Indigenous Success Stories: Inuit

Twelve-year-old Chanie Wenjack ran away from the Cecilia Jeffrey Indian Residentia school trying to walk the 600 kilometers keeping him from his family back home. Chanie never made it to Ogoki Post

NationTalk: Rabble.ca – Chanie Wenjack was an Anishinaabe boy born January 19, 1954 in Ogoki Post in Northern Ontario. At nine years of age, Chanie and three of his sisters were sent to the Cecilia Jeffrey Indian Residential School in Kenora. Better known as the Shoal Lake school.

At 12, Chanie ran away from the school trying to walk the 600 kilometers keeping him from his family back home. Chanie never made it to Ogoki Post. Instead, a week later railway worker found his body along the tracks. Because that worker found the body and was obligated to report that finding, this sparked the first inquiry into the death of a student from a residential school.

Chanie’s death is listed on the school’s official site as Charles Wenjack October 22, 1966. The school assigned him the name Charles. An additional 36 children are acknowledged as having died while in the care of Shoal Lake school officials.

In 1967, Ian Adams wrote an article for Maclean’s Magazine titled, “The Lonely Death of Charlie Wenjack” published on the heels of the first Indigenous protest held on November 21, 1965 that brought racism in Kenora to the attention of the rest of Canada.

It was after reading the Maclean’s article decades later that Mike Downie introduced the reality of residential schools to his brother Gord, the frontman for the band The Tragically Hip. The Hip routinely played Kenora, Attawapiskat and other Indigenous territories, yet Gord had no idea that First Nations children had been stolen from their parents and forced to attend residential schools where they were robbed of their childhoods, language, culture, and were routinely sexually and physically abused.

Gord’s response was to create the Gord Downie & Chanie Wenjack Fund which aims to build cultural understanding as a means to creating a path to Reconciliation between Indigenous and non-Indigenous peoples in Canada. Five years ago, the fund created the Legacy Schools Program. It started with 300 schools but now boasts 6,000 educators and 5,100 schools and groups participating in every province and territory across Canada.

The Legacy Schools Program is a free national initiative that engages students and educators. It helps them understand the history of residential schools all the while moving toward Reconciliation through awareness, education and connection. Teachers receive an initial tool kit containing two copies of the book The Secret Path a graphic novel illustrated by Jeff Lemire with lyrics by Gord Downie; a copy of Truth and Reconciliation Calls to Action; a school flag; a calendar with important Indigenous dates, celebrations, and activities; as well as a guide and class set of legacy patches in the shape of the unmistakable Downie hat.

Over 650 resources are available to help teachers from kindergarten to grade 12 include Indigenous perspectives and ideas in their class curriculum.

Projects include teaching coding using The Secret path book and performing the high school play that’s available – just be sure to donate the funds raised to a local native group or the Downie & Wenjack Fund. Hold a walk for Wenjack and then have students write to Chanie’s sister Pearl.

The Gord & Wenjack fund even managed to convince the Hudson Bay Company to donate proceeds from the sales of their notorious, iconic Bay blankets – often purposefully infected with small pox virus before being distributed to First Nations peoples – to the Downie & Wenjack fund to bring Indigenous speakers into schools through the Artist Ambassador program.

Imagine icons like Buffy St. Marie a member of the Piapot Cree Nation, Tom Wilson whose parents were Mohawk from the Kanehsatake Reserve in Quebec, and Drew Hayden TaylorOjibway from Curve Lake First Nation engaging with your students to share their lived history and experiences.

Without that Truth there can be no Reconciliation. And, without ReconciliAction there can be no Reconciliation. Teachers, be the change you want to see in this world, join The Legacy Schools Programand welcome Indigeneity into your classroom today. Then . . . ACT on it.

This article first appeared on Small Change.

Tours for high school students part of new community outreach efforts for Cambridge Bay facility

NationTalk: Nunatsiaq News – The Canadian High Arctic Research Station in Cambridge Bay is opening its doors to high school students for the first time since it opened nearly four years ago.

