Indigenous Open Source Resources: Annotated Guide

Indigenous Open Source Resources: Annotated Guide

This guide intends to connect students with Indigenous open-source resources. The resources listed are for educational purposes and can help contribute to the Maskwacis Cultural College’s mission to inspire students to become intelligent and creative people who will in turn lead, serve, nurture, and bring justice. Each resource listed in this guide contains a citation with a hyperlink to where it is located on the web and details the licensing information that assists in understanding if it can be redistributed or modified. As well, each resource is annotated, containing a categorization, description, author/organization biography, institutional affiliations, and any other necessary notes. Many resources listed were recommended from librarians or from BCcampus OpenED Resources or eCampus Ontario.

After reviewing the resources, it was determined that the guide would contain eleven broad categories.?Some of the categories have numerous resources listed such as Indigenization & Decolonization whereas others only have a single resource listed such as Indigenous Health Care. This demonstrates the patterns of growth in the number of Indigenous open educational resources being published. It illustrates a trend in publishing resources that aid in Reconciliation efforts (i.e., the Indigenization & Decolonization category) and in promoting Indigenous businesses (i.e., the Financial Empowerment & Entrepreneurship category). However, resources pertaining to topics such as culture, language, protocol, and spirituality do not have as many resources published. While these areas are also important, there may be an orality and protocol offering practice to the knowledge keeper which in turn impacts the number of resources being produced. We respect and value Indigenous sovereignty and our understanding of Open Practices, “as open as possible and as closed as necessary”.

Within the guide the author biographies are split into those who are Indigenous and those who are non-Indigenous. Care was taken when determining which section each author would be placed into, but there were instances when there was little information provided and based on contextual information, they were placed using best judgment. By separating the Indigenous and non-Indigenous authors it is meant to highlight the partnerships and connections that are being formed. As well, it is meant to demonstrate what skill sets those who are Indigenous and non-Indigenous brought to the creation of these resources which in turn may inspire Indigenous students to also gain expertise in these areas and pursue these professions, thereby allowing Indigenous experts to flourish in all areas.

This guide was developed by Nikki Sauvé as part of a practicum under the supervision of Manisha Khetarpal the Dean of Library and Information Services at the Maskwacis Cultural College.?It is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).

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Table of Contents

1. Indigenization & Decolonization?????????????????????????????????????????????????????????????????????????????????????????4

1.1 Alliance Building in the Academy and in the Community: The Role of Decolonizing & Indigenizing?4

1.2 A Conversation with Dr. Jo-ann Archibald Q’um Q’um Xiiem: The Many Facets of Decolonizing and Indigenizing the Academy?????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????5

1.3 Indigenous Speaker Series: A Conversation with TEL?IN T?E WILNEW Instructor, Ruth Lyall???????5

1.4 Interrupting the Academy: Decolonizing and Indigenizing and What That Means to Curriculum????????6

1.5 Pulling Together: Foundations Guide??????????????????????????????????????????????????????????????????????????????????????????7

1.6 Pulling Together: A Guide for Curriculum Developers??????????????????????????????????????????????????????????????????7

1.7 Pulling Together: A Guide for Front-Line Staff, Student Services, and Advisors??????????????????????????????8

1.8 Pulling Together: A Guide for Leaders and Administrators????????????????????????????????????????????????????????????9

1.9 Pulling Together: A Guide for Teachers and Instructors????????????????????????????????????????????????????????????????9

2. Indigenous Financial Empowerment & Entrepreneurship????????????????????????????????????????10

2.1 Building a Competitive First Nation Investment Climate?????????????????????????????????????????????????????????????10

2.2 Chapter 12. Indigenous Tourism in Introduction to Tourism and Hospitality in BC - 2nd Edition??????11

2.3 Financial Empowerment: Personal Finance for Indigenous and Non-Indigenous People???????????????????12

2.4 Indigenous Speaker Series: A Conversation with co-founder of Sisters Sage, Lynn-Marie Angus??????12

2.5 Indigenous Speaker Series: A Conversation with Mixed First Nations Beader, Lisa Walker?????????????13

3. Indigenous Health Care??????????????????????????????????????????????????????????????????????????????????????????????????????13

3.1 Northern and Indigenous Health and Healthcare?????????????????????????????????????????????????????????????????????????13

4. Indigenous History & Culture???????????????????????????????????????????????????????????????????????????????????????????14

4.1 ECHO: Ethnographic, Cultural and Historical Overview of Yukon's First Peoples??????????????????????????14

4.2 Histories of Indigenous Peoples and Canada??????????????????????????????????????????????????????????????????????????????15

5. Indigenous Languages?????????????????????????????????????????????????????????????????????????????????????????????????????????16

5.1 Bloomfield’s Texts?????????????????????????????????????????????????????????????????????????????????????????????????????????????????16

5.2 Chapter 11. Indigenous Languages in Essentials of Linguistics?????????????????????????????????????????????????????16

6. Indigenous Science & Technology????????????????????????????????????????????????????????????????????????????????????17

6.1 Knowing Home: Braiding Indigenous Science with Western Science, Book 1????????????????????????????????17

6.2 Knowing Home: Braiding Indigenous Science with Western Science, Book 2????????????????????????????????18

7. Indigenous Spirituality & Mythology??????????????????????????????????????????????????????????????????????????????18

7.1 Index of Cree Mythology?????????????????????????????????????????????????????????????????????????????????????????????????????????18

7.2 Learning about Indigenous Spirituality: A conversation with Metis student and mental health advocate, Kyle Durocher????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????19

8. Indigenous Traditional Land & Acknowledgement Statements???????????????????????????????20

8.1 Historical and Contemporary Realities: Movement Towards Reconciliation???????????????????????????????????20

8.2 Indigenous Speaker Series: Land Acknowledgements-A Conversation with Post-Secondary Students 20

9. Indigenous Writing & Publishing????????????????????????????????????????????????????????????????????????????????????21

9.1 Four Feathers Writing Guide????????????????????????????????????????????????????????????????????????????????????????????????????21

9.2 Publishing Indigenous Perspectives Online: How RavenSpace Editors Approach Collaboration????????21

10. Respecting Indigenous Open Sources????????????????????????????????????????????????????????????????????????????22

10.1 Open Dialogues: Daniel Heath Justice?????????????????????????????????????????????????????????????????????????????????????22

10.2 To Open or not to Open & Other Things...???????????????????????????????????????????????????????????????????????????????23

10.3 Perspectives on Openness: Honouring Indigenous Ways of Knowing??????????????????????????????????????????23

11. Working with Indigenous Knowledge Keepers???????????????????????????????????????????????????????????24

11.1 Elder Protocols” by Council for Aboriginal Initiatives???????????????????????????????????????????????????????????????24

11.2 Elders and Traditional Knowledge Keepers: UOttawa Guide to Indigenous Protocols????????????????????24

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1. Indigenization & Decolonization

1.1

Citation: “Alliance Building in the Academy and in the Community: The Role of Decolonizing & Indigenizing” by Dr. Victoria Freeman, Dr. Benita Bunjun, and Dr. Chris Hiller, https://stream.sfu.ca/Media/Play/86830bf83a1c43b38eca5c6c717b54941d, Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0).

