1. r;, 1i i .'."
: ...*"I ''
+.i'
.,,1j..,,
. ...: '.
r*
-
..1 ..
'.. !
*
!.,. ".t
'.1 :. -]
,?t F
tt' intr
a
.. .--:
-rr L'
#
: :=:.
lh#
p
'rli
"*t:: ,'
r ft
,L
L,-
-,.Li
* ,*
F *
r F
# p

2. I
I
t lellmilon$
t Message from Laura Buker.
Gillies, Nicole
I Kitchkeesick, Stephanie
I Larieaa, Bruna
Papah, Eva
T Roundsky, Dora
t Shewaybick, Leon
t
t
r
Front cover artist: Leon $hewaybick

3. Lakehead University HBED 21.30 - Teachers of Aboriginal Learners
August 20ll
The second Matawa HBED cohort began at Lakehead university, Faculty of
Education this fuly ?01'1,. The summer courses focused on integrating our Aboriginal
history, culture, language, and knowledge throughout the curriculum.
This publication, "Empowering our cultural Learning,,, emerged from thoughtful
dialog discussions, and reflection on building innovative learning environments in
Aboriginal education.
It is with deep appreciation towards this summer's teacher scholars, that I lift my
hands, as they are the vanguard leading the way for our children's success in
school.
It has been a privilege to continue the journey with our HBED scholars. They are
valued for their hard work, conscientious learning and deep care for our children.
Miigwetch,
Dr. lolehawk Laura Buker

4. ephanie Kitchkeesick Jokes, funny stories, and riddles intrigue our
youth. lf an educator can learn to relax and relate
Our Students Matter: to the students, this will eventually come around
Let's Show Them full cycle and the students will learn to relax and
relate to the teacher.
Throughout my educationaljourney, I was fortu- Our students also need to learn that their future
nate to have many influential educators. These matters not only to them, but also to their families,
were the teachers in my life who were sincere in friends, ancestors, people, and educators. lt mat-
their efforts to challenge me to gain a deeper un- ters! Why does it matter? lt matters because Ab-
derstanding in everything that I was learning. original people have had their fair share of strug-
These were the educators who made me feel that I gles throughout history. ln the beginning, First Na-
could achieve much more than I thought I was ca- tions people educated each other daily through
pable of. I was truly inspired by my teachers that storytelling and life experiences. The residential
showed a real passion for my future. I believe that school period began in the 1840s and settled down
this helped me thrive in school and after school. lt in the 1980s, although the last residential school
meant a lot for me to know that my educators closed in L995. The Federalgovernment mandated
cared and believed in me. lt was an important compulsory school attendance in 1920; this forced
factor in my educationaljourney and will be in all children into residentialschools. Our children suf-
of our Aboriginal youth, Our educators need to fered spiritual, cultural, mental, and physical abuse
focus on forming positive. appropriate relation- within the walls of residential schools. ln 1972, the
ships with all of their students. lndian Control of lndian Education policy was
Educators of Aboriginal learners can build a passed. This meant that Aboriginal children could
healthy relationship with their students by showing not be forced to attend residential schools and that
interest and participating in cultural activities. A First Nations people were allowed to educate their
teacher can ask the learners what they know and own. This was an enormous step in Aboriginal
are willing to share about their culture. The educa- education. This policy proves that our ancestors
tor can temporarily trade places with the student and our people care deeply about our students' fu-
to learn from them. This shows the student that tures.
there is respect amongst them. This also shows As a mother, friend, Aboriginal person, and educa-
that the educator values who the student is and to1 I have a passion in empowering Aboriginal
where they come from. lt sends the message that learners to pursue a bright and positive future. lt is
all knowledge is worthy of learning and not just the indisputable that I encourage all students to
knowledge that the educator brings to the table, pursue lifelong learning.
By having the students share and teach about their
culture, they learn pride, confidence, and leader-
ship characteristics; they learn their identity. These
i are qualities that will help the student become a
stronger learner inside the classroom.
Humour is a valued personality trait amongst First
I Nations people. This statement alone should ex-
plain the importance of humour when teaching
Aboriginal learners, Aboriginal learners feel the
t most comfortable when they are in their own envi-
ronment. By integrating humour into the class-
room, students will feel a sense of belonging to the
t group and also a feeling of co:nnection to the edu-
cator. When teachersland students interact on a
personal level, students apen uB rnor€ and want to
hear what the teacher.h,as'to

