UNews - Red Crow College

Noted scholar Chambers earns Ingrid Speaker Medal

trevor.kenney — Tue, 07 May 2013 21:36:40 +0000

Professor of Education Dr. Cynthia Chambers is a leading figure in Canadian curriculum and literacy studies, and the enduring influence of her research has extended locally and around the world.

A scholar of curriculum and literacy education and curriculum theory, Chambers is the 2013 recipient of the Ingrid Speaker Medal for Distinguished Research, Scholarship or Performance.

Participating in several communities of practice and well known in curriculum studies, literacy studies and narrative/life-writing methodologies, her research interests include: indigenous literacies and languages; narrative, autobiography, personal essay and memoir as forms of inquiry for educators; interpretive inquiry; cultural, social and political difference and its effect; and the teaching life. Her work in Canadian curriculum studies is a research landmark in new thought, policy and pedagogy.

Dr. Cynthia Chambers has written a number of benchmark texts that address First Nations, Métis and Inuit research.

Chambers's research promotes positive educational change for the greater good of communities. She balances research and theory with a pragmatic knowledge of schools and society to impact literacy and curriculum development. Chambers has conducted research with and for marginalized populations, including indigenous communities in the Northwest Territories, British Columbia and Alberta. Her collaboration with the Northwest Territories Literacy Council, for example, played an important role in redefining literacy practices in northern communities.

She has written many benchmark texts, including works that address First Nations, Métis and Inuit research on traditional and indigenous literacies. She has also worked with local elders, teachers and community members on repatriating significant Blackfoot sites. For this and her research on literacy, land and place, she was honoured with a Blackfoot name and a lifetime designation of Eminent Scholar in Kainai Studies with Red Crow College.

In 2001, she and four colleagues established the Literacy Research Centre at the U of L. This centre aims to study literacy and the implications of literacy for education and society. It houses five principal researchers who work with teachers, school counsellors, school administrators and graduate students. The centre continues to develop a network of scholars, practitioners, students and community participants studying and practising literacy and pedagogy.

In Alberta, Canada and internationally, Chambers has a long-standing reputation as an excellent researcher and author, an inspiring speaker and exceptional educator. She has won the 2011 Ted T. Aoki award for Distinguished Service in Canadian Curriculum Studies Research, and the 2010 American Educational Research Association outstanding recognition award for a book on curriculum inquiry, which she co-wrote with two fellow curriculum scholars.

In 2001, the ��Ѹ��Դ��߿�Ƭ of British Columbia selected her as a Noted Scholar at their Centre for Curriculum and Instruction. In 2012, the Cynthia Chambers Award for outstanding master's thesis in curriculum studies was established in honour of her scholarship and inspiration to educators and researchers across Canada. These honours, and more, speak to the quality of her curriculum studies research and the high regard in which it is held.

This story first appeared in the May 2013 edition of the Legend. For a look at the full issue in a flipbook format, follow this link.

Drawing on experience

trevor.kenney — Fri, 19 Oct 2012 22:00:46 +0000

Of everything that sets the ��Ѹ��Դ��߿�Ƭ of Lethbridge apart from other post-secondary institutions, its deeply-rooted relationship with First Nations, Métis and Inuit (FNMI) peoples, and specifically the Blackfoot nation, is intrinsically unique.

The ��Ѹ��Դ��߿�Ƭ can justifiably take pride in being among the first universities in Canada to include a major in Native American Studies among its liberal education components. It can also take pride in the extensive range of innovative academic programs, research and creative activity related to FNMI peoples developed across Faculties, coupled with active student services support programs.

And yet there are gaps in those supports and incongruences across campus in the delivery of academic programming related to Aboriginal Peoples.

Roy Weasel Fat, the interim director of the FNMI Centre, sees education as a means to self determination.

In September 2011, President Mike Mahon asked professor Dr. Leroy Little Bear (BASc (BA) ’72, DASc ’04), Roy Weasel Fat (Red Crow Community College vice-president academic) and professor Dr. Jane O'Dea to develop an overarching strategy that would create support for FNMI students, faculty, staff and community members at the ��Ѹ��Դ��߿�Ƭ of Lethbridge.

