FNH magazine Issue #3

FNH MAGAZINE2 MAGAZINE FNH 3

ON THE COVER

Elder in Residence Grafton Antone graciously lent us a hand with our cover. The

image of an Elder offering a growing sage plant conveys the idea of tradition as a living, breathing reality with strong roots in our yesterday, available for us today, reaching towards tomorrow. Chi Miigwetch Grafton!

photo: Robin Sutherland

Published by First Nations House, University of Toronto, 563 Spadina Avenue, Toronto ON, M5S J7Z

ADVISORY COUNCIL: Lee Maracle Daniel Heath Justice

DIRECTOR: Jonathan Hamilton-DiaboEDITOR: Cherie DimalineDESIGN & ART DIRECTION: David Shilling MAAIINGAN ProductionsCONTRIBUTING: Christine McFarlaneRebeka Tabobondung

Jorge Antonio VallejosGiles BenawayLisa CharleyboyTyler PennockTannis NielsenPaulina VivancoMaria HupfieldPHOTOGRAPHER: Robin SutherlandRobert Snache

EDITORIAL: Jessicka Loduca Brendan MartynWEBMASTER: MAAIINGAN Productions www.maaiingan.com

PRINTER: LM Print Solutions, [email protected]

VOLUME 1, Issue 3

FNH accepts no responsibility for unsolicited materials. FNH assumes no responsibility for content or advertisements.

Submissions: unsolicited manuscripts will not be re-turned unless accompanied by a stamped return envelope.

To request your copy of FNH Magazine, contact us at: www.fnhmagazine.com.

SUBMISSIONS: If you are interested in writ-ing for FNH magazine, please contact us at: [email protected]

FNH MAGAZINE Volume 1, Issue 3

You may recognize this quote from the movie ‘Cars’. If not, all you really need to know is that Mater is a tow truck. The state-ment has always intrigued me as it makes me think: where have I been and why is that so important? What does the past have to do with where I want to go? More than once I have heard, “why must the old ways be maintained”, shortly fol-lowed by “one should get with the times…” Don’t get me wrong, I believe that change is good… but not at the expense of tradition.

History grounds us - it gives us our identity to be who we are today. Without an identity and a history to reach back to, how does one move ahead? When learning, we do not empty our-selves in order to obtain new knowledge. If this occurred, we wouldn’t have the ability to reflect, analyze and criticize. It is our values, ideas and perspectives, formed by our past, that allow us question the information being presented, but of equal importance, forces us to look at ourselves. This issue focuses on preservation, reminding us to respect our roots. By doing so, we’ll have a better understanding of our future. - Jonathan Hamilton-Diabo

“Ain’t no need to watch where I’m goin’; just need to know where I’ve been.” - Mater

16. ARTISTIC VISION:

U of T grad and Arts Educator Tannis Nielsen walks us through FNH’s art collection and Paulina Vivanco talks art with Director Jonathan Hamilton-Diabo

12. WHERE TO NOW? Lisa Charleyboy digs around to find the job market goods for Native grads

8. HANDING STUDENTS STRENGTH: FNH’s Elders Program offers more than just the comforts of home.

4. BEYOND THE ACADEMIC: Cynthia Wesley-Esquimaux’s passion for education fosters innovation within the academy

This issue is dedicated to Alex McKay, whose commitment to AboriginalStudies since its beginning has been invaluable to its establish-ment and growth.

A strong presence within the Aboriginal community, Alex is highly respected by his peers and students for his insight, his deep cultural knowledge, and his calmness.

DEDICATION:Alex McKay

7. HONOURING EXCELLENCE: Tyler Pennock catches up with Honourary Degree holder John Kim Bell

VISIT US ON-LINE Need the whole story? Want to meet the writers and contributors? Interested in learning more about FNH and the community? Visit us online at www.fnhmagazine.com

First Nations House would like to sincerely thank the Counselling Foundation of Canada for its ongoing support of FNH Magazine

fnhmagazinewww.

.com

CONTENTS

Printed on recycled paper

Director’s Welcome


by Rebeka Tabobondung

Professor Cynthia Wesley-Esquimaux travels weekly between her home on the beautiful shores of Lake Simcoe’s Georgina Island and University of Toronto’s St. George campus. An inspiring and voracious teacher, academic and public educa-tor, she is intent on challenging the perceived face of Aboriginal Canada and isn’t about to let a little geography stand in her way.

Much of her work engages both the U of T and the larger community, so her cross-appointment between the Aboriginal Studies Department (ABS) and the Faculty of Social Work (FSW) is a natural partnership.

