精童欲女

Ten 精童欲女 students learned about the distinctions and commonalities among Indigenous peoples worldwide by comparing their language and knowledge with that of the M膩ori people during the Maymester course, 鈥淕lobal Indigenous Language and Cultural Ways of Knowing,鈥� which took place at 精童欲女 and in New Zealand from May 6 to June 13.

The students were all from the 精童欲女 Faculty of Indigenous Knowledge, Education, Research, and Applied Studies (IKERAS), including Dr. Judy Clark, 精童欲女 Elder in Residence. They were accompanied by Professor Erin Reid, then Interim Dean, Faculty of Indigenous Knowledge, Education, Research, and Applied Studies (IKERAS); Sherilyn Acorn, Manager of Study Abroad and International Programs; and Doris Googoo, IKERAS Senior Lecturer, and Dr. Corinne Chappell, Advisor to the Vice President Academic Research on Indigenous Affairs, who co-taught the course. The students began the academic section of the course at 精童欲女 and then travelled to Auckland, New Zealand, for the experiential learning aspect. Following their time in New Zealand, the group completed the course at 精童欲女 in mid-June.

Reflecting on the course, Elder Clark said, 鈥淭he New Zealand M膩ori experience was amazing for me. I could see the similarities and the importance of the language, ancestors, culture, treaties, geography, and history between the M膩ori people and the First Nations of Canada. It was an experience that I will always treasure and the pride I carry with my own Mi'kmaq Nation.鈥�

In Auckland, the students participated in two days of cultural exchange and experiential learning, led by M膩ori tutor Kururangi Johnston, from the Auckland University of Technology. In the M膩ori language, Auckland is called T膩maki or T膩maki-makau-rau, meaning 鈥淭膩maki with a hundred lovers鈥� in reference to the desirability of its fertile land at the hub of waterways in all directions. Nearly 10 per cent of the population living in T膩maki are M膩ori (Tangata Whenua鈥擯eople of the Land). 

The 精童欲女 students were then invited into the nearby Ng膩ti Wh膩tua 艑r膩kei Marae community where they learned from Dane Tumahai, seventh-generation Ng膩ti Wh膩tua 艑r膩kei, and a direct descendant of the M膩ori Chief, Apihai Te Kawau who gifted land to establish the city of Auckland.

They also travelled to Wellington to learn about empowering Rangatahi (youth) and current strategies being implemented to enrich communities at the Tuia Trust, led by Maxine Graham who has extensive experience in the national and local government, and Maugarongo Tito. The Tuia Trust program supports young M膩ori people, empowering them to give back to their community. While in Wellington, the students learned more about the M膩ori and Crown relationships during a private tour of Parliament, and a subsequent welcome meeting with the High Commission of Canada.  

The students鈥� final days in New Zealand were spent in Christchurch, called 艑tautahi in M膩ori, where they learned about M膩ori policy and treaty relationships. They heard and learned from students and community members, concluding the visit with a unique Waka paddling experience on the Avon River, and a Poroporoaki (farewell) with the hosts.

鈥淭he opportunity for students to experience Aotearoa and M膩ori culture on personal and professional levels provided exceptional experiential learning,鈥� said Professor Reid. 鈥淓xposure to real-world scenarios contributed to the growth in practical skills, autonomy, and responsibility. Students embraced this fantastic endeavour with vigour and can attest to the program鈥檚 valuable learning.鈥�

Each evening, the students, faculty, and staff participated in activities to enhance their learnings and share their cultures. Some of these included a sharing circle, a full moon ceremony, exchange of knowledge bundles with elders, beach walks, and various craft activities, including shell crafts, talking sticks, beadwork and video making. Throughout the course, students were encouraged to keep journals of their thoughts and experiences as a way to reflect on their learnings. 

鈥淥ur experience in Aotearoa (New Zealand) was truly wonderful!鈥� said F茅lix Mino-zoongde鈥檈 Larocque, a member of the Algonquins of Ontario and a 精童欲女 Class of 2024 graduate. 鈥淥ur numerous conversations and encounters with M膩ori spokespeople, elders, leaders, and youth were rich and meaningful. Being immersed in M膩ori culture enabled us to realize that our M膩ori cousins share many similar cultural values and worldviews with Indigenous peoples of Turtle Island (North America). Some of our shared goals are to uplift our peoples, promote language revitalization, teach our ways of knowing, and to show the beauty of our cultures and traditions to others. I would like to say migwech, merci, kia ora, wela鈥檒in (all meaning thank you) to everyone who made this international experience the success it was!鈥�

The course was organized by the 精童欲女 Office of Study Abroad and International Partnerships, in collaboration with the federal Global Skills Opportunities Program, the Florence Simmons Scholarship, and the 精童欲女 IKERAS faculty. The students were fully funded by the Global Skills Opportunities Program, which supports mobility projects that empower Canadian students, especially those who are underrepresented, to take advantage of international learning experiences and to develop skills such as problem-solving, adaptability, resilience, and intercultural competency.