The FNMI Report to the President (available at www.uleth.ca/president/fnmi) was the result, and the development of an FNMI Centre, of which Weasel Fat is now the interim director, is a key recommendation of the report.

"Like all Native centres in Alberta, it's basically focused around student support – what can the centre provide in terms of supporting students so that we can improve their retention and completion rates," says Weasel Fat.

A master's degree holder in education and major player in establishing the current relationship between the ��Ѹ��Դ��߿�Ƭ and Red Crow College (he served 17 years there, most recently as the vice-president academic), Weasel Fat speaks to the importance of education in bettering the Aboriginal community.

"Education is the most recognized path to reach self determination," he says.

"There are many people from my generation who are going back to school and their kids will follow and also become educated. Once the parents become educated, then it's an expectation for their children, and that helps bring our people out of that cycle of poverty."

He understands better than most that this cannot be accomplished without the proper support systems for Aboriginal students and the FNMI report identifies seven major recommendations to help achieve that goal.

From the creation of a Niitsitapi Gathering Place to the establishment of an Elders Program and Aboriginal Education Policy, the report is closely aligned with the ��Ѹ��Դ��߿�Ƭ's 2009-2013 Strategic Plan.

One aspect especially important to Weasel Fat is the involvement of band elders.

"When we looked at other centres across B.C. and Alberta, what I noticed was that there was very minimal elder involvement," says Weasel Fat. "This is something our students have asked for and one of the mandates of the FNMI Centre, to increase the elders' presence here so that they can be available to the U of L community."

He describes the role elders play in traditional Blackfoot communities as integral.

"Their role in the community is to act as traditional mentors, to provide spiritual support and to keep our history and culture alive," he says.

Weasel Fat sees the Niitsitapi Gathering Place as a community room that would benefit the entire ��Ѹ��Դ��߿�Ƭ.

"There is a lot of Aboriginal activity across campus through programs in virtually every Faculty but a centre like this can provide a venue for dissemination and collaboration of research for those who are working in these areas across the ��Ѹ��Դ��߿�Ƭ," he says.

Weasel Fat speaks quietly, but with an eagerness that is genuine in its belief. He is a product of what an education can achieve, and he has passed those lessons on to his family through his example. He recently had two sons graduate from the U of L (Roy Jr. BA '12 and Cy BA '11) and quickly move into managerial roles on the Blood Reserve, while his daughter Triscia is a fourth-year student and looking to enter the Faculty of Education next fall.

"When I first started out in education, my first instinct was to go back home and help my people," he says. "Education has been of benefit to my own family as well as my community and I will continue to promote education to our community plus share the Blackfoot culture with the U of L."

This story first appeared in the October 2012 issue of the Legend. To see the full issue in a flipbook format, follow this link.

O'Dea's contribution to Education a lasting legacy

trevor.kenney — Mon, 18 Jun 2012 21:44:54 +0000

Finding a way to coax Dr. Jane O'Dea to talk about herself as she reflects on her 10 years as dean of the Faculty of Education is a lesson in futility. Only within the context of describing the faculty's achievements will she discuss her stewardship, and even then, she'll deflect credit away from the individual to that of the collective.

"It's not so much what I achieved over the 10 years, rather it's what we all achieved together," says O'Dea.

"I'm tremendously proud of the things we accomplished because they were achievements that involved every single faculty member and all of our support staff."

Recognizing she was inheriting a faculty with a long and proud tradition, and balancing that with a need to create new and innovative programming that would reflect emerging educational challenges was a juggling act that O'Dea mastered.

"I was tremendously fortunate to become dean of a faculty that has a fabulous tradition of collaboration and partnership with the professional community," she says of the faculty relationship with Alberta Education's Zone 6 schools and teachers. "That isn't something I brought about, that's something the founding members of the faculty created. It was my privilege to come in both as a faculty member and later as dean, become familiar with those structures, realize how important they were and then use that as a foundation to work with our faculty in moving forward."