Category: Indigenization & Decolonization

Description: This webinar recording is about activists discussing their experiences of relationship building with Indigenous peoples. They explore how relationship building has helped influence them to focus on decolonizing and Indigenizing within the classes that they teach. This webinar includes fifteen-minute lectures from each presenter, a question-and-answer period, and then a conversation between the presenters and the facilitator Dorothy Cucw-la7 Chrisitan.

Indigenous Author Biography: Dorothy Cucw-la7 Chrisitan, the webinars facilitator, is a member of the Secwepemc and Syilx Nations and is the Associate Director of Indigenous Initiatives at Simon Fraser University’s Center for Educational Excellence.

Non-Indigenous Author Biography: Dr. Victoria Freeman is the author of “Distant Relations: How My Ancestors Colonized North America” and works at York University and the University of Toronto. Dr. Benita Bunjun is an Associate Professor in the Department of Social Justice and Community Studies at Saint Mary’s University. Dr. Chris Hiller is an Assistant Professor in Social Development at Renison University College, University of Waterloo.

Institutional Affiliation: Simon Fraser University

Notes:

1.2

Citation: “A Conversation with Dr. Jo-ann Archibald Q’um Q’um Xiiem: The Many Facets of Decolonizing and Indigenizing the Academy” by Dr. Jo-ann Archibald Qum Qum Xiiem, https://www.youtube.com/watch?v=bYpSiCCdocM&feature=youtu.be, Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0).

Category: Indigenization & Decolonization

Description: This webinar recording is about Dr. Jo-anne Archibald Q’um Q’um Xiiem’s work in Indigenizing higher education. She explains different approaches for decolonizing and Indigenizing teaching practices as well as class curriculum. She also details some innovative approaches to teaching, learning, and research. After the presentation is a question-and-answer period.

Indigenous Author Biography: Dr. Jo-ann Archibald Qum Qum Xiiem is from the Sto:lo First Nation. She has worked as a teacher in the Chilliwack School District where she developed the Stó:lō Sitel curriculum with Elders from the Coqualeetza Cultural Centre and other educators. As well, she has worked at the University of British Columbia as the director of the First Nations House of Learning, as the director of the Indigenous teacher education program, as an associate dean for Indigenous education, and as a professor in the Educational Studies Department within the Faculty of Education. She has also published numerous works including “Indigenous Storywork: Educating the Heart, Mind, Body, and Spirit.” Dorothy Cucw-la7 Chrisitan, the webinars facilitator, is a member of the Secwepemc and Syilx Nations and is the Associate Director of Indigenous Initiatives at Simon Fraser University’s Center for Educational Excellence.

Institutional Affiliation: Simon Fraser University

Notes:

1.3

Citation: “Indigenous Speaker Series: A Conversation with TEL?IN T?E WILNEW Instructor, Ruth Lyall” by Ruth Lyall, https://bccampus.ca/event/indigenous-speaker-series-a-conversation-with-teltin-tte-wilnew-instructor-ruth-lyall/, Creative Commons Attribution 4.0 International License (CC BY 4.0).

Category: Indigenization & Decolonization

Description: This is a recording of a webinar in conversation with Ruth Lyall. Ruth facilitates TEL?IN T?E WILNEW: Understanding Indigenous Peoples at Camosun College, which is an award-winning course about Indigenous world view, colonization’s impacts, and how to develop new teaching and learning methods. In this conversation she shares her insights about Indigenous engagement in higher education.

Indigenous Author Biography: Ruth Lyall is from the Kwikwasut’inuxw Nation on her mother’s side and is English on her fathers.?She is a loving mother, grandmother, and auntie and has worked to learn and share Kwakwaka’wakw teachings with her family and her community. She has a master’s degree in social work from the University of Victoria and has worked in post-secondary Indigenous education and non-profit organizations.

Institutional Affiliation: The University of British Columbia; Camosun College

Notes:

1.4

Citation: “Interrupting the Academy: Decolonizing and Indigenizing and What That Means to Curriculum” by Justin Wilson, Shirley Hardman, and Shelly Johnson, https://www.youtube.com/watch?v=CqASXOfihAI&feature=youtu.be, Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0).

Category: Indigenization & Decolonization

Description: This webinar recording is about Indigenous scholars discussing their perspectives on the challenges faced when interrupting colonial practices in academia. They share how they have worked on decolonizing and Indigenizing classes by integrating Indigenous methods of teaching and learning. Presentations are given by three Indigenous scholars and then there is a question-and-answer period.

Indigenous Author Biography: Justin Wilson is Haí?zaqv, Deutsch, and Guatemalan.?He is the department coordinator of Aboriginal Studies Faculty at Langara College, he is a psychology professor at Capilano University, and he is the co-chair at the Federation of Post-Secondary Educators Decolonization, Reconciliation and Indigenization standing committee. Shirley Hardman is a member of the Shxwha:y Village and is the Senior Advisor on Indigenous Affairs at the University of the Fraser Valley. Shelly Johnson is Saulteaux/Ojibway from Keeseekoose First Nation in Treaty 4 territory and is the Canada Research Chair of Indigenizing Higher Education at Thompson Rivers University. Dorothy Cucw-la7 Chrisitan, the webinars facilitator, is a member of the Secwepemc and Syilx Nations and is the Associate Director of Indigenous Initiatives at Simon Fraser University’s Center for Educational Excellence.

Institutional Affiliation: Simon Fraser University

Notes:

1.5

Citation: “Pulling Together: Foundations Guide” by Kory Wilson, https://opentextbc.ca/indigenizationfoundations/, Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC 4.0).

Category: Indigenization & Decolonization

Description: This guide aims to teach public post-secondary staff how to Indigenize their institutions and inform their own professional practices by broadening their knowledge about Indigenous Peoples. It provides information about Indigenous Peoples histories and cultures, examines colonization and its impacts, and explores the concept of decolonization and the challenges it faces due to institutionalized racism.

Indigenous Author Biography: Kory Wilson is Musgamagw Tsawataineuk and Laich-Kwil-Tach which are both a part of the Kwakwaka’wakw Nation.?She is currently the Executive Director of Indigenous Initiatives and Partnerships at the British Columbia Institute of Technology. She has over twenty years of postsecondary education experience and is passionate about ensuring Aboriginal Learners succeed.