Drive to the edge of town in Cambridge Bay and you’ll find the sleek, state of the art centre for polar research and environmental studies overlooking the hamlet of about 2,000 people. “This building and the facilities we have here are remarkable, not just for Canada but for the world,” said David Hik, chief scientist at the $188.6-million facility.

Onsite accommodations can host up to 50 visiting researchers at a time. They come from all over the country to study the effects of climate change on the Arctic, biodiversity of the region and issues like food resiliency. Run by Polar Knowledge Canada, CHARS officially opened in 2019. But research visits to the facility largely came to a halt when the COVID-19 pandemic arrived in March 2020. “COVID was hard,” said Hik.

Locals have also been affected by the lockdown. Ask people in town what it is exactly that researchers are doing up at the shiny bronze station and many shrug their shoulders.

That disconnect between what happens at CHARS and what the community understands about it is something Hik and Jeannie Ehaloak, director of strategic communication at Polar Knowledge Canada, hope to ease.

Chief scientist David Hik, left, at the Canadian High Arctic Research Station in Cambridge Bay with Jeannie Ehaloak, director of strategic communication at Polar Knowledge Canada. (Photo by Madalyn Howitt)

Staff and researchers at CHARS are developing new ways to engage with Cambridge Bay and bring people up to speed on what’s happening inside its walls. “People are tired of being researched. They want to be part of the research,” Ehaloak said.

“We’ve lived up here for thousands of years. We know the land, we know the animals, we know the harsh conditions, so my job as a director of communications is to make sure that people become a part of the research.” Ehaloak, who was previously mayor of Cambridge Bay and an MLA, sees engaging youth as one of the best ways to bring people into CHARS.

Students from the local high school are starting to visit the station and learn about what happens there. The centre welcomed its first students in February, the Grade 10 class from Kiilinik High School. Plans are in the works to host regular monthly visits for students. Ehaloak said the visits give them the opportunity to become involved and possibly pursue careers in science and engineering.

“There’s more to just working in the office. You could be a scientist, you could be a wildlife specialist, you could be doing research on the land you’ve grown up on all your life,” Ehaloak said.

So what’s going on at CHARS?

The quality of wild berries versus berries shipped to the local grocery stores is one of the areas of research at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

Researchers at the facility study a variety of things from thickness of sea ice to the quality of blueberries sold in the local grocery stores versus what’s harvested from the land. “You can sort of start to think about all the different issues that relate to food security and food sovereignty in the North,” Hik said.

“It isn’t just country foods. It’s the transportation network and the reliability of that transportation to bring nutritious foods and for the North, right? Can you get it here right onto the shelf in time?”

Currently, researchers are studying the effectiveness of electronic batteries in fat-wheeled bikes in cold Arctic weather, Hik said. “Batteries don’t work very well in the cold,” he laughed. In the spring, a team will study sea ice.

There are rooms at the facility with freezers to keep contents as cold as -80 C. They hold large animal carcasses that scientists and veterinarians study for potential diseases or examine digestive tracts and organs. There are cabinets to store plant samples and insect specimens, a rock processing lab, wood shop, heavy machinery like forklifts, a maintenance shop, and diving equipment – affectionately nicknamed Divey McDiveface.

But CHARS wasn’t designed only for scientists, Hik said — many of the spaces can be adapted for different types of research, and many rooms are meant to be public spaces for meetings and conferences.

There’s space, for example, where youth from the community recently worked with journalists and researchers to record a podcast on the facility and Arctic climates. Local youth can also take summer tour guide jobs, especially during the busy cruise ship season, Ehaloak said.

“Youth are so important to our communities. They’re our future leaders. They’re the ones that are going to be running this facility,” she said.

The Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

A research lab at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

The entry space at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

The entry hallway leading to offices and public meeting spaces at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

Canadian High Arctic Research Station chief scientist David Hik demonstrates how the remote tour guide works — using a QR Code, remote vistors can tune in virtually for a tour of the station or watch a public lecture. (Photo by Madalyn Howitt)

The quality of wild berries versus berries shipped to the local grocery stores is one of the areas of research at the at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

The quality of wild berries versus berries shipped to the local grocery stores is one of the areas of research at the at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

The large animal necropsy lab, where scientists and veterinarians can study animal tissue and any potential diseases affecting the environment, at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

“Divey McDiveface,” the nickname for a tool used to help divers on underwater research expeditions, at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

Canadian High Arctic Research Station chief scientist David Hik demonstrates the centre’s virtual reality set, which can help visiting researchers learn how to navigate the land they’ll encounter before they set out on expeditions. (Photo by Madalyn Howitt)

A 3-D printer is one of several tools used by engineers and researchers at the Canadian High Arctic Research Station to build spare parts for tools and fix equipment, said chief scientist David Hik. (Photo by Madalyn Howitt)

Biological samples prepared to go under a microscope at the Canadian High Arctic Research Station in Cambridge Bay.(Photo by Madalyn Howitt)

Some of the facilities at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

An electric bike being used to study battery power in cold weather at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

Some of the facilities at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

The shell of a future greenhouse at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

A podcasting room at the Canadian High Arctic Research Station in Cambridge Bay. (Photo by Madalyn Howitt)

Madalyn Howitt

Indigenous Senior Administrative leaders from post-secondary institutions across Canada have formed the National Indigenous University Senior Leaders’ Association (NIUSLA). First Nations University of Canada President Dr. Jacqueline Ottmann co-chairs the association alongside Dr. Michael Hart, vice-provost of the Office of Indigenous Engagement at the University of Calgary.
NIUSLA aims to network and engage in constructive dialogue and actions on the roles and responsibilities of leadership within the academic university context. NIUSLA members will have the opportunity to share experiences and information, provide recommendations, and identify areas of success and need within post-secondary institutions. NIULSA strives to:
• Develop a vibrant and recognized leadership association of university Indigenous senior leaders;
• Address challenges and issues relevant to Indigenous senior leaders;
• Increase the communication and resource capacity of NIUSLA; and
• Strengthen and build capacities of Indigenous senior leaders.
Given the rise of high-profile Indigenous identity fraud, and the increasing designation benefits (dedicated positions, research funding and scholarships) for Indigenous peoples at academic institutions in the era of truth and reconciliation and the United Nations Declaration on the Rights of Indigenous Peoples, the timing was advantageous for Indigenous senior academic administrators to take the lead and begin working collaboratively by encouraging and promoting expressions of self-determination and leaning into the strengths of its members within non-Indigenous university contexts.
Indigenous senior leaders with a university, college or faculty-wide mandate are invited to join NIUSLA.
“It’s a step towards further strengthening and building capacities of Indigenous senior leadership while being the national network for the administration, advancing issues and concerns of Indigenous peoples (faculty, staff, students, community members and leaders) and connecting with other Indigenous organizations with common goals. The framework includes leadership, mentorship and succession planning for career-retention.”

Connected North, operated by the charity TakingITGlobal, connects students from Junior Kindergarten through Grade 12 to a wide variety of virtual, live, and interactive learning experiences like virtual museum tours, cool science experiments, author talks, language revitalization programming, dance classes and so much more. Many sessions focus on connecting students with Indigenous role models to share, engage and inspire through First Nations, Métis and Inuit culture, teachings and traditions.
“Connected North is a program that makes use of technology to bring Indigenous perspectives and knowledge directly to students, enriching the curriculum with cultural content that is reflective of local communities” says Andre Morriseau, TakingITGlobal Board Member.
Scotiabank announced a commitment of $750,000 to Connected North. Scotiabank’s gift supports the development of Connected North’s digital platform to enable program growth and sustainability, helping community partners and educators easily access customized learning opportunities aligned to curriculum needs and student interests. The donation will also fund digital inclusion grants for Connected North students who are graduating high school and require a personal device such as a laptop to continue their education or training.
“Scotiabank’s support is helping to shape the growth of the Connected North program,” says Michael Furdyk, Co-Founder and Director of Technology, TakingITGlobal. “The digital platform provides ease of access to bring unique content providers, including over 90 Indigenous role models, into the classroom in an interactive and engaging way.”