One of the great legacies of O'Dea's leadership is the establishment of First Nations programming, specifically through the creation of the Niitsitapi Teacher Education and the First Nations, Metis and Inuit (FNMI) graduate programs.

"She made First Nations education one of the priorities of her deanship," says Education faculty member Dr. Cathy Campbell. "She succeeded in developing relationships with the Blackfoot speaking nations, initiating collaborative work and programming with Red Crow College, and bringing issues in First Nations education to the forefront of discussions at the ��Ѹ��Դ��߿�Ƭ and in the province."

Open Mike - February 2012

trevor.kenney — Wed, 15 Feb 2012 21:04:40 +0000

��Ѹ��Դ��߿�Ƭ of Lethbridge President Dr. Mike Mahon chats about what's happening in the ��Ѹ��Դ��߿�Ƭ community

It has often occurred to me how fortunate we are to have a campus so deeply connected to the Blackfoot Nation and the rich Aboriginal culture of southern Alberta.

It is a heritage we both respect and celebrate, and one that has played and will continue to play a key role in shaping the strategic priorities of the institution as we move forward.

Just recently, the ��Ѹ��Դ��߿�Ƭ announced an exciting collaboration with the Métis Nation of Alberta, creating a $1 million endowment fund for students of Métis heritage. With close to 100 Métis students currently enrolled at the ��Ѹ��Դ��߿�Ƭ, this fund will not only support those already on campus, but it will encourage future generations of Métis students to pursue post-secondary education.

Creating an inclusive campus that is open to exploring and celebrating its Aboriginal heritage is a goal we should all share.

This week, another major announcement in support of our First Nations, Métis and Inuit (FNMI) students is forthcoming.

This has long been a priority of the ��Ѹ��Դ��߿�Ƭ of Lethbridge, and as we look forward, it is essential we create a campus wide framework for recruiting and supporting Blackfoot and FNMI students.

The U of L can be proud of the fact it established the first Department of Native American Studies in the country, and that we have initiated the Niitsatapi First Nations program in education, the First Nations Governance Program in management and the First Nations Transitions Program in arts & science. It is now time to harness that energy and develop an overarching strategy that creates support for FNMI students, faculty, staff and community members.

Dr. Leroy Little Bear and Dr. Jane O'Dea, with support from Roy Weaselfat of Red Crow College, have been exploring that model. They have been talking to people across campus about what support systems for our FNMI population need further expansion with the goal of making the U of L a highly inclusive and highly welcoming campus.

We also want to create an environment across the university that understands the importance a supportive atmosphere can play in the lives of faculty, staff and students.

A report about their findings is forthcoming, and I anticipate one of the recommendations to be the establishment of a centre grounded in the ideals and values of the Blackfoot Nation. This centre would come with significant support and guidance from Blackfoot elders, and its vision would be integrated into the next Strategic Plan as it is developed over the coming months.

This is a responsibility that the ��Ѹ��Դ��߿�Ƭ takes very seriously. We are a community leader, and it is important we accept our role as such. It is one of the reasons we so willingly co-sponsored the recent Diversity Lethbridge conference, to not only push the ideal of a welcoming on campus environment, but to extend that thinking to the community as a whole.

With Native Awareness Week on the horizon, I encourage you to take some time to explore this rich heritage and understand the role we can all play in creating a campus atmosphere that both encourages FNMI students to come to the ��Ѹ��Դ��߿�Ƭ of Lethbridge and supports their academic pursuits while they are here. Such is an environment that benefits us all.

This column first appeared in the February 2012 edition of The Legend. To view the full issue in a flipbook format, follow this link.

Round table discussion supports FNMI tech future

trevor.kenney — Mon, 20 Jun 2011 20:25:06 +0000

The ��Ѹ��Դ��߿�Ƭ of Lethbridge (through the office of the Chief Information Officer) hosted an information-sharing round table discussion recently with the First Nations Technology Council (FNTC) of B.C., representatives of Red Crow College, and the Information & Communications Technology Council.