Cynthia does not shy away from sharing her perspectives on Aboriginal experiences in Canada, whether directed at the Academy, the community, or within the provincial and federal political landscape. She points out that the Aboriginal Studies

program is still not a recognized faculty and that ABS faculty members are often

cross-appointed with other departments in order to secure funding for their positions.

Wesley-Esquimaux would like to see more funding and the ABS program be able

“to support its own full-time faculty.”

Commitment to Community: Cynthia Wesley-Esquimaux

Having completed her undergraduate, Masters, and PHD at U of T, she has also gained valuable insight based on her community engagement within sectors of healing and wellness, and self-gov-ernance. She has a strong background in a variety of areas from workshops on topics as diverse as building healthy relationships and sexuality to land claim negotiations and policy development. Most recently, she has worked as a public educator building awareness of Aboriginal issues in syndicated radio and television. To attempt to compartmentalize the focus of Wesley-Esquimaux’s work into a single discipline or area of expertise is impossi-ble; however it is also very characteristic. Her ability to understand and articulate the complex interactions between multi-ple systems and how they impact Aborigi-nal communities and the larger Canadian society, after all, is her forte. A highlight of her recent work is the Canadian Roots Exchange, a week-long road trip that takes First Nations, Inuit, Métis and non-Indigenous Canadians around Canada’s provinces to visit and

learn from our country’s Indigenous com-munities. The goal of the road trip is to engage in the teachings, triumphs and daily realities of Aboriginal communities in Canada. Exchange participants travel, eating and living together while breaking down stereotypes, opening up dialogue, and beginning the work of building honest relationships. She is teaching and inspir-ing Native and non-Native peoples living in the land known today as Canada. She challenges their “truths” about Aboriginal peoples by inserting a positive lens which topples stereotypes and builds con-sciousness of Aboriginal worldviews. Wesley-Esquimaux currently teaches Aboriginal spirituality and community en-gagement in social work. She also holds the Nexen Chair in Aboriginal Leadership through the Banff Centre in ALberta. She is committed to community-driven ap-proaches to teaching and brings in Elders and community organizations to share vital knowledge. She points out that in addition to her community work, it is dif-ficult to find the time to write and publish, which are requirements to secure tenure

within the Academy. In contrast to Aborig-inal approaches to education, community engagement is not yet considered integral in assessing faculty tenureship. The result is that many Aboriginal faculty members, including Wesley-Esquimaux, fel penal-ized for making the effort to role model the value of higher education in projects outside the university.

Recently, members of the York-Simcoe Liberal party asked Wesley-Esquimaux to run for a federal seat in Parliament. Of course, her answer was “Sure, why not?” She saw it as a good opportunity to take her knowledge of diverse community is-sues to a high place.

Whether academic or community-driven, Wesley-Esquimaux’s s approach is based on changing the face of Aboriginal Canada by asserting a positive lens and perspective.

“I believe we have to work harder to give our people a voice,” she said.“One that is positive and vibrant and that reflects who we truly are.”

She is teaching and inspiring Native and non-Native peoples

living in the land known today as Canada to challenge their “truths”

about Aboriginal peoples

Having completed her undergraduate, Masters, and PHD at U of T, she has also gained valuable insight based on her community engagement within sectors of healing and wellness, and self-governance.

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Cyndy Baskin:By: Christine McFarlane

First Nations House was a lifeline for Dr. Cyndy Baskin, giving her a sense of connection and grounding during her studies. Baskin began her time at the University of Toronto in 1979 and graduated with an Honours Bachelor of Arts with a major in English. It was a difficult period. Baskin’s confidence was low and she stayed quiet about her Aboriginal roots. With a full schedule of male Caucasian professors, Baskin found it diffi-cult to identify with her surroundings. She said, “Not being out about being Aboriginal was my coping skill against racism.”

In 1992-1993 she returned to obtain her Masters of Social Work and became familiar with First Nations House and their servic-es. Tragedy struck while working on her Masters and Baskin had to deal with the loss of her brother as well as mounting financial difficulties. It was through First Nations House that Baskin was able to find a connection. After dropping in and talking to people, she learned how to apply for financial as-sistance through the different bursaries offered. She relates, “I had a changed perspective from the first time I had attended the University and was able to identify with being Native with-out feeling I had to hide it.”

After working in the Native community in various agencies, Baskin found her voice and used it. She tells us that, “(In her classes) there were no indigenous teachers, there was mini-mal speaking about Aboriginal people, and the only class that offered a perspective on Aboriginal people was a substance abuse class.” This frustrated her enough to complain about the lack of an Indigenous perspective and paved the way for further studies.

