FNH magazine issue #9

FNH MAGAZINE FNH 20TH ANIVERSARY EDITION FNH MAGAZINE 2 3FNH 20TH ANIVERSARY EDITION

Track First Nations House’s growth into the dynamic and diverse centre for students it has evolved into, in the heart of the St. George campus.

Professor Deborah McGregor brings us to the beginnings, talks about the present and strategizes for the future of Indigenous education, at U of T and beyond.

More than just books and papers, the FNH Library Resource Centre is a respite and a networking hub under the guidance of Jackie Esquimaux-Hamlin.

For the celebratory 20th anniversa-ry cover, here was no way we could pick just one image to embody the spirit and history of First Nations House. Instead, we built a collage

just a few of the people and events that make this student services cen-tre so dynamic. Enjoy!

FNH MAGAZINEVolume 1, Issue 9

7. ELDER IN RESIDENCE:

4. WHERE POTENTIAL GROWS INTO SUCCESS:

6. WORDS & CONNECTION:

8. INDIGENOUS EDUCATION at UofT:

DIRECTOR’SWELCOMEJonathan Hamilton-DiaboDirector, First Nations House

ON THE COVER:

ON THE BACK COVER:

CONTENTSF N H 2 0 t h A N N I V E R S A R Y E D I T I O N

Designed by Susan Blight

Susan (Anishinaabe, Turtle Clan) is a visual artist and film-maker from Couchiching First Nation. Susan holds a BA in Film Studies and a BFA (Honours First Class) in Photography from the University of Manitoba.

From the first drop-in visits to a full office for students seeking counsel, the Elders Program at FNH remains an integral part of daily life for students and staff alike.

Twenty years and counting at the House

1992 - The Toronto Blue Jays win the World Series. Nirvana’s Nevermind hits #1. Disney’s Aladdin is the top movie. First Nations House comes into existence.

You might be wondering why I’ve grouped these events and facts together with the creation of First Nations House. Well, I want to illustrate how much time has passed since these things happened. When confronted with this timeline, many people are shocked. And there are times that I can’t quite wrap my head around that one either; however it’s true, it’s really been twenty years that FNH has been a part of the University of Toronto working to provide supports for Aboriginal students.

When looking back, there have been many changes, but in a sense, much is still the same. We`ve seen many students come and go (and sometimes come back again), staffing changes, and new initiatives, yet the welcoming community is still constant. Relationships have started and flourished. The members of U of T and the Toronto community continue to take part in FNH activities. We still serve coffee.

In other words, the “House” remains a home to the many students that come through our doors. So enjoy learning about, or maybe even reliving, our past. That being said, we invite to be a part of our future.

Published by First Nations House, University of Toronto, 563 Spadina Avenue, Toronto ON, M5S 2J7

ADVISORY COUNCIL: Lee Maracle Daniel Heath Justice

DIRECTOR: Jonathan Hamilton-Diabo

EDITOR: Cherie Dimaline

DESIGN & ART DIRECTION: David Shilling www.maaiingan.com

CONTRIBUTORS: Rochelle AllanShannon SimpsonJackie Esquimaux-HamlinJamaias DeCostaDeborah McGregor

PHOTOGRAPHY: Robin SutherlandRobert SnacheDavid ShillingAaron Mason

EDITORIAL: Jessicka Loduca Brendan Martyn

PRINTER: LM Print Solutions, [email protected]

Special thanks to MTCU for supporting FNH Magazine

VOLUME 1, Issue 9Fall/Winter 2012

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 writing for FNH magazine, please contact us at: [email protected]


Embodying the ideas of family and community, First Nations House (FNH) is a refuge for the University of Toronto’s di-

verse Aboriginal students. After opening its doors in 1992, the cen-tre quickly became a hub for students seeking the safety of a home filled with the dynamic energy of academic excellence. Today, First Nations House is intricately woven into the university tapestry, a vital part of the overall U of T experience.

How We Came To Be. In 1982 Dean Lowery, then with the Faculty of Medicine, established a committee with a mandate to focus on the pressing needs of the Aboriginal community in terms of accessing post secondary education. He was specifically seeking an answer to the troublesome question of why there were so few Native students at the University of Toronto. As part of this committee, a workshop was held in 1983, with diverse participants from within the Uni-versity, community and relevant organizations. The recommenda-tions that were formed through this workshop embodied a plan that the University could follow to increase Native participation across all study areas.