"Part of our focus," says CIO Clark Ferguson, "was to support our First Nations, Metis and Inuit (FNMI) program by bringing Alberta and B.C. information technology leaders together in an effort to identify strengths and to support each other."

Ferguson adds that by partnering on initiatives, participants can become more effective and introduce more programs and new services to First Nations groups in our area. The meeting was the first of a series of planned get-togethers to further that goal.

"We hope that Alberta's First Nations groups will participate in FNTC's First Nations Summit next spring where they will be exposed to potentially hundreds of colleagues," says Ferguson. "A broader network of contacts will support their objective of improving educational services in local communities."

The group met on campus for a morning session, then took tours of Red Crow College and Kainai High School in the afternoon.

"With each step through the institutions, our group's commitment to supporting the community through dialogue and action was strengthened," says Ferguson.

For further information on this meeting, or to participate in future sessions, contact Ferguson at 403-332-4109 or via e-mail at clark.ferguson@uleth.ca.

Library aids in preserving Blackfoot past

trevor.kenney — Wed, 02 Feb 2011 16:57:21 +0000

Through its involvement with the Blackfoot Digital Library, and a recent effort that digitized back issues of the Kainai News, the ��Ѹ��Դ��߿�Ƭ Library is helping to ensure that valuable Blackfoot heritage is being preserved for generations to come.

The library first got involved with the Blackfoot Digital Library project in 2006, with a digitization venture originally started by Ryan and Adrienne Heavy Head. It was designed to support community efforts in locating and repatriating Blackfoot materials, and later linked to the U of L's Native American Studies program's CURA project through Red Crow College. The goal of the partnership with our library was to gain access to ongoing funding through the Lois Hole Campus Alberta Digital Library (LHCADL) initiative.

The ��Ѹ��Դ��߿�Ƭ saw great opportunities to partner with Red Crow College to ensure the longevity of the resources being catalogued by the Heavy Heads, and in 2008 a Memorandum of Understanding was signed between the two institutions. Through this agreement, the Blackfoot people retain ownership of the assets collected, and the ��Ѹ��Դ��߿�Ƭ is responsible for the website.

The project continues to grow today as Adrienne Heavy Head gathers and digitizes artifacts, documents, audiovisual and archival materials. She also remains commited to the original initiative by identifying collections of Blackfoot items in museums around the world. Once found, she tries to get the items returned, or at least have digital photos or scans of the materials sent so that they can be added to the digital collection.

Many large collections of Blackfoot materials are housed in museums in the UK, and Adrienne is working on developing relationships with scholars and archivists in Scotland and England to learn more about their holdings. For example, the British Museum has a huge collection of items that very few Blackfoot people have seen, and it is only through cultivating these relationships that we are able to share information.

Heavy Head has been invited to present at conferences throughout the UK and is currently planning a trip to the ��Ѹ��Դ��߿�Ƭ of Oxford to view the collection at the Pitt Rivers Museum. She also intends to visit both Cambridge and Exeter.

"These museums have some of the oldest collections of Blackfoot materials in the world," she says. "It is through our connection to the Blackfoot Digital Library that many of these doors have been opened to us, as we are now invited to conferences and they are more willing to talk to us."

Heavy Head has also made connections with both the National Trust for Scotland and the Glasgow Museum.

In addition to artifacts, oral history is also being preserved through the project. Existing interviews from older formats are being digitized, and the Kainai Studies Department at Red Crow College collects new videos of elders sharing their knowledge and stories. These invaluable experiences could otherwise be lost with their passing.

The Blackfoot Digital Library is available at blackfootdigitallibrary.org

This story first appeared in the Legend. For a full look at the January issue of the Legend in a flipbook format, follow this link.