From 2001-2005, Baskin attended Ontario Institute for Studies in Education (OISE) where she received her PhD in Sociology and Equity Studies. It was a tough haul with all of her ongoing commitments, but Baskin finally felt that OISE was a place she truly belonged. “There were other indigenous students, and there were faculty members and students that came from vari-ous cultural backgrounds.”

After accepting a teaching post in 2001, Baskin has become a tenured professor and has made it her mission to bring Aboriginal knowledge and curriculum to the forefront in the social work program at Ryerson University. “Ab-original students and scholars are the ‘brightest of the bright’ because they are consistently pushing the envelope. Whether it is rising to challenges, creating change or seeing that education is about much more than themselves, it’s about giving back to their communities. “

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MAPPING ACADEMIA,One Degree at a Time

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Tyler Pennock talks excellence and honour with John Kim Bell

In upcoming FNH issues we will be shining the spotlight on other

Aboriginal Honourary Degree recipients.

So stay tuned for more excellence.

Many communities are wary of academia, and for a host of diverse reasons; for example, the history of university-sponsored research projects that have contributed to a general false im-pression of Native peoples . They have long felt that there is a lack of a reciprocal relationship, that the institutions themselves haven’t been very open to the communities. Fortunately, this is one relationship that has been improving in leaps and bounds in recent years. According to the 1996 census, the number of Native Cana-dians with a degree (high school, university, or certificate) has increased from 11 percent in 1986 to twenty percent in 1996. In addition to an increase in graduates, there are many more Aboriginal professors and academics, with over 265 full-time Aboriginal professors in Canada alone.

Aboriginal people have been receiving honourary doctorates from universities in Canada and abroad with growing regularity over the last few decades. Some recipients (to name a few) are Tomson Highway, Phil Fontaine, Norval Morrisseau, Beatrice Medicine, Matthew Coon Come and Lillian McGregor. In May of this year our own Lee Maracle was the latest to join the club, receiving an Honourary Doctorate of Letters from St Thomas University. Native, Inuit and Metis peoples are starting to enjoy an in-creasing presence in both numbers and impact on the academic world. But what exactly does this mean to the rest of us? John Kim Bell, himself a recipient of six honourary doctorates (as well as a host of other awards), explains this trend as inspir-ing. “It provides role models to the community.” Mr. Bell, arguably one of the most active Native people in Canada in the last twenty years, has worked with over a dozen task forces and foundations and is responsible for creating the National Aboriginal Achievement Awards (NAAF) back in 1993. He recalls starting its precursor, the Canadian Native Arts Foun-dation, as a time when Corporate Canada didn’t give much. “They thought this was impossible. What corporation will give you that kind of money? They thought ‘there aren’t that many accomplished Native Canadians who can get that award’.” The Foundation has survived the objections, growing substan-tially since its creation. Today, the NAAF provides assistance to thousands of

Aboriginal Canadians. With 4.2 million dollars handed out annually in scholarships and bursa-ries, the careers in the classroom program and the yearly achievement awards, it is difficult to dismiss its impact. “We can be really, really brilliant.” John Kim says. Perhaps the NAAF is the perfect example of that brilliance, providing opportunity for Ab-original Canadians – by Aboriginal Canadians. One thing is certain; that more and more of us are in a position to achieve great things and Bell is proves it. “(We’re) showing society that, if given the opportunity, we are equal.” Perhaps that is the most important thing to remember, the equality and brilliance Mr. Bell speaks of. Over and over we’ve achieved it, and it’s been repeated, like a steady beat. That beat should remind us of the countless Aboriginal people who work to achieve excellence. The loudest beats – the ones that echo most – are the lives and experiences of those who walked ahead of us, like Lee Maracle, Lillian McGregor, Tomson Highway, Norval Morrisseau, Elijah Harper, John Kim Bell, Beatrice Medicine, Jean-nette Armstrong and many, many more. Add to those the countless others who are working to complete high school, university, enter a trade, start a business, or build support for others on the way. What is most exciting, however, is the thought of listening intently for the quietest beats – and the impatient expectation to see who will follow next.

MAGAZINE FNH 9

By: Giles (Mitigmis) Benaway

elationships form the basis of Aboriginal communities. More importantly, relation-ships serve to transmit knowledge, build intergenerational bridges and act as medi-ums for our languages and belief systems. Without our connection to each other and the world around us, we as Aboriginal

peoples are fragmented from our cultures and history. Histori-cal events and acts of colonization have served to damage and have weakened our association to place, community and nation. Because of the impact of colonization on our relationships, many Aboriginal youth and community members feel a sense of disconnection from our ancestors, cultural frameworks and languages.