The committee proved to be timely as in 1984 Heath and Welfare Canada came forward with a proposal to universities to fund and deliver programming that would increase Native participation in the professional health field – an interest that sparked Dean Low-ery’s first committee. Subsequently, the Aboriginal Health Profes-sions Programs began operating in 1986, a forerunner to the Special Committee on Native Canadian Students (SCNCS) that would later develop.

The SCNCS was established in 1987 by the Academic Board with a resolution to encourage and support the participation of Native students in professional degree programs along with an action plan to ensure long-term budgetary stability for the program. Advice was sought around the issues facing Aboriginal students from as close to home as current Aboriginal students, to as far away as First Na-tions Chiefs on reserve, to ensure a holistic and inclusive study. By December 1988, the Committee had submitted an interim report known as the ‘Chamberlain Report’, named for the President of the Committee.

The crux of the report was that U of T was capable of providing a much broader range of opportunities and supports to Native stu-dents than it had been, that these students needed access to the Uni-versity as a whole but that they should also have their own home carved into the existing structure. By the end of the Special Commit-tee in 1990, a new body had been formed; the Aboriginal Student Advisory Committee.

The Chamberlain Report was instrumental in the formation of the Aboriginal Students Advisory Committee (ASAC) whose goal was to examine the inventory of resources and activities related to Aborigi-nal studies, to look at the range of programs that could be offered dealing with Aboriginal issues and the potential for implementing a program of Aboriginal Studies.

Diane Longboat pioneered ‘The Indian Health Career’s Program’ at U of T through a partnership with the Faculty of Medicine. Over time Longboat, together with the Native Student Association and various faculty members, began advocating for stronger supports for the Aboriginal students in all studies.

It was then, in 1992, that First Nations House was founded. Its open doors signified the beginning of a long-term commitment by the University and fully supported by the Native community to not only get Aboriginal students into the school, but to ensure that their needs were met once they got there, increasing student retention. FNH became a home away from home and allowed students to feel safe, welcomed and respected in their own house on such a vast and impressive campus.

Throughout 1993 and 1994, the University consulted and commis-sioned research to determine how and what the Aboriginal studies component should look like. At this time, other Canadian universi-ties were developing and implementing Aboriginal specific studies and programming during a period of immense growth. The Aborigi-nal Studies Program was formed and along with it, a strong bond with First Nations House. The two offices work together as a team to provide services, education, supports and enlightenment to all students who come seeking.

PROGRAMS AND SERVICES:

First Nations House continues to provide a number of culturally supportive student services and programs to Aboriginal students and the general University community, including:

• AcademicandFinancialSupports• AdmissionsSupport• FinancialAidCounseling• BursariesandScholarships• Housing,DaycareandEmploymentReferrals• ResourceCentre/Library• WorkStudyProgram• Elders• WriterinResidenceProgram• CommunalAreas• OngoingEvents• AccesstoComputerLab

First Nations House: Where Potential Grows Into Success

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In the late 1990s, First Nations House Director, Rodney Bobi-wash created a legacy when he invited Lillian McGregor (inset)

to be the first official Elder-in-Residence. Lillian, a retired nurse from Whitefish River First Nation, took up office hours and pro-vided counsel and guidance for both staff and students.

Lillian was later joined by Onyata’aka Elder Grafton Antone (above) from Oneida of the Thames and both kept office hours at FNH, fulfilling an important role as Traditional Teachers and advisors. Grafton also taught the Haudenosaunee (Iroquois) language course during his time at the University and was a regular fixture for gatherings where he opened with the Kanuhelatuksla (Thanks-giving Address – Words That Come Before All Else).

Having both Lillian and Grafton available for coun-sel was important and a great privilege, says First Nations House Resource Centre Coordinator Jackie Esquimaux-Hamlin. “Some people prefer to speak to a male or female, that was why, at the time, there were both”.

Certainly each Elder made a deep impact during their tenure at First Nations House. Grafton stayed on a few more years after Lil-lian retired, and when he also retired in 2011, First Nations House had its first full school term without an Elder in Residence.