5. Stories are a lot more than just amusemen| they
Bruna laritta are how we direct ideas, experiences dreams and
losses. Down through generations, Aboriginal oral
Sharing A Story stories have been told to share knowledge, spiritu-
ality, and wisdom. The saying "a picture is worth a
My name is Bruna Larizza lwas born and raised in thousand words", can sometimes tell a finer story
Thunder Bay, Ontario; I am currently in the BA, BEd thari words.
{lndigenous Learning) at Lakehead University'
While attending my full-time studies, I am also
working at the Thunder Bay Public School Board. I
have been in an elementary school that is primarily
aboriginal students. I have learned the importance
of storytelling and how much impact it has on chil-
dren. As months went by working at the school, I
observed the children learning and discovered
more about the children's background.
They appear to focus more when Aboriginal culture
is incorporated into the curriculum. Storytelling has
the ability to convey values. One story we focused
on was, "Shi-Shi-etko". 5hi-Shi-etl<o had 4 days until
she returned to residential school. She would leave
her family and everything she knows to attend resi-
dential school. The residential school system was a
Federal government and Church run school, which
were designed to solve the lndian "problem". She
spends her last days at home preserving the beauty
of her world- the tall grass, shiny rocks, the dancing
sunlight. Her motheq father and grandmother want
her to remember her nativerroots arld'watt&r her
return in the spring to contin"ue passing down
lD.!.:::::a:::).,).!::...
r,uary of a story. ln addition, I observed how power-
fully a teaching story can be as a link to learning
for children. Through the experience of listening to
th,is.'=tory on residential school, I was able to see
$tffiglyit impacted the children's attention
$'P= 'anilf'a'rili'.
::::::: :J

6. Iilucation Brings
Us,..
t
r
I Curiosity
Dreams
Hopes
Routines
Coping Adjusting
Collaboration
I Rituals Limits
Fantasies
Compromise Doubts
lndependence
I Competence Encour-
agements
Motivation
Sense of belonging
Self-Advocate
torship Transition
Men-
I
I
I
I Dynamic
Contentment
Choices Conflicts
Decision-making
I
Harmony Opportunities
Responsibility Acknowledgement
t
Rewards Self-evaluation Chal-
Compassion lenges
Self-ldentity Enthusiasm
i
f
Dedication Determination

7. Eua PaRalr "Music/Art Drama. Teams were given instruc-
tions and tasks to perform in each station and this
involved team work, leadership, listening, com-
Buililing leamuoil municating, and interacting among the students.
Watching and listening to the students was good
My personal philosophy on education starts at an
to see and hear because they're interacting with
early age. Early learning is important because it
each other, even the shy students and students
forms the foundation for lifelong learning. lt takes a
that aren't really motivated in doing anything
form in guiding children and youth along their path
were actually communicating, laughing and shar-
of interest in life as in careers and what they
ing amongst their groups. The Career Challenge
choose to become when completing their educa-
involved skills which are required for personality
tion.
development. There was interpersonal skills, pre-
Not all children and youth know what they want
sentation skills, team spirit, right attitude, flexibil-
to become or choose to become, while in school or
ity, presence of mind, time management, work
during their journey of life. For example as for
ethics, listening skills and communication skills in-
myself, I wanted to become a teacher while in el-
volved throughout the Career Challenge.
ementary school because I was influenced by a fa-
The next day in the evening, the school invited
vourite teacher that taught me while going to
the community and parents to come and see
school. As time went on, I entered my secondary
what the students did throughout the Career
and college schooling. I choose the social field
Challenge. Judges were selected amongst the
where I became involved with the community,
crowd to do a taste test on the four different pots
youth, children and school.
of soup that the teams made during the Cook sta-
Today, l'm back in a schoolsetting and working as
tion. The teams also preformed out their acts and
a Tutor Escort. Last school year, I worked as a Tutor
talents in singing and puppet shows in the
Escort for six months and was later offered a posi-
Music/Art Drama station. ln the Shop station, the
tion as a Student Success Counsellor for four
teams made bridges out of pasta and given one
months. ltook on the task and was working with
glue bottle to use and they were tested to see
students from grades 7 - 9.
which team made the strongest bridge and how
One of my duties was to assist the grade 8 and 9
many weights it took to break. The team with the
students in filling out their high school registration
most weights to hold the pasta bridges were the
forms and their educational assistance forms for
winners and they won a Gino's pizza each. Overall,
funding. These students have dreams to pursue
the students, parents and community enjoyed
their secondary education out of the community
themselves and had a good time with laughter
and the forms also helped to provide counselling
and cheering.
when needed. During this time, l'm interacting with
ln conclusion, we as educators need to show
the students and getting to know them as in build-
support, guidance, encouragement, pride, posi-
ing trust and a positive relationship.
tive self-esteem, praises, trust and respect to-
ln April, the principal at our school asked me to
wards our students. Also as educators, we need to
coordinate and plan a Career Fair for the whole
create a positive classroom atmosphere that
school from grades JK to 9 and a Career Challenge
shows respect for our aboriginal perspectives to
for grades 7 to 9. This was a special task that I en-
benefit the students and:Barents involved: [V[,bst,,,,,
joyed planning. The Career Challenge took the
whole school day with stations set up that were
seventy minutes in length.
The students were divided into teams where a
teacher was responsible to keep track and rotate
them when their time was up to move on to a dif-
furent station. There were four stations that chal-
lenge the teams in Science, Shop, Cooking,aijg .,.,,