For those of us who were raised in an urban environment or have left our communities to pursue western education, the loss of these relationships is compounded by life in a major urban centre. As urban Aboriginal people we are encouraged to be indifferent to our surroundings, neighbours and the connections which shape our lives.

Recognizing the need for strong intergenerational relationships, the Elder Program at First Nations House is a project aimed at fostering a deeper sense of connection and place for Aborigi-nal students studying at the University of Toronto. More than a typical outreach program, the Elder Program is designed to give students a one-on-one opportunity to create a personal connec-tion and understanding of our Traditional ways.

Oneida Elder Anton Grafton has long been a part of the pro-gram. Joining him for the 2009-2010 year is celebrated author and Sto:Lo Traditional Teacher Lee Maracle. Together they blend traditional knowledge, language and perspective in an ac-cessible way for community members.

Grafton, a respected traditional person as well as United Church Minister, has worked with students and community members for several decades and brings a wealth of knowledge to the program. Born and raised on Oneida of the Thames First Na-tion and a member of the Wolf Clan, Grafton has a passion for storytelling and is a fluent speaker of his traditional language. He also teaches an Oneida language course and carries his lan-guage into all his work at the University. “Using and teaching our languages...is how we pass down our traditions to the people coming behind us,” says Grafton. “We carry this gift Creator gave us and we have a responsibility to pass it down.”

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Working with the students and youth contingent is important to Grafton and he enjoys the enthusiasm they bring to their learn-ing. “It’s wonderful to see so many young people curious about their traditions and learning who they are,” he said. . “It’s won-derful to be a part of their journey.”

The vision for the program emerged from conversations with students and community members who felt a need for greater Elder involvement in the learning and education process at the post secondary level. It was a vision that reflected the under-standing of the Elder’s role as cultural teacher and advocate. An approach was developed that sought to incorporate Elders and traditional knowledge into everyday events and to provide one on one interaction. For Aboriginal students, the knowledge that cultural wisdom and support is there to freely access, can be very reassuring.

The Elders Program continues to renew the connections be-tween generations of Aboriginal people. The program gives students, both Aboriginal and non-Aboriginal alike, a chance to form new relationships which offer them knowledge, context and support as they work together. Without projects like this, students would be missing a vital link between the past, present and future.

Elders represent a living memory of who we were, a grounding perspective in where we are and a powerful vision of where we are going. They work to guide us on our path by transmitting knowledge, but we as the next generation also receive the gift of community responsibility and accountability. We are the ones who must interpret what we have been given and apply it in a tangible way to the world around us. In time, as our Nations grow stronger, we will be the Elders for our children; part of a circle which surrounds and upholds our way of being.

Preserving for the sake of handing down: The Elders Program at First NationsHouse

“Using and teaching our languages...is how we

pass down our traditions to the people coming

behind us”

“It’s wonderful to see so many young people curious about their

traditions...”

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By Jorge Antonio Vallejos Every time Jennifer Wesley is introduced at a gathering at her work, she’s referred to as ‘the first face you see when arriving at First Nations House.’

It’s true. When you walk up the stairs adorned with paintings of salmon swimming upstream that lead you to First Nations House your short jour-ney ends with a smile from Wesley. It’s a genuine smile letting you know the three-flight trip was worth the shortness of breath and strained calves. You know for certain that the purpose of your visit will be met. “Every student that comes by here, I always try to make them feel at home and let them know that if they need anything—support, help—we’re here for them,” Wesley said. Working at First Nations House for fifteen years, Wesley is an important pillar of what is known as a home away from home for Aboriginal students attending the University of Toronto.

Wesley is the longest standing employee at FNH and has had the opportunity to work with diverse staff over the years. She’s seen new positions created for students as well as to support them, and witness the birth and growth of the Aboriginal Studies Program, experiencing the tremendous growth of the Aboriginal student and professor population at U of T. Now, one of her own children, first year student Darren Campbell-Wesley, has joined the student population.