Institutional Affiliation: BC Campus

Notes:?

1.6

Citation: “Pulling Together: A Guide for Curriculum Developers” by Asma-na-hi Antoine, Rachel Mason, Roberta Mason, Sophia Palahicky, and Carmen Rodriguez de France, https://opentextbc.ca/indigenizationcurriculumdevelopers/, Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC 4.0).

Category: Indigenization & Decolonization

Description: This guide has been developed to assist staff members from post-secondary institutions in learning about respecting, honouring, and integrating Indigenous matters such as history, culture, and knowledge into their curriculum. This guide teaches post-secondary staff how to understand Indigenization, how to integrate Indigenous epistemologies and pedagogies, how to begin building relationships with Indigenous communities, and how to incorporate all of this into curriculum. It also assists readers in learning how to recognize one’s own role within the process of Indigenization and Reconciliation and how to best assist in promoting systemic change.

Indigenous Author Biography: Asma-na-hi Antoine is from the Toquaht Nation of the Nuu-chah-nulth Lands and is the Director of Indigenous Engagement at Royal Roads University where she is in charge of implementing an Indigenous engagement strategy to help implement the Truth and Reconciliation Commission of Canada recommendations. Carmen Rodriguez de France is of Kickapoo and Mexican heritage and is an instructor at the University of Victoria where she teaches about Indigenous education and pedagogy.

Non-Indigenous Author Biography: Rachel Mason is the owner of Arrive Consulting an organization focused on learning, self-determination and cultural resurgence, and reconciliation. Roberta Mason is the Associate Vice-President for the Student and Academic Services at Royal Roads University. Sophia Palahicky develops courses and programs at Royal Roads University that aim to enhance collaborative learning, team based learning, and social constructivist learning.

Institutional Affiliation: BC Campus

Notes:

1.7

Citation: “Pulling Together: A Guide for Front-Line Staff, Student Services, and Advisors” by Ian Cull, Robert L.A. Hancock, Stephanie McKeown, Michelle Pidgeon, and Adrienne Vedan, https://opentextbc.ca/indigenizationfrontlineworkers/, Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC 4.0).

Category: Indigenization & Decolonization

Description: This guide is designed to assist post-secondary front line staff members in how to best support Indigenous students. It begins by explaining decolonization, Indigenization, and reconciliation. Then it examines who Indigenous students are, explains how Indigenous worldviews better supports students, and how this can be brought together to form an Indigenized student services department.

Indigenous Author Biography: Ian Cull is a member of the Dokis First Nation and has worked as the Senior Advisor on Indigenous Affairs at the University of British Columbia’s Okanagan campus for over fifteen years, he is now retired.?Robert L.A. Hancock is Cree-Metis on his mother’s side and English on his fathers, he is an Adjunct Assistant Professor of Anthropology at the University of Victoria. Michelle Pidgeon is of Mi’kmaq ancestry and works at Simon Fraser University where she is an Associate Professor at the Faculty of Education, an Associate Dean, Indignity, Faculty of Education, and the Director at the Centre for the Study of Educational Leadership and Policy.?Adrienne Vedan is a member of the Okanagan Indian Band and is the Senior Advisor on Indigenous Affairs at the University of British Columbia.

Non-Indigenous Author Biography: Stephanie McKeown is the Chief Institutional Research Officer at the University of British Columbia’s Vancouver and Okanagan campuses.

Institutional Affiliation: BC Campus

Notes:

1.8

Citation: “Pulling Together: A Guide for Leaders and Administrators” by Sybil Harrison, Janice Simcoe, Dawn Smith, and Jennifer Stein https://opentextbc.ca/indigenizationleadersadministrators/, Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC 4.0).

Category: Indigenization & Decolonization

Description: This guide has been produced to help educate post-secondary staff members about Indigenization through interviews with Indigenous people and post-secondary leaders who have inspired change. It is structured around seven stages that represent the journey towards Indigenization.

Indigenous Author Biography: Janice Simcoe is a member of the Chippewas of Rama First Nation and is the Director of Eyē? Sq?’lewen, the Center for Indigenous Education and Community Connections, at Camosun College. Dawn Smith is Nuu-chah-nulth from Ehattesaht and is a professor at the University of Victoria where her research focuses on Nuu-chah-nulth self-determination, decolonization, feminism, and more.

Non-Indigenous Author Biography: Sybil Harrison is the Director of Learning Services at Camosun College where she specializes in open resources, privacy for online instruction, copyright, LinkedIn Learning, and library policy. Jennifer Stein is an instructional designer at Camosun College.

Institutional Affiliation: BC Campus

Notes:

?1.9

Citation: “Pulling Together: A Guide for Teachers and Instructors” by Bruce Allan, Amy Perreault, John Chemoweth, Dianne Biin, Sharon Hobenshield, Todd Ormiston, Shirley Anne Hardman, Louise Lacerte, Lucas Wright, and Justin Wilson, https://opentextbc.ca/indigenizationinstructors/, Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC 4.0).

Category: Indigenization & Decolonization

Description: This guide is designed to educate post-secondary teachers about Indigenization, decolonization, and reconciliation with the goal of supporting systemic change. It will help teachers to locate themselves, explore Indigenous worldviews and pedagogies, integrate relational protocols ethically, and build an Indigenized practice.

Indigenous Author Biography: Bruce Allan is of the Stellat’en First Nation and has taught Aboriginal Studies at the College of New Caledonia for over thirty years. Amy Perreault is Red River Métis and European, she works at the University of British Columbia’s as the Senior Strategist, Indigenous Initiatives at the Centre for Teaching, Learning and Technology. John Chemoweth is a member of the Okanagan Nation and works at the Nicola Valley Institute of Technology where he is the Dean of Community Education and Applied Programs. Dianne Biin is from the Tsi Del Del community in Tsilhqot’in territory, she is the Director of Indigenous Education and Engagement at Selkirk College. Sharon Hobenshield is Wilp Malii from the Gitxsan First Nation and German; she is the Director of Aboriginal Education at Vancouver Island University. Todd Ormiston is Northern Tutchone/Tlingit and is a Chair of Indigenous Studies at Camosun College.?Shirley Anne Hardman is a member of the Shxwha:y Village and is the Senior Advisor on Indigenous Affairs at the University of the Fraser Valley. Louise Lacerte is a member of the Lake Babine Nation and works as a Language and Culture Director where she works on developing curriculum for the school system. Justin Wilson is Haí?zaqv, Deutsch, and Guatemalan.?He is the department coordinator of Aboriginal Studies Faculty at Langara College, he is a psychology professor at Capilano University, and he is the co-chair at the Federation of Post-Secondary Educators Decolonization, Reconciliation and Indigenization standing committee.