The history of Elders and Elder-related programming at the University of Toronto predates First Nations House. Prior to the

House opening, there was the Aboriginal Health Careers program run by Diane Longboat, who later took on the role of Director at FNH. The program came from a push within the University and community pressures to engage potential and current First Nations students.

The following year, Diane Longboat began to invite Elders to come and stay short periods of time, from a few days to a month, as El-ders in Residence. Professor Deb McGregor, who was a student at

the time, remembers Teachers like John Mohawk, Ernie Benedict and Peter O’Chiese participating with several conducting sweats at the Hart House Farm. One Elder in particular that Prof. McGregor recalls is the late Dr. Joseph Couture, a pioneer for Indigenous Studies, and one of the first self-identified First Nations people to receive his PhD. “They’ve all passed on now, but these were the real old time guys who were really traditional”.

Today the Elder in Residence is Andrew Wesley (left), Omushkego from Fort Albany in North

Ontario, an Elder known for his work in post-secondary education, as well as the Toronto First Nations community where he dedicates his time to outreach. Andrew is available during his regular office hours to meet with anyone seeking his counsel.

FNH is very proud to have renowned writer, teacher, speaker and community activist, Lee Maracle from the Metis and Sto:lo Nations take on the role of Traditional Teacher. She is available for students and community. Call or drop in to make an appointment.

FormorethantwentyyearstheResourceCentre/Libraryhasassistedstudents in obtaining the resources necessary to fulfill their goals. We’ve had the opportunity to not only meet students from Toronto, but also to meet and assist visiting students from India, Germany, Bel-gium, France, Brazil, Mexico, United States and other places around the globe.

TheResourceCentre/Librarybeganwithasmallfinancialdonationfrom the Toronto Raptors and a group of dedicated students who picked up as many donations as they could with their bundle buggies. One of the original donors of books was the Spadina Road Public Library, who continues to provide material to this day. Through the years, other donations have come from professors, instructors, staff and students, as well as community members. These donations have become a part of our Special Collection, which includes sizeable donations from Dr. Lillian McGregor, Dr. Sylvia Van Kirk, Dr. Daniel Justice, Lee Maracle, Harold Medjuck and others.

Presently,thetwo-roomedResourceCentre/Libraryholdsover3,000books and each year at least fifty new books are purchased. The hours of operation are year-round, Monday to Friday, from 9:30 a.m. to 4:30 p.m. While the collection covers a variety of topics, the focus remains on Aboriginal people from around the world.

The books are arranged in an order specific to the students attend-ing and taking Aboriginal Studies at the University of Toronto. The arrangement is based on the Brian Deer system of classification. Brian Deer, a Mohawk from Kahnawake, developed this classification system for the National Indian Brotherhood in the 1970’s.

With the help of many work study students and volunteers, the First NationsHouseResourceCentre/Librarystrivestomeettheneedsand provide positive opportunities to share resources for all those who visit us. In the future, we look forward to your visit and the sharing of information and resources between us.

Words & Connectionthe Resource Centre Library at FNH

by Jamaias DaCosta

THE ELDER IN RESIDENCE PROGRAM

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The National Indian Brotherhood (now the Assembly of First Nations) laid out a vision for Indigenous education in Canada in 1972. NIB declared:

We want education to give our children a strong sense of identity, with confidence in their personal worth and ability. We believe in education: as a preparation for total living, as a means of free choice of where to live and work, as a means of enabling us to participate fully in our own social, economic, political and educational advancement. (NIB 1972, p.3).

In 2007, the United Nations adopted the Declaration on the Rights of Indigenous Peoples (the Declaration), clearly articulating a path toward self-determination. In the Declaration, Articles 14 and 15 set out the principles necessary to ensure education serves the needs of Indigenous peoples. The Declaration also makes explicit the state’s responsibilities in this regard, including promoting the measures needed to ensure good relationships both among Indigenous peoples and between Indigenous and non-Indigenous peoples. More spe-cifically, the declaration states:

Article 141. Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.2. Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without dis-crimination.3. States shall, in conjunction with indigenous peoples, take effective measures, in order for indigenous individuals, particu-larly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language.

Article 151. Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education and public information.2. States shall take effective measures, in consultation and cooperation with the indigenous peoples concerned, to combat prejudice and eliminate discrimination and to promote tolerance, understanding and good relations among indigenous peoples and all other segments of society (emphasis mine).