Originally from Constance Lake First Nation, Ontario, Wesley ventured to Toronto in 1981 at the age of seventeen. After a fif-teen-hour bus ride she arrived at what would be her new home. “I found Toronto intriguing,” she said. “There was a lot more opportunity here.” Never one to wait for opportunity, she has worked hard, studying various disciplines to be where she is to-day. “I worked odd jobs,” Wesley said. “I was doing everything from working at jewelry factories to fast food restaurants.” And after four years of work, she decided to return to school. After attending Secretarial School at Shaw College, taking a Life Skills

program for women at the now defunct Native Skills Centre and soaking up knowledge wherever she could, Wesley was hired on as an Administrative Assistant at Metro Police Headquarters, Toronto. She worked in this capacity for a year before deciding to leave.

Raised on her reserve, Wesley missed the feeling of home, com-munity and her people. Knowing she wanted to work with Ab-original folk, Wesley started volunteering at the Native Canadian Centre. Two weeks later she was informed about an opening at First Nations House University of Toronto. After an interview with former Director Rodney Bobiwash, Wesley’s positive atti-tude, drive and social skills saw her hired. “I got the job and I’ve been here ever since,” she said”

Jennifer Wesley: Making FNH A Welcoming Space

Starting in 1994, Wesley has had one title—Secretarial/Clerical Assistant—but has since had many jobs. Wesley describes her-self as a people person and enjoys the ‘person to person’ atmo-sphere at First Nations House. These qualities helped her evolve and her job went from assisting her boss and fellow colleagues to becoming a mentor and confident to many students.

“Students are comfortable coming to me and talking,” she said. “It’s natural for me. People come to me and I do my best to let them be comfortable,” Appreciating and acknowledging the gift of trust that has been given to her and being an ear to many, Wesley understands that to whom much is given, much is required. “I feel I have a responsibility here for each and every student.”

Known simply as Jen by staff and students, there is often a crowd around her desk. Whether it’s students having lunch with her, delivery people dropping off packages, someone asking for advice or a newcomer to the space, Wesley interacts with all people with kindness. From the beginning of her career her attitude has remained warm and welcoming. “It’s a good feeling to be around Aboriginal people and students,” she said. “I don’t think I’d want to be anywhere else.” And the students and staff at First Nations House feel exactly the same way.

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With the current state of economic instability, it’s an unset-tling time to be graduating from university, particularly if you happen to be looking for a job. Fear not; the horizon is beginning to brighten up.

So just where are Aboriginal graduates expected to get jobs in this challenging market? Well, with initiatives in place like the trade and apprenticeship project by the Aboriginal Hu-man Resource Development Council of Canada, and countless corporations with employment equity for First Nations, there’s no question that opportunities abound. But whether these are the right opportunities for every post-secondary graduate is the question to be asking.

According to Canada Census 2006, the top two fields of study for Aboriginal university students are business, manage-ment & public administration, social & behavioural sciences and law. By contrast, the top employed occupations for Aboriginals are sales & service, followed by trades. Clearly there’s a dispar-ity between areas of study and occupational placement. Part of the reason for this dissonance may lie in the heavy recruitment strategies of corporations seeking to fulfill government man-dated employment initiatives, and by a particular emphasis on Aboriginal hiring by resource extraction companies.

“There are some companies that are very proactive in build-ing inclusive workplaces for Aboriginal people,” says Victoria LaBillois, National Director of Employer & Partner Relations of Aboriginal Human Resource Council. “There are those who do it for different reasons; those that are compelled by corporate

social responsibility; and those who work in the resource sector, working in proximity to First Nation/Inuit/Métis communities.”

These employment equity employers don’t always have the employee’s career goals in mind though. “It’s probably not the will of the corporation to do it; it’s because it is federally regu-lated. So what ends up happening is they miss the concept of why they are doing it,” says Diane Carriere, National Director of Human Resource Development of Aboriginal Human Resource Council. “You end up having that revolving door. I have worked in it and I have seen it, and you become the token.”

Students can turn the tides in their favour while still in school, by fleshing out and taking charge of their career aspi-rations. The key is to get involved early and create a dialogue with those who can help carve out a competitive niche. Denise Davad, Employment Counsellor at Miziwe Biik, suggests that students seek out internships and begin creating their network as early as their first year of studies.

Most universities and colleges offer both Aboriginal liaisons and employment counselling services that enable students to access internships and/or part-time employment in their chosen field. Many of the liaisons are more than happy to assist stu-dents get a head start on their career path, and have significant access to facilities and networks that are currently underutilized.

There are also events like Inclusion Works, a national recruit-ment fair where 100 students are presented with an opportunity to meet employees interested in gaining educated Aboriginal tal-

Lisa Charleyboy does the math on job prospects for Aboriginal grads

The key is to get involved early and create dialogue with those who

can help carve out a competitive niche.