Non-Indigenous Author Biography: Lucas Wright is the Senior Educational Consultant at the University of British Columbia where he helps faculty and staff in integrating technology into their teaching practices.?

Institutional Affiliation: BC Campus

Notes:

2. Indigenous Financial Empowerment & Entrepreneurship

2.1

Citation: “Building a Competitive First Nation Investment Climate” by the Tulo Centre of Indigenous Economics, https://open.bccampus.ca/browse-our-collection/find-open-textbooks/?uuid=c697cab4-1f32-4eb0-874a-669f8405adcc&contributor=&keyword=&subject=, Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).

Category: Indigenous Financial Empowerment & Entrepreneurship

Description: This textbook has been designed for those interested in First Nation and tribal governments building an investment climate that is strong and competitive. Topics within the textbook include introducing institutional and Indigenous economies. It covers the investment climate and transaction costs as well as how to establish property rights systems to facilitate investment and the legal framework that is necessary to support investment. Finally, it covers three elements of a competitive First Nation investment climate which are a fiscal framework, a building infrastructure framework, and an administration framework.

Group Biography: The Tulo Centre of Indigenous Economics is a nonprofit institution located in Kamloops, British Columbia that offers applied research and a training home for Indigenous people. Their programs are university accredited and aim to provide students with innovative tools that will support economic development as well as wealth creation within First Nations land to serve and power these communities for generations to come.

Institutional Affiliation: BC Campus

Notes:

2.2

Citation: “Chapter 12. Indigenous Tourism in Introduction to Tourism and Hospitality in BC - 2nd Edition” by Suzanne de la Barre, Frank Brown, Rob Ferguson, and David Pinel, https://opentextbc.ca/introtourism2e/part/indigenous-tourism/, Creative Commons Attribution 4.0 International License (CC BY 4.0).

Category: Indigenous Financial Empowerment & Entrepreneurship

Description: This textbook chapter aims to educate about Indigenous Tourism. It explains what the socio-political context is currently for Indigenous tourism at both a local and global scale. As well, it explores how tourism is impacted by colonialism, the steps taken to uphold Indigenous rights relating to tourism, and how Indigenous tourism has evolved. It also teaches about how to strengthen Indigenous tourist businesses through understanding community and market readiness as well as the concept of authenticity and its challenges. Finally, it explores the significance of community involvement and partnerships and how this industry is valuable.

Indigenous Author Bibliography: Frank Brown is a Hereditary Chief and a member of the Heiltsuk Nation from Bella Bella as well as a professor at Simon Fraser University where he teaches about resource and environmental management. He also is the executive producer and co-curator of a travelling exhibition called the Sacred Journey and has received an Honorary Doctorate of Law from Vancouver Island University. As well, he has helped develop and implement an Aboriginal Eco-Tourism program with the Heiltsuk Tribal Culture, North Island College, and Vancouver Island University. David Pinel notes that he is an honorary member of the Ka:'yu:'k't'h'/Che:k:tles7et'h' First Nations through adoption into 2 families. He is a faculty member at North Island College’s Adventure Guiding and Tourism and Hospitality program and has helped in the development and delivery of the Aboriginal Ecotourism Training Program since he has experience managing a sea kayaking company called West Coast Expeditions.

Non-Indigenous Author Bibliography: Suzanne de la Barre works at Vancouver Island University where she is a faculty member within the Department of Recreation and Tourism Management, the Mast of Arts in Sustainable Leisure Management Program, and the Aboriginal Ecotourism Training Program. She is also a founding program developer as well as a faculty member for the University of the Arctic’s Graduate Certificate in Northern Tourism. Her research interests include cultural economics, community economic development, tourism, Yukon, and the Arctic. Rob Ferguson works at Vancouver Island University where he is a part of the Recreation and Tourism Program Administration team.?He is interested in exploring the human experience that occurs when participating in leisure interactions and much of his research focuses on Aboriginal tourism and how it fosters cultural resilience.

Institutional Affiliation: BC Campus; West Coast Expeditions

Notes:

2.3

Citation: “Financial Empowerment: Personal Finance for Indigenous and Non-Indigenous People” by Bettina Schneider, https://financialempowerment.pressbooks.com/, Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA 4.0).

Category: Indigenous Financial Empowerment & Entrepreneurship

Description: This textbook integrates Indigenous and non-Indigenous perspectives to educate about personal finance as well as financial planning. It uses information and examples that come from Elders, the economy, and the Canadian financial system. It is aimed to teach people how to assess financial risk, make sound decisions, and achieve their intended financial success. Topics in this textbook include learning basic skills, knowledge, and context. It also covers how to achieve your financial goals and how to protect what is important to you. Finally, it includes topics that help individuals plan for their future.

Non-Indigenous Author Bibliography: Bettina Schneider is a business and public administration professor at the Department of Indigenous Science, Environment and Economic Development at the First Nations University of Canada. She is also the associate vice-president academic at this university. Her research interests include: Indigenous community and economic development; Indigenous financial institutions; Indigenous relevant business and financial literacy curriculum; and Indigenous social entrepreneurship. Her expertise includes community economic development, personal finance/financial literacy, and organizational behaviour.??

Institutional Affiliation: University of Regina Press; Pressbooks

Notes:

2.4

Citation: “Indigenous Speaker Series: A Conversation with co-founder of Sisters Sage, Lynn-Marie Angus” by Lynn-Marie Angus, https://bccampus.ca/event/indigenous-speaker-series-a-conversation-with-co-founder-of-sisters-sage-lynn-marie-angus/, Creative Commons Attribution 4.0 International License (CC BY 4.0).

Category: Indigenous Financial Empowerment & Entrepreneurship

Description: This is a recording of a webinar in conversation with Lynn-Marie Angus who with her sister, Melissa-Rae Angus, founded their company Sisters Sage. Launched in 2018, Sisters Sage sells modern self-care and wellness products that are made using traditional Indigenous ingredients. They discuss the unacceptable socio-economic gap that exists between Indigenous and non-Indigenous peoples in Canada and why it is so important to have Indigenous-owned and operated businesses. As well, they discuss the process of how they started their business and how they utilized Indigenous traditional ingredients in contemporary ways to create meaningful products.

Indigenous Author Biography: Lynn-Marie Angus and her sister Melissa-Rae are from the Gitxaala, Nisga’a, and Métis nations. Lynn-Marie graduated from the Aboriginal Management Program at the University of British Columbia and from the Project Management Program at British Columbia’s Institute of Technology. She used to work for a high-rise construction company.?Melissa-Rae worked in a kitchen at a woman’s shelter before taking maternity leave.?She realized that she needed to start a business to become financially independent so with her sister they founded Sister Sage.