O'Dea's contribution to Education a lasting legacy

trevor.kenney — Fri, 07 May 2010 16:09:01 +0000

Finding a way to coax Dr. Jane O'Dea to talk about herself as she reflects on 10 years as dean of the Faculty of Education is a lesson in futility. Only within the context of describing the faculty's achievements will she discuss her stewardship, and even then, she'll deflect credit away from the individual to that of the collective.

"It's not so much what I've achieved over the last 10 years, rather it's what we've all achieved together," says O'Dea, who will step away from the role of dean at the end of June and return to the faculty ranks, where she started at the U of L 20 years ago.

"I'm tremendously proud of the things we've accomplished because they were achievements that involved every single faculty member and all of our support staff."

Dr. Leah Fowler echoes that assessment, saying O'Dea personifies the ��Ѹ��Դ��߿�Ƭ's ideals of accessible education.

"With the Niitsitapi teacher education cohort, and the current masters' cohort, she opened wide the door at the Faculty of Education to restorative education for First Nations, Metis and Inuit students," says Fowler. "That has meant that we all have positively revisited education practice and teacher preparation."

Her personable approach is highly respected by her peers, but O'Dea gives credit to the ��Ѹ��Դ��߿�Ƭ for fostering an atmosphere that embraces one-on-one learning.

"One of the things that really impressed me when I first came here was I felt this was a place where they really care about students," says O'Dea. "Here you're not just a number, you actually matter, and people care about the instruction you get. I think that is absolutely tremendous. I have always loved this place."

She speaks glowingly of the collaborative nature of her faculty, crediting their willingness to work collectively in developing niche graduate offerings such as literacy, information technology leadership and inclusive education and neuroscience topics.

"These special niche structures are really quite extraordinary but they take an incredible amount of work, time and administrative finesse," says O'Dea. "I am extremely fortunate to have amazing people working in the offices here and faculty members willing to try out these new programs all the time."

She also trumpets the research portfolio the faculty has developed over her tenure.

"It's a challenge to maintain a proper balance between graduate and undergraduate teaching, all the while factoring in quality time for research," says O'Dea. "That is by no means easy to achieve but it is essential.

"We know what draws students to us is the quality of our programs, and we can't afford to just go down the research route and ignore teaching. On the other hand, to simply concentrate on teaching is to become more like a college and we're not that, we're part of the comprehensive ��Ѹ��Դ��߿�Ƭ and proud to be so."

GET THE FACTS

• O'Dea's undergraduate degree is in music and she is an accomplished recital piano player. "There's one recital that I haven't done that I'd really like to do and when I get time to practice I think I might like to go back and do that. I won't share that yet, I'm just playing with it right now."

• O'Dea is excited about the opportunity to teach again, saying, "I have a lot of ideas for interesting courses both at the graduate and undergraduate level that I think would be of real interest to students today."

• Over O'Dea's tenure, the faculty boasted a 97 per cent rate of employment within one year of graduating

• Despite stepping away from the dean's position, O'Dea has no plans to leave the ��Ѹ��Դ��߿�Ƭ. "Absolutely not, I think this is a tremendous ��Ѹ��Դ��߿�Ƭ. I love its size, I love its entrepreneurial innovative spirit, and its emphasis on community and student engagement."

A legacy of collaboration

trevor.kenney — Wed, 05 May 2010 17:24:23 +0000

"I'm tremendously proud of the things we've accomplished because they were achievements that involved every single faculty member and all of our support staff."

Dr. Leah Fowler echoes that assessment, saying O'Dea personifies the ��Ѹ��Դ��߿�Ƭ's ideals of accessible education.

Her personable approach is highly respected by her peers, but O'Dea gives credit to the ��Ѹ��Դ��߿�Ƭ for fostering an atmosphere that embraces one-on-one learning.

She also trumpets the research portfolio the faculty has developed over her tenure.

GET THE FACTS

• Over O'Dea's tenure, the faculty boasted a 97 per cent rate of employment within one year of graduating

UNews - Red Crow College

Noted scholar Chambers earns Ingrid Speaker Medal

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Drawing on experience

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Open Mike - February 2012

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