“Eventually your own values will start to take precedence and you will go toward

what makes you happy and what is meaningful for you.”

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Paulina Vivanco spends an afternoon honouring leadership and promise at FNH

Every year the President’s Award is given to the one student who throughout his or her journey at the University of Toronto has stood out among their peers, not only for their academic achievements but also for the leadership they offer and represent to other Native students and to the larger community. Students acknowledged through this award have not only demonstrated their excellence in all aspects of student life, but they’ve also shown promise in both their life and career plans. The 2009 recipient is Aaron Mills, Bear Clan from Couchiching First Nation. The afternoon began with a traditional song by singer Mel-vin John followed by Traditional Teacher Lee Maracle who offered opening remarks and introduced FNH’s Director, Jonathan Ham-ilton-Diabo. Jonathan welcomed every-one to the celebration and made special mention of the many people who have throughout the years become close friends of FNH: Dr. Robert Bennett, Ron Rhodes, Anita Benedict, Rose-mary Cameron, along with both the Advancement and President’s Offices. There to present the award, University of Toronto President Professor David Naylor, spoke of some of the specific accomplish-ments that Aaron has achieved throughout his career at the acad-emy, among them serving as Co-Editor in Chief of the Indigenous Law Journal and being an active participant in the Aboriginal Law Students’ Association. He remarked that these offer but a glimpse of what Aaron, who is in his final year of the Faculty of Law’s Juris Program, with all of his gifts and strengths will herald in the future.

Humbled by the mark that he so clearly left among his colleagues and peers, Aaron accepted the award by first acknowledging the indigenous territory upon which the university and FNH build-ing stand. In the remarks that followed, Aaron continued to pay respect to this

acknowledgement by honouring and expressing gratitude to the many people who have supported him along his path and who have helped him shape the values that anchor and guide his commitment to justice and First Nations people. His grandmother, Avril Mills, mother, Tricia Mills, and former Chief of the Rainy River First

Nations, Willie Wilson, all stood out among the numerous family, friends, teachers and peers who he recognized as having given him direction throughout his pursuit of success and fulfillment. With a final

miigwetch, Aaron concluded with a message of profound gratitude, filling the room with the kind of conviction, integrity, and respect that only the humblest of leaders are able to exude. Congratulations to Aaron, his family, FNH staff, and everyone who made this event a truly memorable one.

top: Aaron Millsmiddle: President’s Awardbottom: U of T President David Naylorphotos: Robin Sutherland

ent. Most students who attended the first annual Inclusion Works in Vancouver last year were there because their post-secondary Aboriginal liaison had informed them of the event.

Aboriginal service organizations are also an untapped market by students and graduates. “Unfortunately we don’t see a lot of the new graduates because the employers go in and scoop them up,” says Davad. However if students and graduates were to connect with orga-nizations like this Toronto-based Aboriginal employment and training center, they would have access to a wealth of information and increased options. The employment counsellors are knowledgeable in most funding and training initiatives that are available to Aboriginal peoples for a multitude of career choices.

Many initiatives are proactive and can help graduates to create their own business. Ca-nadian Executive Service Organization (CESO) is one such organization that has had National Aboriginal services for over 40 years. “Typically if someone has a business, a business idea or maybe they need help with financing,” says Josie Marchese, Communications Manager of CESO. “We provide mentors, advisors that will work with the clients to help develop their business idea.”

With the amount of students finishing business studies, there are sure to be more that are interested in entrepreneurship and creating opportunities for other Aboriginals to ignite their dream. “If you are talking about moving into a career over a job, you are talking more about passion than about finance. So if you are going into a career for the sake of the money, chances are you are not going to last the long haul,” Davad says. “Eventually your own val-ues will start to take precedence and you will go toward what makes you happy and what is meaningful for you.”

Despite economic woes, it’s clear there are numerous opportunities available for Aborigi-nal graduates, whether in the private and public sectors or self-employment. The challenge is for students to take an active role in their future by forging a career plan where their studies and skills lead to savvy decisions.

