A-5 Residential School Effects: Where do we go from here?
Intergenerational Effects of Residential
school are discussed at length in popular
media, but little is really understood about
the impact this has had on the Canadian
fabric. In this session, Joanne will explore
the effects of this long-standing Canadian policy and provide a safe environment to
examine the implications on youth today, educational approaches, and ways of
helping and healing.
is of Nehiyaw (Cree
heritage), from Fisher River Manitoba.
She has spent her life in British Columbia and is a registered member of the Haida
Nation, Skidegate Band. Joanne has
spent the majority of her career building a shared understanding of colonialism
and its effects on both Indigenous and non-Indigenous peoples. She was the
Director of Aboriginal Health with the
Interior Health Authority for several years, where she was the driving force
behind numerous initiatives to improve Health services at all levels for Aboriginal people. Joanne currently holds the
position of lead facilitator, Indigenous
Cultural Competency program with PHSA. She is well regarded for her program
planning skills, Human and Financial Resources management, and Curriculum
Writing. Joanne is highly regarded for
her presentation and facilitation skills,
drawing on her experience and insight to engage groups of all sizes.
A-6 Hi Ho Mistahey! School Should Be a Time for Dreams: Every Kid Deserves This
Shannen Koostachin, youth leader from the Attawapiskat First Nation, had a
dream: safe and comfy schools and culturally based education for First Nations children. First Nations schools receive less
funding than Provincial/Territorial schools,
and many are plagued by serious health concerns. Shannen worked tirelessly to try to convince the Federal government to give First Nations children a proper education before tragically passing away at the age of 15 years in 2010. Named
in her memory, the campaign engages
students to explore contemporary
issues, develop critical thinking skills
and foster social engagement. Teachers who have used Shannen’s Dream report that students show an improved sense
of respectful citizenship, agency, and
academic success.Workshop format: lecture and discussion. Participants will leave with concrete
follow-up activities, printed hand-outs, bookmarks, and links to further resources.Raised in Thunder Bay, Ontario,
is Ojibwe from Pays Plat First Nation. After graduating from Lakehead
University (HBA/BED) in 2006, she went
on to a Master of Arts program in French.
Since 2008, Andrea has been working at
First Nations Child and Family Caring Society
as the Touchstones of Hope Coordinator and now the Reconciliation
and Research Manager, specializing
in various roles including facilitation
of workshops, training, presentations
and Touchstones of Hope sessions; coordinating and supervising students
and volunteers; proposals, funding and nominations; publications, including
alternate UN reports and peer reviewed journal articles; coordinating the Caring Society newsletter and co-coordinating the First Peoples Child & Family Review.
Over the years, Andrea has worked with
children and youth in many different settings and has a passion for work related to Aboriginal peoples and work
that inuences change and helps others.
A-7 Hidden Legacies
Hidden Legacies is a documentary in
which Anishinaabe lm maker, Lisa Jackson, examines the legacy of the Canadian Indian Residential School
system on intergenerational survivors whose parents/grandparents attended the Residential Schools. After viewing
Hidden Legacies, participants will engage
in a deeper discussion around the intergenerational effects of Residential Schools with facilitators Bertha Lansdowne and Priti Shaw. A new (draft) version of a teaching guide (grades 8-12)
developed for this lm will be introduced
and participants will have an opportunity to try out some of the activities in the guide and provide feedback.
is of Nuxalk ancestry and is the Aboriginal Education Coordinator for the New Westminster School District. She has worked in Aboriginal Education (K-12) in both public and First Nations schools. Bertha has also worked in Adult Education and Alternate Education.
is a self employed,
community-based social justice activist and anti oppression trainer/facilitator.
Since 1988, she has been involved for
equal employment status for immigrants and refugees in Canada. She has participated on both provincial and national committees and collaboratively
worked with community agencies, advocacy groups, faith groups and
government to design policies in support
of this goal. Additionally, she has been
involved in community based research
and advocacy, capacity building projects
public forums and dialogues.