Pictured above: W̱SÁNEĆ graduates L to R - Brock Flowers (CILP), Robbie Louie (BAILP, SENĆOŦEN), Tua Va'a (BAILP, SENĆOŦEN), Bria Paul (CILP), Addie Elliott (BAILP, SENĆOŦEN), Michelle Jacks (BAILP, SENĆOŦEN), Kristie Charlie (BAILP, SENĆOŦEN), and Bonnie George (BAILP, SENĆOŦEN). 

Pictured above: IED graduates at the IACE IRC blanketing ceremony on November 10, 2025 at the First People's House at UVic. 

Pictured above: Kwak'wala CILP graduates Rebecca MacKenzie and Alana Jacobson. 

1st photo: Bonnie George (BAILP, SENĆOŦEN,) her children, and Aliki Marinakis; 2nd photo: Carolyn Dawson (CILP), Aliki Marinakis, and Rachel Hunt (CILP).

Pictured above: PDPP cohort and instructor, Carmen Rodriguez de France. 

Learning to Teach with Heart, Art, and Responsibility

As the term comes to an end, it is important to reflect on the learning opportunities we have had every Wednesday where guests have shared their knowledge and expertise either on campus or at the various sites we visited. We were fortunate to learn from teachers, educators, artists, community activists, and many other guests. Our visits included the Victoria Native Friendship Centre, the Legacy Art Gallery, and our own campus where we learned about the history of the Indigenous public art expressions found here.

At the Victoria Native Friendship Centre we were welcomed by Nadya Comeau who is the Community Action & Learning Administrative Assistant and Tanya Claremont, Director of Community Action and Learning. We learned to make medicine pouches, and we went on a tour of the facilities to learn about the service and programs they offer. Elder Sky Bellefleur opened the session with beautiful words about teaching and the power that teachers have to shape a person’s life. We were reminded to use those gifts wisely and in a good way.

At the Legacy Art Gallery we witnessed the art of Tsartlip Elder and artist Doug LaFortune whose ‘coffee time’ drawings were popular amongst the students. The art of Nuu-chah-nulth artist Tommy Happynook accompanied this exhibition curated by Dr. Andrea Walsh. 

Among the guests who shared their gifts with the students was a team from Yukon Education who shared  the experiences of living and teaching in the Yukon - including the Yukon’s Indigenous education initiatives. Ethnobotanist JB Williams from Tsawout and Ahousaht facilitated a plant walk on campus where the students had a chance to learn about Native plants and gardens. Another visitor was Métis author and doctoral candidate Kristy McLeod who shared some principles and worldviews from her cultural perspective. We all gained new knowledge from Stz’uminus artist Qap’u’luq (John Marston), a renowned carver from Chemainus and the inaugural Salish Weave artist. Educator Julia Fellman deepened the students' learning by sharing principles of literacy in elementary school, and engaging them in pedagogical practices. In recognition of Indigenous Veterans' Day, Métis Elder Barb Hulme taught us how to make a beaded poppy following respectful protocol. It was an interesting and challenging time for some of us who might not be too familiar with beading with tiny, tiny beads. The classroom was filled with silence as we all focused on how to place our needle  and the beads in the proper places 🙂

From School District 61, John Harris, Elders and Indigenous Knowledge Facilitator, shared with the students relevant aspects from  his work within the district and encouraged the students to make use of the resources within their district once they begin their practice. That same day, doctoral student Serap Brown shared her research pertaining  to water and water protection and conservation.

1st photo: PDPP cohort at the Victoria Native Friendship Centre; 2nd photo: Frank Conibear. 

Finally, last week we had the opportunity to learn from Esther Maloney-Lebensold, Planning and Programming Manager of Education for the National Film Board of Canada. Esther offered us opportunities to watch excerpts of new materials and offer feedback. She also encouraged us to look at the materials on the site and think about joining the National Educators’ Team to advance our own knowledge and collaborate with the NFB.

A guest who generously shared his knowledge at the start of the program and at the last closing circle was retired teacher Frank Conibear who welcomed the students in September, and who was with us on the  last Wednesday when we met to close this first term. As an Elder and knowledge holder from the Lyackson Nation, Frank shared his teachings in a non-threatening approach. He demonstrated how Indigenous ways of being and knowing can be woven into the fabric of the provincial curriculum that still needs to learn how to honour Indigenous voices, people, and languages. He introduced the students to protocol, Circle work, and the importance of honoring who one is, especially as a teacher. Through a series of questions and examples, Frank modeled how to be a good ancestor, how to welcome Indigenous students into our classrooms, and how to do decolonizing work. He encouraged all of us to use our voice, not only as we introduce ourselves to the community but as importantly, to be the best advocate we can be for Indigenous Education, Indigenous people, their families, and their communities.