The employment counsellors are

knowledgeable in most funding and training

initiatives that are available to Aboriginal

peoples for a multitude of career choices

Despite economic woes, it’s clear there are

numerous opportunities available for Aboriginal

graduates

RESOURCES:

The University of Toronto Career Centrewww.careers.utoronto.ca/

UofT Mississuaga Campus Career Centrehttp://www.er in.utoronto.ca/careers/

UofT Scarborough Campus Career Centrehttp://webapps.utsc.utoronto.ca/aaccweb/ Miziwe Biik Aboriginal Employment and Training167 Gerrard Street East Toronto, Ontar io M5A 2E4 www.miziwebi ik.com

Aboriginal Canada Portalwww.aboriginalcanada.gc.ca

Aboriginal Apprenticeship Board of Ontariowww.aabo.ca

Aboriginal Mult i-Media Society of Alberta (nat ional job board)www.ammsa.com

Charity Vi l lageCareers in the Non-Prof i t Sectorwww.char i tyvi l lage.ca

First Nations and Inuit Youth Employment StrategyA program run through Indian and Northern Affa i rs canadawww.ainc-inac.gc.ca/edu/ep/ys/ index-eng.asp

Aboriginal Business Canadawww.ainc-inac.gc.ca/ecd/ab/abc/index-eng.asp

Inclusion Network: Canada’s National Aboriginal Job Sitewww.inclusionnetwork.ca

Ontario Federation of Indian Friendship Centreswww.ofifc.org/page/OGI/index.htm

HISTORY:

LAST YEAR:

The 2008 President’s Awards went to Maya Chacaby, a 4th year student, who is a graduate of the Tran-sitional Year Programme. She special-izes in Aboriginal Studies with an em-phasis on retention and teaching of the Anishnaabemowin language. The second recipient was John Doran, a graduate student who is finishing his second year in the Department of Adult Education and Community De-velopment at the Ontario Institute for Studies in Education.

By: Christine McFarlane

The President’s Award for Outstand-ing Native Student of the Year was first established in 1991. The honour, currently valued at $4000, was first funded by the University of Toronto’s Undergraduate Student Assistant Budget. Recipients are selected on the basis of academic achievement and previous or intended future con-tributions to the Native community. In 2005 then Interim President, the Honourable Frank Iacobucci, an-nounced that the University would commit to funding a total of two Pres-ident’s awards. The first is given to a student in an undergraduate program, which include arts and science, music, APSC, physical education and health. The second award is given to a stu-dent in a graduate program (Masters or Doctorate) or second-entry pro-fessional program such as dentistry, education, law and medicine. When current University President DavidNaylor presented the 2008 awards,he remarked, “The President’s Awardwas established to not only celebrateacademic achievement but to alsorecognize individuals who show sig-nificant contribution and leadership.”

President’s Award

Celebrating the 2009 President’s Award Recipient, Aaron Mills


Artist, activist and educator Tannis Nielsen talks art and survival based on the FNH Art Collection

1. Lac Seul First Nation, Birchbark Canoe 2. Mark Jacobson, A Hope For Birth3. Roy Thomas 4. Maxine Noel, study for The Offering 5. Roy Thomas, Circle of Life 6. Leland Bell, Healing 7. Unknown 8. Cecil Young Fox

Venturing inside First Nations House I am immediately drawn to the matriarchal influence to be found here. Art forms have served us for centuries in the work of carrying our culture forward, and here I recognize my mother’s teachings. Indigenous art houses an essence of the creator and so refuses to be deconstructed into categories and dichotomies. They are vehicle of spirit. It’s also best not to interpret form using a language that is foreign to the form. And so, I write in sovereign voice, a rhythm vs. ‘ism’ vocabulary. I believe the function of indigenous forms is to transmit knowl-edge onto the observer who then may pass on the knowledge to another. To experience the art forms held within FNH is to experience the continuity of our mothers’ teachings.

Visitors entering First Nations House are welcomed by a mural created by artist /educator Maria Hupfield and the youth of the Seventh Generation Image Makers. The mural begins with salmon swimming upstream, extends itself from the ground floor and makes its way toward the top of the stairs. As the painted fish and visitor move forward, one experiences the changing of seasons from spring towards winter. The Image Makers have relayed some of the medicine wheel teachings here. The direction of winter is located at the height of the three flights of stairs. Winter is the direction of the North, and the location of our Elders and ancestor’s wisdom. The doorway and direction of the painted landscape of winter then is appropriately placed considering the nature of the services offered daily at FNH. As you enter into the main offices, you will see a vehicle sus-pended from the ceiling [8] that is reminiscent of the journey you have embarked on as a student. This birch bark canoe, donated by a group of Native students from Lac Seul First Nation, aptly symbolizes the need to travel within our teachings. The canoe also reminds us that these teachings continue to be carried for-ward through the generations, through the multimedia of our art forms. The canoe proves that our “traditional” knowledge is not fixed or static because it contains a consciousness that is still in use. Water, life-force and medicine wheel teachings are also represented in a painting [2] by artist Mark Jacobson titled “A Hope for Birth.” Experiencing this work you recognize the thaw