National Centre for Truth and Reconciliation – Today marks the beginning of Truth and Reconciliation Week. This national educational program continues the conversation about the truths of First Nations Treaties, the Métis and Inuit Land Claims, and the legacy of the residential school system.
“This week, we will bring Indigenous voices and perspectives into the classroom. This is an opportunity to fulfill the Truth and Reconciliation Commission Call to Action #62 on Education for Reconciliation, which calls for the development of an age-appropriate curriculum to involve students across the country in the Reconciliation process,” said Stephanie Scott, Executive Director of the NCTR.
This week, educators will engage their classrooms on Truth and Reconciliation as they learn first hand from Survivors, children of Survivors of residential schools, Elders, Knowledge Keepers, artists and leaders from a wide range of nations and cultures. Through age-appropriate educational resources and activities and live events, Truth and Reconciliation Week virtually brings Survivors into the classroom to continue truth-telling and to spark a national conversation about the future of Reconciliation.
Truth and Reconciliation Week dedicates a day each to:
• Land and Treaties
• Languages and Culture
• Truth and Reconciliation
• Orange Shirt Day and
• Elder-Youth Knowledge Transfer.
Truth and Reconciliation Week is hosted by the National Centre for Truth and Reconciliation (NCTR), with sponsorship by the Royal Bank of Canada (RBC) and funding and support from the Government of Canada and
• NIB Trust
• The Winnipeg Foundation
• Governments of Manitoba, Alberta, Ontario, Nova Scotia, New Brunswick, Yukon, Prince Edward Island and the Northwest Territories
• Canada’s History
• Historica Canada
• The Canadian Commission for UNESCO
• The McConnell Foundation
• APTN
• CBC
• Wapikoni & Télé-Québec,
• Facebook,
• The National Film Board of Canada
• Know History
This year’s French programming is developed in partnership with Télé-Québec and Wapikoni.

Inuit Tapiriit Kanatami and the Mastercard Foundation – today announced a partnership to support the planning and visioning of a university in Inuit Nunangat, the Inuit homeland in Canada, designed and delivered with Inuit customs and values in mind.
The partnership will support engagement with Inuit, regional leaders, educators, youth and experts over the next two years and beyond. Consultation with Indigenous educators, education program development partners, and research experts within Inuit Nunangat and internationally is also a priority.
In June 16, 2011, ITK introduced the National Strategy on Inuit Education, which sets out the steps needed to reclaim our education systems. The Strategy identifies establishing a university in Inuit Nunangat as a critical element to increasing success in post-secondary education. This partnership with the Mastercard Foundation is a significant milestone, coming on the 10th anniversary of the Strategy’s release.
ITK will work with a task force made up of representatives from the Inuvialuit Settlement Region, Nunavut Tunngavik Incorporated, Makivik Corporation and the Nunatsiavut Government and supported by ITK’s National Inuit Committee on Education. The task force will serve as a guiding voice throughout the development process and will be responsible for initiating concrete planning activities.

Launch of Nunavik Inuit-centered Education resource portal (Nunavik-IcE), a website dedicated to educational resources in Inuktitut, English and French.
Content is structured in the following areas:
• Arts
• Career and Community Development
• Health and Well-Being
• Inuktitut
• Land Survival
• Mathematics and Science

The Deepening Knowledge Project seeks to infuse Aboriginal peoples’ histories, knowledges and pedagogies into all levels of education in Canada. The project is a part of the Ontario Institute for Studies in Education, University of Toronto, which is located on the territories of Anishinaabe and Onkwehonwe peoples.
On this site you’ll find information about the history and traditions of First Nations, Métis, Inuit and Native American cultures, information about the challenges facing Aboriginal communities today, and curricula for incorporating this information into your teaching practice organized by grade, subject, and theme. Find lessons and links to help support your classroom learning through ideas, lesson templates, and links to books, films, and music to bring Indigenous perspectives, knowledges, and stories into your classroom
http://www.oise.utoronto.ca/deepeningknowledge/