Institutional Affiliation: The University of British Columbia; Sister Sage

Notes:

2.5

Citation: “Indigenous Speaker Series: A Conversation with Mixed First Nations Beader, Lisa Walker” by Lisa Walker, https://bccampus.ca/event/indigenous-speaker-series-a-conversation-with-mixed-first-nations-beader-lisa-walker/, Creative Commons Attribution 4.0 International License (CC BY 4.0).

Category: Indigenous Financial Empowerment & Entrepreneurship

Description: This recording is from a webinar with Lisa Walker who is an Indigenous artist from Kitimat. Lisa is a contemporary Indigenous beader and her business, lisa.beading, has sold over three hundred pairs of earrings.?As well, Lisa has received a grant to work on a project called Beaded Memories. She discusses how beading is medicine for her as she works to decolonize her life.

Indigenous Author Biography: Lisa Walker is Haisla First Nation and British. She obtained a bachelor’s in photography from Emily Carr University of Art and Design.?She now beads full time.

Institutional Affiliation: The University of British Columbia; lisa.beading

Notes:

3. Indigenous Health Care

3.1

Citation: “Northern and Indigenous Health and Healthcare” by Heather Exner-Pirot, Bente Norbye, and Lorna Butler, https://openpress.usask.ca/northernhealthcare/, Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).

Category: Indigenous Health Care

Description: This textbook is about health care in northern communities. It covers various themes such as community health in northern and Indigenous communities as well as the social determinants and structural impacts on northern and Indigenous health. Other topics include culture and health, innovations in northern health care, and what it means to professionally practice in northern and Indigenous communities.

Non-Indigenous Author Bibliography: Heather Exner-Pirot has over fifteen years of experience with Indigenous and northern economic development, health, governance, and post-secondary education. She works at Morris Interactive, a consulting firm, that works on strategy and research for pro-development Indigenous groups where she consults with First Nations, Métis organizations and municipalities. As well, she is the Managing Editor of the Arctic Yearbook, a board member with the Saskatchewan Indigenous Economic Development Network, the Arctic Institute, and the Canadian Rural Revitalization Foundation. She is also part of the GlobalArctic Mission Council as well as a former chair of the Canadian Northern Trust. Bente Norbye is the leader of a research Group of Health Professional Education and is a professor at the Centre for Faculty Development at UiT the Arctic University of Norway. Lorna Butler is a professor and dean within the Faculty of Nursing at the University of New Brunswick. The majority of her work focuses on using robotics to determine the determinant of health through connecting Indigenous communities located in rural or remote areas.

Institutional Affiliation: University of Saskatchewan

Notes:

4. Indigenous History & Culture

4.1

Citation: “ECHO: Ethnographic, Cultural and Historical Overview of Yukon's First Peoples” by Victoria Elena Castillo, Christine Schreyer, and Tosh Southwick, https://pressbooks.bccampus.ca/echoyukonsfirstpeople/, Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License (CC BY-NC-ND 4.0).

Category: Indigenous History & Culture

Description: This handbook contains recent research regarding Yukon First Nations Peoples. It includes interviews with people who helped assist with research about the significance of community-based research. Topics within the handbook include a discussion on who the Yukon’s First Peoples are. It also details the archaeology of the Yukon’s landscape and ethnographic research of the traditional lifeways of the Yukon’s First Nations Peoples. As well, it details the Yukon First Nations Peoples relationships with newcomers and how their governance structure is set up.?It also includes a section on artistic expression and entertainment.

Indigenous Author Bibliography: Tosh Southwick belongs to the wolf moiety and is a Citizen of Kluane First Nation. She is the associate vice president of Indigenous Engagement and Reconciliation at Yukon College where she oversees the First Nations Initiatives Office which is tasked with ensuring that education and training needs are being met for the fourteen Yukon First Nations communities that the college serves. She is also a mother of three and an auntie to many.

Non-Indigenous Author Bibliography: Victoria Elena Castillo is a historical archaeologist and works at Yukon University where she is the instructor/coordinator of the Heritage and Culture program and teaches classes about anthropology, archaeology, gender and anthropology, and Indigenous history. Christine Schreyer is a professor who teaches courses in linguistic anthropology at the University of British Columbia, Okanagan campus and her research focuses on language documentation and revitalization as well as the relationship between created language and endangered language communities. She is also a professional language creator.

Institutional Affiliation: BC Campus

Notes:

4.2

Citation: “Histories of Indigenous Peoples and Canada” by John Belshaw, Sharah Nickel, and Chelsea Horton, https://histindigenouspeoples.pressbooks.tru.ca, Creative Commons Attribution 4.0 International License (CC BY 4.0).

Category: Indigenous History & Culture

Description: This textbook was developed to support a new history course at the Thompson Rivers University – Open Learning. The course was created in response to the Calls to Action of the Truth and Reconciliation Commission and the textbook discusses what the Indigenous Americas were like in the past. It then explores Indigenous commerce and diplomacy as European goods were introduced within the economy. Next, it unpacks our history of colonialism and how this contributes to the culture crisis as well as how it influences the challenges faced in changing this. It concludes with a chapter describing how we are just at the beginning of the Truth and Reconciliation movement.

Indigenous Author Bibliography: Sharah Nickel is Tk'emlupsemc (Kamloops Secwepemc), French Canadian and Ukrainian. She worked at the Department of Indigenous Studies at the University of Saskatchewan for five years before joining the Department of History and Classics at the University of Alberta.

Non-Indigenous Author Bibliography: John Belshaw is a writer, a consultant, and an online history professor at Thompson Rivers University.?He enjoys running, writing fiction, and cycling. Chelsea Horton has a Ph.D. in Indigenous history from the University of British Columbia. She is a research consultant that has worked extensively with First Nations people and is a historian and educator that has taught and developed curriculum at several universities within British Columbia.

Institutional Affiliation: Thompson River University

Notes:

5. Indigenous Languages

5.1

Citation: “Bloomfield’s Texts” collected/published by Leonard Bloomfield and programmed/presented by Aaron Fay, https://bloomfield.kiyanaw.net/, public domain.

Category: Indigenous Languages

Description: This website presents the texts collected by Leonard Bloomfield in 1930.?The website contains links to over eighty stories that are written in both Cree and English.?Since these texts were part of the public domain, the Internet Archive made them available, but this new presentation represents another strategy to further collect, preserve, and make available these stories which is an endeavor that began nearly a hundred years ago.

