring to the Yukon in February.
Though much was accomplished in terms of programming through the visit, in her farewell speech, Tina Jules spoke of the value of the relationships that have been formed as a result of the collaboration.
Photo Above (L-R): Back row: Xia Ji (Fac of Ed), Shauneen Pete (Fac of Ed/Indigenization), Tina Jules (YNTEP), Janice Thompson (SUNTEP), Kristina Lee (Fac of Ed), Wendy Campbell (Fac of Ed), Russell Fayant (SUNTEP), Mark Connell (YNTEP); Front row: Carol Shi (Fac of Ed), Nicole Glas (Fac of Ed), January Hutchison (Fac of Ed), Rechel Leonard (Fac of Ed), Dean Jennifer Tupper (Fac of Ed), Tamela Friesen (Fac of Ed), and Val Mulholland (Fac of Ed).
As part of their course work for ECCU 300 – Cross Cultural Teaching Strategies, with instructor Brenna Pacholko, SUNTEP students Rebecca Wiens and Lesley Hanson presented “TRC Recommendations: Indigenization Within Education” today in the Aboriginal Student Centre at the University of Regina.
The two presenters outlined the work that the Truth and Reconciliation Commission is doing, what the focus will be (truth AND reconciliation), and why it is important to Canadians, receiving feedback from the group about why it is important “to me.” Hanson shared that even though she didn’t attend a residential school, she still feels the impacts of the IRS: “The impact of residential school whether alcoholism, depression, or mental illness…hits home with me and my family.” Impacts are intergenerational, as survivors attempt to cope with their residential school experiences. A participant pointed out that so often people think that the impacts are only felt by Aboriginal people, but non-Aboriginal people are also impacted, whether they know it or not.
Starleigh encourages listeners to follow two hashtags on Twitter: #myreconciliation and #readthetrc
From the Truth and Reconciliation Calls to Action for Education and Reconciliation, Hanson and Wiens read Recommendations 62, 63, 64, and 65:
62. We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:
i. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students.
ii. Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms.
iii. Provide the necessary funding to Aboriginal schools to utilize Indigenous knowledge and teaching methods in classrooms.
iv. Establish senior-level positions in government at the
assistant deputy minister level or higher dedicated to
63. Aboriginal content in education.63. We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including:
i. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.
ii. Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history.
iii. Building student capacity for intercultural understanding, empathy, and mutual respect.
iv. Identifying teacher-training needs relating to the above.
64. We call upon all levels of government that provide public funds to denominational schools to require such schools to provide an education on comparative religious studies, which must include a segment on Aboriginal spiritual beliefs and practices developed in collaboration with Aboriginal Elders.
65. We call upon the federal government, through the Social Sciences and Humanities Research Council, and in collaboration with Aboriginal peoples, post-secondary institutions, and educators, and the National Centre for Truth and Reconciliation and its partner institutions, to establish a national research program with multi-year funding to advance understanding of reconciliation.
Dr. Michael Cappello offers a White settler perspective on the TRC Recommendations
Then, Dr. Michael Cappello, guest speaker, offered a White settler perspective on the importance of the TRC Recommendations. Cappello says, “There are lots of ways our histories interweave: Stories are far beyond ‘us and them,’ and there are lots of reasons to take the TRC recommendations seriously.”
Cappello points out that the role of non-Aboriginal people is at the very least the role of witness: to attend, to serve, to witness, and to be present. Further, it is important that non-Aboriginal people educate themselves. “Everything that I know about racism comes from marginalized groups,” says Cappello. He does not think the burden of educating White settlers should be placed on Aboriginal peoples. At most, the White settler’s role is as a junior partner: “Our job is to listen and to respond, ‘Ok, here is Recommendation # 62; how should we do that?…’ White settler’s are not the leaders in this TRC project. I know my role, to legitimize, and I should be committed to doing,” he says.
Cappello emphasized the need to read the TRC. “If you are bored of reading on white paper, then listen to the TRC, which has been recorded on Youtube with Indigenous people reading the TRC in 8-minute segments.” (The first one is embedded below.)