8. llora fiounil$ku
Bu llying
My name is Dora Roundsky and l'm from Wapeke- Parents, community and school should be more in-
ka First Nation. I have been working at Rev.Eleazar volved in bullying prevention. Bullying is not just a
Winter Memorial School for fourteen years now. I school issue. Bullying always happens outside the
started working as a tutor escort for one special school. Communities need to become more orga-
need student, and work in the special education nized to deal with bullying. For exarnple, it would be
room for couple of years. Today l'm working as a helpful to organize a conference with a speaker and
classroom assistant. I like working with the stu- share information on prevention programs to deal
dents and l'm happy to be the part of their lives with bullying. And lastly, parents should be more in-
during the weekdays and be there for them when- volved in their child's interactions with other chil-
ever they need help frorn me. l'm going to talk dren. Children should be encourage to reach out to
about bullying because it is a worldwide problem their parents for help and the parents shouldn't
that occurs around us every day and everywhere. turn tlrem away when they ask for help cause it
might lead to deeper problems.
Thousands of teens wake up afraid to go to school
and to be out there enioying the life they want to Bullying is a very serious problem and lthink it can
have all because of bullying. lt is a form of aggres- be stopped when everyone is available to help in
sive or violent behavior shown to children who are every way they can.
quieter, who are shy less out going. Children are
hurt every day for their appearances, how they miigwetch.
look. Back home where I came from, there are chil-
dren and teens who are bullied and were bullied. I
remember a couple of years ago when I was "surf-
ing the myknet" honnepages, I came across a teen's
page. There was a box where you could write the
message and I lookecj at the box. I couldn't believe
what I read after I look at it. lwrote something
down on that box just to stand up for that teen and ^,.
'i. ", ,
to tell that person writing terrible things that it is . .;,
a.t)...:':: ttt::i:l:
n@t nice what he is doing on website. Since that ='
day, I have never seen anytfiilg rt$d$ive written on
tirat page. That teenager wha$$$$llied, dr:offifi
orut of school, stayed home that tim_9 and thnfiffii,
iaour he got diabetes. He is now on insulin toffiffi
fffi, dlabetes. ls lnsulln Iog€ryrw
suGar down. That's why I said, "Uutiying *fp$t.hi@
d-en and their heal }:1Eu3{rffi
drren in their life a*,*1f;i}if: health." Even sornd
' l't. . " .:
l
#, r..:l:: . .1.i: ;-
;....:aitrrLtli
,:;ir%
cornmil suicide and that's even a bigger problern to ,'"
'.. atu:i:::::
,
tttt..ttttttp*
. >.; :l')tu..)
-/n
'rj
r'
I
J#ffi

9. r llollllt8 m r0 illy Trailirions
It gave me a good insight that this is what I want to
do is teach.
t Leon Shewaybick Iwill continue to do this as iong as I can, knowing
that some young people are starting to have that
t
Booshoo, my name is Leon Shewaybick and my interest Iike I did when I was growing up. lt truly
spiritual name is "Howling Bear" and I am part of has helped me spiritually and physically and most
the Eagle Clan. I am from and reside in Webequie, of all, knowing my identity. I will keep holding on
Ontario in a remote northern small community to my traditions.
with a growing population of eight hundred fifty.
T
t
I am proud to say that I was raised from a tradition-
alfamily background and a family who believed in
spiritual teachings. Ever since I can remember, I
t
was taught at a very young age about our ways,
our culture, our tradifions, our ceremonies, and
customs as aboriginal people. My father, my grand-
father, and my uncle were my teachers as I was
growing up.
T When I was trying to learn the traditions, other
children always teased me because I would go into
T the sweatlodge with my grandfathe[ or becauese I
was always with my grandfather in preparing the
lodge. As I started to know some of the things I
T wanted to learn that never stopped me from doing
what I loved to do in spite of all the criticism I was
getting from my peers. As a young boy I was always
curious about the drum, the pipe, the sweat lodge
and everything else my grandfather was doing. I
would ask questions and he gave answers. Why
was he doing this? Or why does he smoke his pipe
every morning and offering tobacco? He taughi me
a lot that day and I will never forget the things he
passed on to me.
#.4,y,SAr$, tr hay,e:been working at our local
:.thli r,s *
a*iilassroorn.assista nt. I h e d
:::::
I
uft
F.e,n And
fiiir?= ll