Indigenous Author Biography: Aaron Fay is skilled at programming and at presenting information which has allowed these stories to be archived in this user-friendly fashion.?Information pertaining to Aaron was difficult to locate, but Aaron is likely Indigenous and the Cree Literacy Network states that Aaron is heavily committed to learning the Cree language.

Non-Indigenous Biography: Leonard Bloomfield was a linguist who was commissioned by the National Museum of Canada to record stories from master speakers and storytellers which became the book that was published in the 1930s called Sacred Stories of the Sweet Grass Cree.

Institutional Affiliation: University of Alberta’s AltLab, Internet Archive

Notes:

5.2

Citation: “Chapter 11. Indigenous Languages in Essentials of Linguistics” by Catherine Anderson, https://ecampusontario.pressbooks.pub/essentialsoflinguistics/part/chapter-11/, Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).

Category: Indigenous Languages

Description: This textbook chapter is about Indigenous languages. The chapter details how the settler government actively worked to endanger Indigenous languages. It also covers the importance of language in crafting Indigenous people’s identities. As well, it notes the skill sets that linguists’ can offer to help Indigenous Peoples in revitalizing and preserving their languages. It details preserving and learning the Mohawk language as well as learning about Mohawk culture. It also covers creating materials for teaching Mohawk and how speaking Mohawk is vital in reconciliation efforts.

Non-Indigenous Author Bibliography: Catherine Anderson is an associate professor at McMaster University where she is a director of the Gender and Social Justice Program and a teaching professor in the Department of Linguistics and Languages. She lives in Hamilton, Ontario on the traditional territory of Haudenosonee and Anishnaabe nations lands with her partner and school-aged twins.

Institutional Affiliation: McMaster University; Pressbooks

Notes:

6. Indigenous Science & Technology

6.1

Citation: “Knowing Home: Braiding Indigenous Science with Western Science, Book 1” edited by Gloria Snively and Wanosts’a7 Lorna Williams, https://pressbooks.bccampus.ca/knowinghome/, Creative Commons Attribution NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0).

Category: Indigenous Science & Technology

Description: This textbook teaches about Indigenous scientific knowledge and technology. It explores the values of Indigenous science and how it helps humans to better understand their relationships with each other as well as with the land, water, and all other creations. These perspectives provide insight into the ethics of environmental science that will assist in solving the current environmental challenges we face. As well, the textbook introduces the metaphor of braiding Indigenous and Western science together to form a relationship filled with reciprocity.?The textbook first introduces theoretical, historical, and epistemological foundations. It then details how to understand and acknowledge Indigenous science. Next, it helps teach how to understand children’s ideas, beliefs, and worldviews. Finally, it provides chapters dedicated to specific forms of Indigenous science curriculum.

Indigenous Author Bibliography: Wanosts’a7 Lorna Williams is a member of the Lil’wat First Nation of Mount Currie, British Columbia. She has worked as a Canada Research Chair in Education and Linguistics and as a Professor Emerita of Indigenous Education, Curriculum and Instruction at the University of British Columbia. Lorna has also assisted in developing a writing system for Lil’wat and co-authored the first curriculum to teach this language in schools which is still used today. She was instrumental in the development of a mandatory Indigenous education course for all teachers to take in British Columbia.

Non-Indigenous Author Bibliography: Gloria Snively is a Professor Emerita of Science, Environmental, and Marine Education at the Faculty of Education at the University of Victoria. She is a former primary school teacher and helped form the Northwest Association of Marine Educators. Gloria has written other books, mainly for children, that teach about marine biology.

Institutional Affiliation: BC Campus

Notes:

6.2

Citation: “Knowing Home: Braiding Indigenous Science with Western Science, Book 2” edited by Gloria Snively and Wanosts’a7 Lorna Williams, https://pressbooks.bccampus.ca/knowinghome2/, Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA 4.0).

Category: Indigenous Science & Technology

Description: This textbook is a continuation on braiding Indigenous science with Western science. It teaches about how Indigenous scientific knowledge is crucial for teaching environmental ethics that will help solve the current environmental issues that we are facing. The textbook begins by introducing research foundations of Indigenous science. It then provides a metaphorical study to discuss topics such as colonization, resistance, and revitalization of culture as well as cultural beliefs and values in Indigenous science. Finally, it includes a discussion on culturally appropriate curriculum projects.

Indigenous Author Bibliography: Wanosts’a7 Lorna Williams is a member of the Lil’wat First Nation of Mount Currie, British Columbia. She has worked as a Canada Research Chair in Education and Linguistics and as a Professor Emerita of Indigenous Education, Curriculum and Instruction at the University of British Columbia. Lorna has also assisted in developing a writing system for Lil’wat and co-authored the first curriculum to teach this language in schools which is still used today.?She was instrumental in the development of a mandatory Indigenous education course for all teachers to take in British Columbia.

Non-Indigenous Author Bibliography: Gloria Snively is a Professor Emerita of Science, Environmental, and Marine Education at the Faculty of Education at the University of Victoria. She is a former primary school teacher and helped form the Northwest Association of Marine Educators. Gloria has written other books, mainly for children, that teach about marine biology.

Institutional Affiliation: BC Campus

Notes:

7. Indigenous Spirituality & Mythology

7.1

Citation: “Index of Cree Mythology” edited by Kevin Brousseau, https://creemyths.wordpress.com/, note that each mythological story states its original source or states if it is within the public domain.

Category: Indigenous Spirituality & Mythology

Description: This website is a work-in-progress that is striving to index all mythology of Cree-speaking peoples. It lists each mythological story alphabetically, includes their sources, and the actual story if it has become part of the public domain.

Indigenous Author Bibliography: Kevin Brousseau is Cree from Waswanipi. Before becoming a medical doctor, he completed a Master’s degree in Linguistics from the Université du Québec à Montréal. He loves languages and is able to speak Cree, English, and French. Much of his life has been spent promoting Cree language and culture. He has translated and edited numerous children’s books and has published dictionaries, glossaries, and linguistics articles in the Cree language.

Institutional Affiliations: Besides the Index of Cree Mythology, Kevin Brousseau is a part of two other online projects which are the Dictionary of Moose Cree and the Lexical Roots of Old Cree.?He also runs Kepin’s Cree Language Blog.

Notes:?An attempt was made to contact Dr. Kevin Brosseau to confirm the license information of his website, but a valid email was unable to be located.?Three emails were tried, but were all returned to sender.

7.2

Citation: “Learning about Indigenous Spirituality: A conversation with Metis student and mental health advocate, Kyle Durocher” by Kyle Durocher, https://bccampus.ca/event/learning-about-indigenous-spirituality-a-conversation-with-metis-student-and-mental-health-advocate-kyle-durocher/, Creative Commons Attribution 4.0 International License (CC BY 4.0).