Overall, the Wednesday visits were a great opportunity to learn how to support Indigenous students and their families by weaving art, language, and culture into our work as educators.

1st photo: Métis Elder Barb Hulme teaching students to make beaded poppies; 2nd photo: Finished beaded poppy. 

Pictured above: IED 303 students conclude the term by walking on the land.

Teaching the history of education through stories of these lands

IED 303 students concluded the term with their co-teachers, Jean-Paul Restoule and Pia Russell, just as it began—by walking in the land. On December 4th, IED 303 students visited Playfair Park in Saanich, spending time in a mixed Kwetlal (camas) landscape and learning about local plants and foodways from classmate, Madilyn Klyne. Being outdoors also enabled students to further reflect on other cultural teachings provided earlier in the term such as JB Williams’ talk on local medicinal plants.

Throughout the educational foundations course, a strong historical lens was emphasized. Students regularly learned how Indigenous pedagogies and ecologies have been essential to understanding the local histories of resistance to complex national and global forces. While whole group guided walks were constructive, students particularly enjoyed partnered ‘Walk-and-Talks’ where they shared individual responses to questions such as: ‘What is Indigenization?’ And, how do we Leʔt šxʷ helə ʔə cə mak̓ʷ sčeʔi səʔ (prepare for the work to come) as teachers? Our IED303 future teachers learned both how the foundations of our educational structures were shaped locally and how these structures might be disrupted so new stories can be reimagined in the lands beneath our feet.

1st photo: PDPP students enjoying walking through Playfair Park in Saanich; 2nd photo: Madilyn Klyne sharing her gift of local plant knowledge. 

Pictured above: Group picture of the Tla'amin Nation Language Program.

Tla'amin Nation Launches Certificate in Indigenous Language Proficiency (ʔayʔaǰuθəm)

In partnership with the Tl’a’amin Nation, the Department of Indigenous Education at UVic is pleased to celebrate the launch of a new Certificate in Indigenous Language Proficiency in ʔayʔaǰuθəm. Delivered through a blended learning model, the program combines online instruction with in-person weekend intensives, creating flexible and community-centred pathways for language learning and revitalization.

The inaugural cohort includes 51 learners, making this the largest cohort to date in an Indigenous Language Proficiency certificate. This strong response reflects the deep commitment of learners, families, and community members to reclaiming, strengthening, and carrying forward ʔayʔaǰuθəm for future generations.

1st photo: Tla'amin CILP cohort's first in-person weekend; 2nd photo: 3 generations of Tla'amin language learners. 

Raising Up Voices: Edōsdi’s Research Journey of Ancestral Teachings, Language, Art, and Community

Edōsdi - Dr. Judy Thompson, Associate Professor in Indigenous Education at UVic, brings together language revitalization, art, mentorship, and community-engaged research in powerful and enduring ways. Grounded in Indigenous knowledge systems, her Voiceability framework advances relational approaches to teaching and scholarship that centre Indigenous voices and lived experience. This story highlights her ongoing leadership and contributions to language resurgence, creative practice, and community-based education.

Read full story here:

Raising Up Voices

Revitalizing Language Through Land and Environment

The Indigenous Language Revitalization Aspiration Research Cluster (co-PIs Ewa Czaykowska-Higgins, Belinda Daniels, Tatiana Degai, Onowa McIvor-Whitinui is honoured to receive a Shaw and Gaines Research Fund Grant (co-applicant Alex Carter ) for 2025-2026.

The title of the grant is Indigenous Language Revitalization, Land, & Environment: Bridging an Aspiration Research Cluster & SSHRC Partnership Grant.The project aims to raise up the transformative environmental components of Indigenous language revitalization, thus contributing to the development of Indigenous language revitalization projects now and in the future.

Shared Responsibilities to the Renewed Accord on Indigenous Education

On November 20, 2025, the Association of BC Deans of Education hosted a Spotlight event at UBC titled Shared Responsibilities to the Renewed Accord on Indigenous Education. First drafted and released in 2010, the Accord was renewed this year by a working group chaired by Drs. Jan Hare and Jennifer Tupper.