of winter and coming of spring. One can feel the depiction of winter subsiding as Earth begins to warm, ice forms begin to melt, inducing Earth to break her water, so that she may once more give birth to all that is new. Within this painting is a creation story, which relays to the viewer the meaning of the sweat lodge. On this canvas Ja-cobson has depicted two wombs; the womb that contains the embryo and the womb that contains all of creation, the sweat lodge itself, a place that contains all elements of earth, fire, water and air. The painting is a fulsome reminder to us all that we are in some connected to each other, that we are all related. It is a comforting teaching to see visualized in the middle of an academic environment, which can seem overwhelming and intimidating at times. This circularity of ancient and contemporary voice combined carries our culture forward. The depiction of these teachings as represented in these painted forms proves that we have always written our histories in ways meaningful and true to ourselves. Here, in the Eastern Door, infant seedlings begin to grow under the nourishment provided to them by their Father the Sun, who transmits an enlightened developmental source of knowl-edge upon them. This is the time when new seedlings begin to ingest an elementary understanding of their own inherent cul-tural identity. Here they are provided with the initial discoveries of language, culture and traditional worldview, which in turn will direct them towards achieving a deep-rooted cognitive, cultural, sense of being.

“IT’S ALWAYS BEEN WRITTEN AND WILL NEVER BE FORGOTTEN”

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The art forms housed in FNH are of great importance to the Native student because we are so often misrepresented and misguided during our time of study that we need a place of familiarity. We need to be able to recognize ourselves and our teachings as being part of the academy. Imagine how a Native student would feel, located on tra-ditional territory and never seeing himself accurately portrayed within that space. What are the effects of this type of academic apartheid? Canadian Metis leader James Ibisters once said that this kind of denial of Indigenous context “causes us to feel inferior or to revolt.” The art forms housed within First Nations House act as a visual, oratorical form of resistance against this type of cognitive imperialism. It also serves as sights of testi-mony against the structures that enforce the “forgetting” of our localized histories. Through art our teachings have been written for us to see and feel on a daily basis, to recognize ourselves and our ances-tors in this space. And through this writing it is proven that our teachings have not been, not will they be, forgotten.

A R T I N F O C U S : A Snapshot of Art Showcased at FNH

First Nations House Director Jonathan Hamilton-Diabo talks to Paulina Vivanco.

Question: What do you think is the importance of showcasing art here?

Jonathan: One of the things we like to do is highlight various aspects of the Aboriginal community. Since art is an important aspect of our community, one of the things we like to showcase is the diversity and the talent that is within our community and within our student body. It’s about paying heed to the art and to the artist so that we can learn from and about them.

Q: What message do you think is conveyed by making art-work so visible throughout this space?

J: It contributes to our overall environment. We strive to create a place that is not just about offering services, we also try to make our presence known on campus and to create a safe, welcom-ing space for people to come to. Part of that is about what your environment is like, and art contributes to that. Q: How do you decide what pieces go where?

J: Our art collection moves around a lot. We have very famous and influential artists showcased here, but we also try to create space for our students’ work. We have artwork by Roy Thomas, Leland Bell, Maxine Noel, and Cecil Young Fox for example, all of who established themselves as influential artists, but other pieces like the murals coming up to FNH were done by stu-dents. Each piece helps to create a welcoming environment, but

we also like to shake it up and change the energy around sometimes as well. Neither art nor artists are static and moving pieces around helps to recognize that.

Q: Are there pieces in FNH’s collection that are particularly noteworthy?

J: Roy Thomas’ “Circle of Life” [5] is an important piece, as are the pieces by Cecil Young Fox [8], Maxine Noel [4], and Roy Henry [9].

9. Roy Henry 10. unknown 11. Alejandro Lopez, donated by artist and Huichol Craftsman, La Cierra, Mexico 12. Roy Thomas 13. Elijah Wesley, Bright Eagle 14. Leland Bell, Family Scene 15. Joseph Sagutch, Elder

FNH would like to recognize the generous donations made by Dr. Robert Bennett and all the other donors who have contributed artwork.

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FNH MAGAZINE20

Maria Hupfield (Anishnaabe, Wasauksing First Nation) works the-matically across 2D, 3D and performance art. Maria has a MFA in Sculp-ture from York University and an Honours BA Specialist in Art and Art History from the University of Toronto and Sheridan College. She is an Assistant Professor in the faculty of Culture +Community at Emily CarrUniversity.

Documents

FNH magazine Issue #3