The Declaration suggests that Indigenous education is not just about Indigenous peoples, but about the societies, institutions and places that provide the historical and contextual situation all peoples find themselves in. Verna Kirkness, a distinguished Indigenous educator, shared a similar observation over a decade ago when she stated that any change or restructuring of any institution of higher learning that accepts Indigenous perspectives, experiences and knowledge will benefit all learners. Indigenous education actually has the potential to create harmonious relationships among peo-ples. Institutions of higher learning are ideal places to demonstrate leadership in this area and thus further the goals of the Declaration. The tremendous advances made in Indigenous education around the world and in Canada benefit all peoples. This is particularly true at the University of Toronto, where there are encouraging signs that Indigenous education has had a significant impact over

the past two decades. For at least the past twenty years, Indig-enous presence has steadily increased at the University of Toronto in a number of ways. First Nations House (FNH), established in 1992, has grown immensely over the past two decades. The Native Students Association (NSA) continues to flourish, incorporating traditional governance philosophy and practice in its work. The increased presence of Indigenous students in an array of disciplines has produced many outstanding graduates who are currently having an impact in their communities and on society as a whole. The Indigenous community at the University of Toronto has broadened its reach with a vibrant visiting Elders program established on all three campuses. The recently founded Council for Aboriginal Ini-tiatives continues to encourage innovative Indigenous educational programming. A tiny yet growing number of high impact Indig-enous scholars are exerting significant influence in creating

space for Indigenous education in a number of key faculties and departments. In 1994, the Aboriginal Studies (ABS) Program was established, marking a key milestone on the road to securing an intellectual space for Indigenous scholarship and teaching at the University. Through the ABS program, founding principles of Indigenous education flourish; including the promotion of world-views, philosophies, traditions, knowledges and values of Indig-enous peoples. However, as the Declaration points out, sharing of Indigenous knowledges benefits all learners. Substan-tial gains will be made when all academic units at the Uni-versity recognize Indigenous knowledges and perspectives and integrate them into their curricula, research practice and service. To date a num-ber of key faculties have taken up this challenge and exciting initiatives therein continue to gain momentum. Indigenous education is not just about academics; it is about the broader social context and its impact on teachers, administrators and students. Support services are absolutely essential to its continued success. At U of T, this support is provided by First Nations House. FNH offers services and programs to all academic units and stu-dents at the University. The close collaboration between Aboriginal Studies and First Nations House has greatly strengthened the impact of Indigenous education in the university context by reinforc-ing its value in various con-texts that form the whole of university life (i.e., not just in teaching and research, but in the spiritual, emotional, intel-lectual and physical elements that form the university experience of students, staff and faculty).

A highly successful aspect of the ABS Program has been the development and employment of Indigenous pedagogy in teach-ing and curriculum development. Such a process necessitates the inclusion of Elders, Grandmothers, Grandfathers and others in the University. Such inclusion illustrates that the benefits of creating space for “community” as collaborators in Indigenous education are immense. Community involvement thus provides an invaluable contribution to Indigenous education. In further recognition of this contribution, the establishment of the Centre for Aboriginal Initiatives (CAI) in 2007 created the necessary space for innova-tive collaborations in teaching, research and service with Aboriginal communities and organizations.

These initiatives offer a foundation from which to advance Indige-nous education and ensure community involvement remains a guid-ing force. Indigenous education at the University thus holds much promise. The presence of Indigenous scholars, students at all levels in a range of disciplines, staff, Elders, youth, allies and champions of Indigenous education will help to realize the goals of Indigenous education articulated four decades ago.

As I contemplate Indigenous education at the University into the future, I envision more departments, faculties, and centres actively

engaged in Indigenous educa-tion and scholarship. I see a community of scholars, both Indigenous and non-Indige-nous, along with graduate and undergraduate students shar-ing ideas, generating knowl-edge and making a difference in the world! I see the Centre for Aboriginal Initiatives as aUniversity/Indigenouscommunity hub for research innovation and collaboration based on respect, responsibility and reciprocity. I see powerful collaborations among all those actively engaged in Indigenous education forming an intel-lectual, cultural and spiritual community. Any progress in Indigenous education will benefit all students, but must also benefit the Aboriginal community beyond the Uni-versity. I therefore envision a future where the University establishes formal partnerships with Indigenous organizations and communities for teaching and research. To realize the goals of the Declaration, some institutional innovations are necessary, including ensuring Indigenous representation on University governance. Other Universities have taken up this challenge and have benefited from the insights, expertise and experience shared by dis-