10. Lakehead UniversitY
Honours Bachelor Education (Aboriginal) PI
All rights reserved. No part of this book may be reproduced, stored
in a retrival system or by any means, without the prior permission of
the publisher or; in the case of photocopying or other reprographic
copying.
Copyright 2011 by Lakehead University Faculty of Education,
Aboriginal Education

11. .liti:r1:)tt.i::r.::. : l:
1rI.tl:i:t:rjairr]:::
t*,)::: :t: r.t ). :ta: :...: ::.
,:1a!tir:i.li ! :::l:r:.
i.tai:{*i:n ;+3i:.: :
a :..
F
:iilr.ar!{nin:t:.aa::].:;
ai; a-,..:.::r:* a r:a :: :.:
I
,.rr
1.ri,:r:Ji:tf:.it trlt r:
- r'.r.;r,:::ttltfrita,:
a a
F
T
.: t. t. :a t. ta..::. 4tta,i t. t :.t. t
i,:ri]iti:r:If
lali;::1,:;li ltl::l::*:
i!:if .jl
]!:,1
i:xiti:1:::it&
,l;:i:::iallil!r:aliii'.1;lai
Y.,;,i:,Jtt)...et'a):...4..1
rr:;11':liiiiiLii;:lir.i
F
.::4,,., r: :tt:,a, at,::r:r| /' : i. ;:.
t
Li:.i.,lllllil,i:;li*i:!'llil
ilt:':ii;*::q:|)l li:l
irliiri:l:.,t::{,,:r*.:l:l:
:ti:'*::a:;ra1::!tiiia,'i:,
:l!ri:;l-:;l:i:l::irj:iri
tal 1..,.1:..::. U: 1.r|:ltaa:
:{
'al.riili!:l}i;iiSria
;ltali:!*i1i:f:'il:.ii*+l
i:Lil.iiilga.lia,lll
tr.;ni*:irg:Li:.ria;
,..
ti!_.!.ltg:1..$t1:i.i,1;;;:!i.1
:t:::ar!riat!:F::*::i:iari
:-
T
:
"1,
ll:,iaii-i:t:!*g.lirrii:
,irrif aif ;:.i+!:!til
".-..
l. :', . ,..r
I
qlai:ri|];1.:!:i.]1tldji ii
,;U,,i: tt* lr :i j; afi1,i,,
t*i'ti-$:t.,gi#
. t'.
::t.irili:LMi!l!!::i:i
,
t
'. t I h ztgata,r, |t: aal'
tr :-r{et*:Y:Ili:!-!:.1}:1.;
"
lllr:i:43'L'l:dil,li.i*,:
.::Jr;Lril5:ilt;llt
I
,t::::j:;:rta:t,:i{1;;rli'ii
;+tti.;,j;taa,,:;Lj:rr:;:;
ri:,i::rr!!ni1J.;+r,l
:i
:i..4!.iltitilia':ll:i?a
:r:llir{irttil:ralilili
3;*;:t*:J::jdtjrl
',,..-
-,i-,.i-'-
,:-':1 -
rr.il.ia:tli:i*f!*;:9ll!
l;:l:h!,;;::*ii:l.rtiti!
l
r.l
-::
.:
f
t
lil:liilli:9:i:lrtir.rr:ill
:
LAKI ]-i f;&m u hi !v[ R$ETY :ri: trai; ri:rtn:r!&,1,i
..1
:, l. .; : :l
:
'
t
:1:;i:,ii*:raf:ii,*
LjCT{OUR5 *ATHELOR OF : tr).llr.Iifiiri.*.:!
'iQ,i!a!:!lli:ifi:iiaia
a j:!:;YIlii:iaii:1:5
fiilLieATrfi N {Am*RrG r NAr-} P/J ..i:i1r*ralii'lilll:.'*
airtirii:lr:tlil::tr:i.!
'I
*s5 *Ltv[R
I
ROAD .,i
.TFI
I"I hi Dil R BAX E[TARiO itlil|il;.liilili:itiii
iiiiiri';lF:;illf l;rlti,
lriirr&:rliE::!l4liiri
i)7* 5[1
i::.;:,..4:niai$il
i:-l*!tii;,rilijli:ia
iti:tiai ;i!:irt;tll
ifirir:.ii!.1:li::.r!1..
il
,liiat:.:il'.:!.:li*a*':1:1i
lal;jrr*,:*1.litr:r!t!:
.iL:ii::.?1::l!il!::ir.1;:1
I
I
lai:Llri.l.:{lfii,::aiil
llll,:i:.r.r"i:.:.l.i.ltj:i:.:i{'*
',.r.i:.,t:r,.!1.;!aali.
I
I
I
I
T