The gathering brought together representatives from teacher education programs (TEPs), community partners, the BC Teachers’ Federation, and colleagues from the Ministry of Education and Child Care, the BC Teachers’ Council, and the Teacher Regulation Branch. Together, participants reflected on the ongoing journey of Indigenous education—where we have been, where we are going, and how collaboration can guide our collective responsibilities moving forward. Through stories and initiatives shared from across the province, attendees were invited to consider how each of us can lift and enact the Accord in our own work. The Accord matters because it unites partners around shared commitments to Indigenous education and provides a clear path for action, accountability, and collaboration.

Panel sessions and small-group discussions fostered meaningful dialogue among community partners, TEPs, and government representatives. UVic was present to highlight how our programs are enacting the Renewed Accord. Representing the Faculty of Education were Dr. Todd Milford, Acting Dean of Education; Jean-Paul Restoule, Chair of Indigenous Education; and Tye Swallow from W̱SÁNEĆ College.

Tye opened the day’s panels by sharing how our partnership initiatives reflect principles from the Renewed Accord on Indigenous Education. His talk set the tone and became a touchstone for participants in the afternoon roundtables. Later in the day, Jean-Paul presented on the resources and supports needed to ensure that TEPs can meet their responsibilities and accountability commitments.

UVic also shared a poster showcasing our community-based language revitalization and teacher education initiatives.

Pictured above: Group photo at the end of the Borneo Language Conference. Photo credited to Agan Urud & Patrick Aching.

Borneo hosts first Indigenous Language Conference

The first Borneo Indigenous Language Conference hosted in Miri, Sarawak on July 26, 2025, brought together local, regional, and national stakeholders to raise awareness about the critically urgent state of Indigenous languages in Sarawak and Sabah, many of which are now considered “severely endangered.” The conference created an important space for dialogue, collaboration, and action, while aligning closely with the objectives of the United Nations International Decade of Indigenous Languages (UNIDIL 2022–2032). Despite the UNIDIL “Call to Action,” participants noted that meaningful institutional support for Indigenous language revitalization remains limited, underscoring the need for continued advocacy and community-led initiatives.

Central to the conference was the shared understanding that Indigenous peoples must continue to assume a proactive and leading role in the revitalization of their languages. While partnerships and external support are vital, the responsibility for sustaining and renewing Indigenous languages ultimately rests within the communities themselves.

Dr. Lorna Wanost’a7 Williams, Professor Emerita at the University of Victoria, attended the conference as the keynote speaker. Her presence and words resonated deeply with participants. The conference organizers expressed their gratitude to Dr. Williams for her generosity of spirit and her willingness to travel such a great distance to be with them in Sarawak. They described her as “a prophetic voice emerging from a world scarred by the weight of colonization, arriving in Borneo to remind us not to falter or drag our feet, but to guard and nurture our own treasured languages with renewed vigilance and care.”

The conference also acknowledged the generous support of the Flavell Family Trust Fund (via the Vancouver Foundation) for its contribution to Kelabit language revival projects in Sarawak. This support is playing a meaningful role in strengthening language revitalization efforts and helping to breathe new life into Kelabit heritage, culture, and intergenerational learning.

Together, the conference proceedings reaffirmed the urgency of Indigenous language revitalization and the power of community leadership, solidarity, and sustained support in ensuring that Indigenous languages continue to live, grow, and be spoken for generations to come.

Finally, sincere thanks were extended to Ewa and Trisha at the University of Victoria for their assistance in facilitating the grant that helped make this important work possible. Together, these contributions reflect the power of collaboration, Indigenous leadership, and sustained commitment to ensuring Indigenous languages continue to live, thrive, and be passed on to future generations.

Borneo Post

1st & 2nd photos: In a poignant and powerful moment, Elder Ping La'ing and Dr. Lorna Wanostsa’a7 Williams exchange gifts, symbols of a deep-rooted Indigenous connection, tradition and shared spirit. Photo credited to Agan Urud & Patrick Aching.

1st photo: Dr. Lorna Wanostsa’a7 Williams receives her gift basket, an atib stoked with highland salt and Sarawak black pepper.; 2nd photo: Dr. Lorna Wanostsa’a7 Williams is formally introduced by IED doctoral student Mutang Urud. Photo credited to Agan Urud & Patrick Aching.