tinguished Indigenous leaders. The University of Toronto stands on the lands of Indigenous peoples and this fact must be acknowl-edged and respected, in part by ensuring all members of the U of T community receive some form of Indigenous education. An increased presence of Indigenous peoples, faculty, students and staff will move this process forward. As stated in the Declaration, and echoed in the Royal Commission on Aboriginal Peoples (1996), Indigenous education must affirm the goals and aspirations of Indigenous peoples based on mutual recognition, respect, sharing and responsibility. It is also recognized that for these goals to be realized, broader society also requires an education in these matters. A futuristic vision of Indigenous education at the University means foresees all members of the University community benefitting from an Indigenous education, absorbing the rich history, perspectives and contributions of Indigenous peoples.

INDIGENOUS EDUCATION at the university of toronto

By Deborah McGregor

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I’m Shannon and I am a member of Alderville First Nation. I have 2 beautiful boys and have been working at First Nations House in several capacities for over the past 9 years (with a few maternity leaves sprinkled in!). I am currently the Coordinator of Academic Supports.

My role can be described as something similar to that of a Reg-istrar, but with a focus on the success of the Aboriginal students here at U of T. I offer academic supports such as course selec-tion and advocacy with instructors and other departments. I also administer several of the grants, bursaries, scholarships and awards that are available to Aboriginal students studying at U of T. I can also connect students with writing assistance or tutors if they identify the need.

A part of my role is to assist students in thinking ahead. This may be career exploration or looking into graduate school or second-entry programs. We can explore what programs are best suited for a student and work through the sometime daunting application procedures. We maintain ties with the U of T Career Centre and are able to have regular visits with a Career Counsellor here at First Nations House.

My biggest message to our students is to connect with the sup-ports offered through First Nations House and to connect early on in their academic journey. We strive to offer students not only

academic and financial supports, but connection to other students, Elders, Traditional Teachers as well as fun and social activities to enhance their education journey.

My name is Rochelle Allan and I’ve been the Program Director at First Nations House for 3 years. My father is Anishnawbe from the Chippewas of Nawash and my mother is from Newfoundland. I grew up just an hour and a half from Toronto but it was still quite a transition coming to the city for University. I first came to FNH during my second year of at U of T and as I made friends here and took more Aboriginal Studies courses, I became a regular. After graduating with a double ma-jor in Sociology and Aboriginal Studies., I came back to FNH to work as the Recruitment Officer before becoming the Program Director.

One of the great things about First Nations House is the variety of programming that it offers. Every week there is something on from the beading group to visiting Elders to the occasional video game competition. These events are meant to provide an opportunity for students to unwind and connect with each other; First Nations House believes that the friendships formed over lunch or a NSA meeting are relationships that can truly help students succeed in school and afterward. Each year I start out by asking students what they are interested in seeing happen; one year it was working with elementary kids in Toronto, another year it was more social events, and we can only imagine what next year’s will be.

Each year FNH hosts Aboriginal Awareness Week with events right across the three U of T campuses. We invite special guests along with community organizations to come and share what they do with the University of Toronto community. I think it’s important for programing to be reflective of the students and the community within Toronto. Students benefit from programing at many different organizations across the city and keeping those community contacts active is important to serve the students and community in a good way.

One of the most exciting this about 2012 was that the 20th Anniversary of FNH provided the opportunity for U of T to host a gathering to celebrate the students and community who have contributed to the development of this service. While planning the events, I was honoured to have the opportunity to reflect on all the people who had contributed to FNH and the University and witnessed the community coming out to support us. Together, we are looking forward to the next 20 years and the work that remains to be done. If there is something you would like to see on cam-pus, come and talk to us; ideas from students and community members are the most important and FNH wants to support students’ ideas, even if it is just wanting to go out and karaoke with some of your friends from FNH. We’re building community and the more people involved the better.

PROGRAM DIRECTOR: Rochelle Allan

THIS ISWHERE

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COORDINATOR OF ACADEMIC SUPPORTS: Shannon Simpson

FNH MAGAZINE FNH 20TH ANIVERSARY EDITION12

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FNH magazine issue #9