Pictured above, L-R: Kwak'wala Ceritificate Graduates, Pewi (Dorothy) Alfred, Danielle Dawson, and Gloria Hunt before the UVIC convocation ceremony on November 13, 2024. 

Kwak'wala Language Program celebrates the CILP graduates

We are proud to celebrate the graduates of the Kwak'wala Certificate in Indigenous Language Proficiency (CILP) program! This remarkable achievement highlights their unwavering dedication to preserving and strengthening Kwak'wala, the ancestral language of the Kwakwaka’wakw people.

Through their hard work and determination, these graduates are playing a critical role in revitalizing Kwak'wala, ensuring its survival as a living language and cultural foundation for future generations. Their journey reflects their deep commitment to reclaiming identity, empowering communities, and honoring the culture and traditions passed down through their ancestors.

This certification is more than an academic accomplishment—it is a profound contribution to cultural resurgence and language preservation. The graduates are not only learners but also leaders and champions of their language, inspiring others to embark on the path of language revitalization.

Congratulations, Kwak'wala graduates! Your efforts light the way for a vibrant and enduring future for the Kwakwaka’wakw language and culture.

Pictured above, L-R : Stz’uminus Diploma Graduates, Naomi Toye, Sierra Pelkey, Elizabeth Tom, Josie Louie, Candice George, Krista Perrault, standing proudly with Program Elder Buffi David right before the UVIC convocation ceremony, November 13, 2024.

Bittersweet Celebration for Stz'uminus DILR Graduates

We are excited to celebrate the achievements of the Stz’uminus graduates of the Diploma in Indigenous Language Revitalization (DILR) program. This milestone marks two years in their educational journey as well as their dedication to preserving and revitalizing Hul’q’umi’num’ language. We are grateful to the eleven graduates for their commitment to strengthening cultural identity and fostering intergenerational connections.

It was an especially bittersweet accomplishment for this group to celebrate afterwards, as they lost their beloved classmate, elder, mother, grandmother, Clara Harris the day after the celebration. Clara completed her diploma along with her cohort, and daughter Kim, and they both would have participated in the ceremonies with the group November 13th, but tragically, Clara was already in hospital that day. Clara’s legacy of kindness, wisdom, and generosity of spirit as well as her dedication to her family, language and loved ones lives on with the determination and dedication of her daughter Kim and her classmates. We raise our hands to you, respected ones, and pray for safe passage to Clara and healing of the hearts of family and loved one. 

Language revitalization is a vital step toward preserving Indigenous heritage and ensuring that future generations have access to the wisdom, stories, and traditions embedded within their ancestral language. These graduates have demonstrated exceptional perseverance and passion, serving as role models for their communities and beyond. A small group of them will carry on and plan to continue their entire teaching degrees, starting this year in their Bachelor of Education in Indigenous Language Revitalization. 

We commend their hard work to keep the Hul’q’umi’num’ language thriving for generations to come, even as we all honour and mourn Clara. Congratulations, graduates—you are an inspiration to us all!

Full Steam Ahead for New WSÁNEĆ Language Program Cohort

The new year marks an exciting start for the newest W̱SENĆOŦEN,IST cohort as they embark on their second term of classes. This term focuses on strengthening their SENĆOŦEN proficiency and introduces a new course centered on reconnecting with the ancestral waters of WSÁNEĆ. We are delighted to witness their enthusiasm and look forward to what the term brings. 

Pictured on the left:  Edōsdi’s 1^st birthday with her grandmother and her 2 sisters (Prince Rupert, BC)       L-R: Kathleen (Thompson) Cottrell, Elizabeth Linda Lowrie & Edōsdi-Judy Thompson, Kāshā - Julie (Thompson) Morris

Pictured on the right: Edōsdi with her grandmother and sisters (1983, Ladysmith, BC).                                 L-R: Kāshā - Julie (Thompson) Morris, Elizabeth Linda Lowrie, Edōsdi - Judy Thompson

Edōsdi awarded second consecutive grant from Canada Council for the Arts Long-Term Program

Edōsdi (Dr. Judy Thompson) has been awarded a second consecutive 3-year grant from Canada Council for the Arts Long-Term Program, “Creating, Knowing and Sharing: The Arts and Cultures of First Nations, Inuit, and Métis Peoples,” valued at $270,000. The goal of her project, “Voiceability: Sharing the Teachings of our Ancestors,” is to create educational, archival, curatorial, and genealogical multimedia from Ancestral teachings, with art created by Tahltan and Gitx̱san artists.

Edōsdi’s previous 3-year project began with a focus on the teachings of Tahltan Ancestors, but due to a chronic health issue and impacts of the ongoing global pandemic, the scope changed to concentrate on Ancestors from her immediate family.

A key achievement of the last grant was an exhibit entitled: “From Usk to Dorreen and everywhere in between: The life of Artist Elizabeth Linda Lowrie along the Skeena River.” Edōsdi focused on the art of her paternal grandmother (1907-1986), who was Gitx̱san and a speaker of Gitxsanimaax. The art was displayed at the Museum of Northern BC in Prince Rupert from September to December 2024.

Other achievements included collaborations and mentorships between established and emerging artists, leading to artistic creations inspired by Ancestral art and stories. The building of relationships between artists, the connections made between artists and their Ancestors, as well as artists connecting and re-connecting with family and community, will continue with Edōsdi’s current project.

Exhibit link

Dr. Belinda Daniels, Assisant Professor

Belinda Daniels has a recent publication to share:

Belinda’s most recent publications include a book chapter, "When I Chose to Become a Teacher, I was Agreeing to Perpetuating Colonialism," which was done in collaboration with Tammy Ratt, Rhonda Stevenson and Andrea Sterzuk. The chapter is featured in the book “Multilingual Nations Monolingual Schools,” edited by Nicholas Limerick, Jamie L. Schissel, Mario Lopez-Gopar, and Vilma Huerta Cordova. 

Dr. Carmen Rodriguez de France, Associate Professor

Carmen Rodriguez de France has several publications to share:

Carmen’s most recent publications include three book chapters, one of which was done in collaboration with Amei Mai, Principal at Kitasoo Community School in Klemtu, BC. The chapter is featured in the book “Transformative Change Through Educational Leadership: Stories, Models, and Wonderings," Edited by Kenneth MacKinnon.

Their co-authored chapter entitled “Principles for Principals: Naturalizing Indigenous Knowledge in an Elementary School” describes how a Vice-Principal at Oaklands Elementary School, and an Indigenous scholar collaborated with the school community and with communities outside the school to support a project that entailed carving a pole led by Kwakwak'awakw Master carver and artist Hayalthkin'geme, Carey Newman. The project brought together Elders, university students, artists, teachers, staff, parents, and administrators, illustrating the potential of community engaged scholarship. The chapter highlights how the process of naturalizing Indigenous knowledge (Littlebear, 2009), ultimately led to deeper understanding of themselves and their responsibilities as participants on this pathway towards Reconciliation.

A second publication from 2024 is the book chapter entitled “The View of My World and My View of the World: Negotiating Values in Higher Education"; this chapter appears in the edited book by M. Bhaskara, A. Singh, & P. Mallika, "Worldviews and Values in Higher Education: Teaching, Learning, Curricula, and Assessment," published by Emerald Publishing Limited.

A third chapter published in 2023 is titled: “What Is the Right Thing?”: Pre-service Teachers’ Concerns and Aspirations in Anti-racist Practice"; edited by E. Ardavan, A. Zuhra, & A.B. Campbell for their book “Enacting Anti-Racist and Activist Pedagogies in Teacher Education: Canadian Perspectives," published by Canadian Scholars.