Category: Indigenous Spirituality & Mythology

Description: This webinar is in conversation with Kyle Durocher who discusses his journey learning about Indigenous spirituality. He discusses what it means to him and how he works to incorporate it within his daily life. After Kyle’s presentation, he has a discussion with the webinar host, Rebecca Shortt, and then there is a question-and-answer period.

Indigenous Author Bibliography: Kyle Durocher is Métis from Buffalo Lake Metis Settlement in Alberta. He attends the Northern Alberta Institute of Technology where he is a business management student and he is an advocate for mental health.

Institutional Affiliation: BC Campus

Notes:

8. Indigenous Traditional Land & Acknowledgement Statements

8.1

Citation: “Historical and Contemporary Realities: Movement Towards Reconciliation” by Susan Manitowabi, https://ecampusontario.pressbooks.pub/movementtowardsreconciliation/, Creative Commons Attribution NonCommercial 4.0 International License (CC BY-NC 4.0).

Category: Indigenous Traditional Land & Acknowledgement Statements

Description: This textbook has been designed to teach social welfare issues within an Honours Bachelor of Indigenous Social Work Program, but it can also be used for sociology, education, law and justice, and architecture classes. It teaches the historical and cultural significance of the lands that make up the Robinson-Huron Treaty area and the Greater Sudbury Manitoulin area through chapters that cover the Indigenous stories and their historical significance, the impact of colonial history on Indigenous Peoples, the forms of resistance to colonization, the re-emergence of Indigenous knowledge and culture, the reconciliation efforts, and the ways in which Indigenous and Western approaches can be braided together. The creator of this textbook hopes that others can use it as an example to create similar resources to document Indigenous stories from other areas.

Indigenous Author Biography: Susan Manitowabi is an Ansihinaabekwe from Wigwaskinaga and a member of the mkwa dodem (bear clan).?She is the Interim Associate Vice-President at Laurentian University’s Office of Academic and Indigenous Programs, as well as a professor in the Social Work department.

Institutional Affiliation: Laurentian University

Notes:

8.2

Citation: “Indigenous Speaker Series: Land Acknowledgements – A Conversation with Post-Secondary Students” by Lynzee West, Ceci Raweater, Jill Stephens, and Alicia Hibbert, https://bccampus.ca/event/indigenous-speaker-series-land-acknowledgements-a-conversation-with-post-secondary-students/, Creative Commons Attribution 4.0 International License (CC BY 4.0).

Category: Indigenous Traditional Land & Acknowledgement Statements

Description: This recording is from a webinar with Indigenous post-secondary students and workshop leaders. It is about the importance of land acknowledgements and tips on things to add to your own land acknowledgement. It includes a question-and-answer period.

Indigenous Author Biography: Lynzee West is a member of the Gitxsan and Haisla nations, a second-generation Indian School survivor, a mother to three children, and a student in the Bachelor of Education program at the University of British Columbia. Ceci Raweater is Blackfoot member of the Siksika Nation and a student at the University of British Columbia. Jill Stephens has roots in the Nisga’a territory and is a First Nations Access Coordinator at Coast Mountain College. Alicia Hibbert is Métis and is the Senior Lead, Workplace Wellbeing Strategies at the University of British Columbia.

Institutional Affiliation: The University of British Columbia

Notes:

9. Indigenous Writing & Publishing

9.1

Citation: “Four Feathers Writing Guide” by RRU libguide, https://library.royalroads.ca/four-feathers-writing-guide, ownership belongs to the Coast Salish Nation.

Category: Indigenous Writing & Publishing

Description: This guide presents approaches to support Indigenous students’ development as academic writers through traditional Coast Salish teachings.?While it centers around Coast Salish teachings it may also be applied to other Indigenous communities although not all teachings will be transferable.?This guide teaches how to connect oral traditions with academic writing, how to develop a vision, how to gather information, how to identify knowledge, and how to share your voice.

Acknowledgements: Theresa Bell is the manager of Blended Learning Success at Royal Roads University and put this guide together.?Theresa states that it would not be possible without Elder Shirley THE-LA-ME-Yé Alphonse (Cowichan Nation) and Elder D. Nadine TE??IE Charles (Scia’new Nation) for creating the vision for this project.?Indigenous Knowledge Keepers also contributed greatly, especially Elder Elmer George (Songhees Nation), Chief Gordon Planes (T’Sou-ke Nation), and Elder Arvid Charlie (Cowichan). Dr. Kathy Absolon’s Academic Writing Manual for Aboriginal Students helped inspire this guide. Support was also received from the Heron People, who are Elders and Old Ones from Xwsepsum Nation, Lekwungen Nation, Scia’new Nation, T’Sou-ke Nation, Tsawout Nation, and Kwakwaka’wakw Nation.?Indigenous Education and Student Services Manager Asma-na-hi Antoine, who is Nuu-chah-nulth from Toquaht Nation, helped make sure this guide was completed.

Institutional Affiliation: Royal Roads University

Notes: Ownership of this guide remains in perpetuity of the appropriate Nation and cannot be re-used without obtaining explicit permission.

9.2

Citation: “Publishing Indigenous Perspectives Online: How RavenSpace Editors Approach Collaboration” by Meaghan McAneeley and Crystal Chan, https://bccampus.ca/event/publishing-indigenous-perspectives-online-how-ravenspace-editors-approach-collaboration/, Creative Commons Attribution 4.0 International License (CC BY 4.0).

Category: Indigenous Writing & Publishing

Description: This is a recording of a webinar about RavenSpace, a digital platform that has been designed to support and publish Indigenous community-based research. The focus of this platform is to share Indigenous knowledge while also protecting it by allowing those who publish materials to maintain the rights to decide how these materials can be accessed and who is allowed to access them.

Non-Indigenous Author Biography: Meaghan McAneeley is a Production Managing Editor at UBC Press. Crystal Chan is an editor at UBC Press.

Institutional Affiliation: The University of British Columbia; RavenSpace

Notes: ??????????

10. Respecting Indigenous Open Sources

10.1

Citation: “Open Dialogues: Daniel Heath Justice” by Daniel Heath Justice, https://youtu.be/VrBN8_IGuuw, Creative Commons Attribution 4.0 License (CC BY 4.0).

Category: Respecting Indigenous Open Sources

Description: This video is about Will Engle, a strategist of open education, in conversation with Dr. Daniel Heath Justice.?They discuss Indigenous knowledge in open education and examine topics such as exploitative practices, knowledge connection to communities, relationships of power, and protocols around Indigenous knowledge.

Indigenous Author Biography: Dr. Daniel Heath Justice is a citizen of the Cherokee Nation and is a professor of First Nations and Indigenous Studies as well as English at the University of British Columbia. His work centers around Indigenous literary studies and explores issues of kinship, belonging, sexuality, personhood, and nationhood. Increasingly he is investigating the intersections between speculative fiction, other-than-human peoples, and Indigenous literatures.

Institutional Affiliation: University of British Columbia

Notes:

10.2

?Citation: “To Open or not to Open & Other Things...” by Kory Wilson, https://video.bccampus.ca/media/Open+Textbook+Summit%2C+May+24-25%2C+2017+Keynote+Speaker+Kory+Wilson/0_ni8i1w6q, , Creative Commons Attribution 4.0 International License (CC BY 4.0).

Category: Respecting Indigenous Open Sources

Description: This recording is of Kory Wilson’s keynote speech at the Open Textbook Summit.?It addresses how to uphold open pedagogy’s values while remaining respectful when approaching Indigenous knowledge. It also covers First Nations access to the internet and explores the topic of Indigenous place and space. There is an emphasis on Indigenous knowledge that aligns with the four R’s which are Respect, Relevance, Reciprocity, and Responsibility.??

Indigenous Author Biography: Kory Wilson is Musgamagw Tsawataineuk and Laich-Kwil-Tach which are both a part of the Kwakwaka’wakw Nation.?She is currently the Executive Director of Indigenous Initiatives and Partnerships at the British Columbia Institute of Technology. She has over twenty years of postsecondary education experience and is passionate about ensuring Aboriginal Learners succeed.

Institutional Affiliation: BC Campus

Notes:

10.3

Citation: “Perspectives on Openness: Honouring Indigenous Ways of Knowing” by Stacy Allison-Cassin, Rosa Orlandini, Sean Hillier, Alan Ojig Corbiere, Deborah McGregor, Joy Kirchner, and Norda Bell, https://yorkspace.library.yorku.ca/xmlui/handle/10315/38038, Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0).

Category: Respecting Indigenous Open Sources

Description: This webinar can be accessed as a recording or as a transcript. It is a discussion panel for Open Access Week about how to respect Indigenous knowledge while balancing openness. It focuses on Indigenous approaches to research and scholarship.

Indigenous Author Biography: Stacy Allison-Cassin is a citizen of the Métis Nation of Ontario and is on leave from her position as an Associate Librarian at York University to teach as an Assistant Professor at the Faculty of Information at the University of Toronto. Sean Hillier is a queer Mi’kmaw scholar from the Qalipu First Nation who works at York University as an assistant professor at the School of Health Policy and Management, a Special Advisor to the Dean on Indigenous Resurgence in the Faculty of Health, as a Chair of the Indigenous Council, and as a Co-Chair of the Working Group on Anti-Black and Anti-Indigenous racism in the Faculty of Health. Alan Ojig Corbiere is Anishinaabe from M’Chigeeng First Nation on Manitoulin Island, and he is an Assistant Professor at York University as well as a Canadian Research Chair in Indigenous History of North America. Deborah McGregor is Anishinaabe from Whitefish River First Nation, Birch Island, Ontario and an Associate Professor at York University as well as a Canada Research Chair in Indigenous Environmental Justice.

Non-Indigenous Author Biography: Rosa Orlandini is a Data Services Librarian at York University where she specializes in maps, geographic information, and data and statistics. Joy Kirchner is the Dean of Libraries at York University and serves on the President’s Advisory Council on Equity, Diversity and Inclusion. Norda Bell is a Teaching and Learning Librarian at York University, a professor at Seneca College’s Library and Information Technician program, and a founding member of the Visible Minority Librarians of Canada Network.??

Institutional Affiliation: York University

Notes:

11. Working with Indigenous Knowledge Keepers

11.1

Citation: “Elder Protocols” by Council for Aboriginal Initiatives, https://www.ualberta.ca/media-library/ualberta/students/first-peoples-house/documents/elder-protocol.pdf, ? 2012 Council of Aboriginal Initiatives, University of Alberta.

Category: Working with Indigenous Knowledge Keepers

Description: This guide explains various protocols and guidelines to follow when working with Aboriginal Elders. It details the functional role of Elders in Aboriginal communities, how Elders are identified, and who has the authority to identify them. As well, it introduces the Elders Leadership and Resource Council which includes an introduction to First Nations, Métis, and Inuit Elders at the University of Alberta. It also teaches about Qaujimajatuqangit which is traditional Inuit knowledge.

Group Biography: The Council on Aboriginal Initiatives is part of the Office of the Provost and Vice President at the University of Alberta. It was established because the University of Alberta has been striving to implement the Truth and Reconciliation Commission of Canada’s Calls to Action. Its goal is to ensure that a welcoming environment is provided for Indigenous members of the university.

Institutional Affiliation: The University of Alberta

Notes: The guide notes that it may be used or distributed for educational purposes.

11.2

Citation: “Elders and Traditional Knowledge Keepers: UOttawa Guide to Indigenous Protocols” by Indigenous Affairs, https://www2.uottawa.ca/about-us/sites/g/files/bhrskd336/files/2021-09/icca_19_1126_reference_guide_eng_final2.pdf, unknown.

Category: Working with Indigenous Knowledge Keepers

Description: This guide has been designed to teach about the different types of Indigenous traditional knowledge keepers and to provide the best practices to engage and work with them.

Group Biography: Indigenous Affairs is led by Tareyn Johnson who is a member of the Chippewas of Georgina Island. The Office of Indigenous Affairs oversees the University of Ottawa’s Indigenous Action Plan which outlines key Indigenization goals. The Indigenous Affairs team would like to thank the following people for their help with this guide: Maria Campbell, Irvin Sarazin (Pikwakanagan First Nation), Claudette Commanda (Kitigan Zibi Anishinabeg First Nation and Elder-inResidence, Faculty of Law, uOttawa), Joan Tenasco (Language Keeper and Translator, Kitigan Zibi Anishinabeg First Nation), Brenda Macdougall (Academic Delegate and Chair in Métis Research, uOttawa), Amanda Kilabuk (Tungasuvvingat Inuit), Zippie Nochasak (Tungasuvvingat Inuit), Vivi S?rensen, Haudenosaunee Confederacy, Dwight Bero Jr., Sawentanon Skidders, Melanie Neeposh (Cree Nation of Waswanipi), Brock Lewis, Marissa Mills, and The Haudenosaunee Confederacy.

Institutional Affiliation: University of Ottawa

Notes: There is no visible licensing information.?An attempt was made to contact the Indigenous Affairs office, but no response was received.

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