Embracing the Beauty of Colombia: A Heartfelt Journey with the Muisca People

 By Leslie Kirkness, 2nd year MDP Student

Colombia has a unique way of capturing the heart, and my recent adventure here has been extraordinary. From the moment I arrived, I was embraced by the warmth of its culture and the passion of the Muisca people. Sesquilé's breathtaking landscapes are a view and experience I had never seen prior to my arrival. Although the altitude and landscape made it difficult to walk and talk, we persevered. A highlight of my journey has been connecting with the Muisca community, where a calm lifestyle and enriched cultural practices are a way of life that unites the Indigenous people.

Making homemade envueltos       Photo by Rayna Daniels 

The Muisca People have been so generous in allowing us to attend the ceremonies and other cultural practices. Attending local ceremonies has allowed me to experience Colombia's vibrant culture and the Indigenous people whose traditional territory we reside in. The sense of belonging within this community is palpable; I’ve met talented traditional Indigenous people who work hard to keep the culture alive and resilient.

Collaborating with the local Indigenous people has further deepened my appreciation for my culture. I want to return home and work towards revitalizing our traditions for everyone to access. The inclusivity of the Muisca people is a practice that can be transferable across many Indigenous nations, and I know my community back home needs to have that inclusivity incorporated within the community for long-lasting sustainability and increased cultural transmission from one generation to another. As I navigate this beautiful country, I am grateful for the kindness of strangers who have become lifelong friends. I eagerly look forward to coming home and seeing my family; however, I am sad to be leaving the beautiful community, country, and people whom I have come to love.

Barichara

With love and gratitude from Colombia,  
Leslie

On a biocultural walk in Sesquilé

Empowering Communities to Resist and Revitalize at ELP

By Jackie Dormer, 2nd year MDP student

This summer, I have been working at the Endangered Languages Project (ELP) as a Summer Intern. ELP is a U.S.-based nonprofit organization focused on supporting the revitalization of Indigenous and endangered languages around the world through resource development, mentorship, training and learning opportunities, and advocacy.

One of the projects I am currently working on is an organizational growth resource for grassroots organizations involved in language revitalization. This is something that community members have expressed a need for, and something that resonated with me, as someone who co-organizes a community-based collective. This resource includes information about how organizations can engage in strategic planning, how and when to incorporate their organization as a non-profit, and where to find and how to apply for funding. It provides insights into data sovereignty and using technology responsibly, as well as how to build community in a good way. It also highlights some things to look out for and avoid, like predatory funders, mission drift, and vaguely worded MOUs.

ELP has also just released a response to a recent article published by The New Yorker entitled “Sometimes It’s O.K. to Let a Language Die.” The article was highly disappointing as the author perpetuates many harmful colonial narratives about languages and argues that some languages aren't worth revitalizing. Being able to contribute to this response was empowering, as it is often difficult to take the time and energy to respond to these types of publications. With ELP’s directors Amanda and Anna leading this response, along with the ELP staff contributing, I am reminded that there is power in our resistance and our collective voices, especially considering the massive public response and support we’ve received. 

Working with a team of people with such diverse backgrounds and skillsets who all share a common passion for language revitalization has been so rewarding and inspiring. I'm excited to continue contributing in a contract role throughout the remainder of the 2026–27 fiscal year and to keep building on everything I've learned.

Anna Belew, Executive Director (Top) and Jackie Dormer (Below)

Nature-Integrated, Land-Connected, and Community-Based Child Development: My MDP Practicum with Vikashalaya

By Gurpreet Kalsi, final year MDP student 

As part of my Master's in Development Practice (MDP) program at the University of Winnipeg, I am completing a three-month virtual placement with Vikashalaya (ARATI) in India. Vikashalaya is working toward creating a Nature-Integrated Human Society by supporting children to develop strong relationships with nature, their communities, and their culture. During my placement, I have been working on the development of a Child Development Framework for Matrikul, Vikashalaya's child development initiative.
 

Vikashalaya team meeting 

My main responsibility has been researching different approaches to holistic child development and bringing them together into a framework that reflects Vikashalaya's vision. This has involved learning about nature-based education, place-based learning in Santiniketan and Birbhum, and sustainable development approaches. I have also explored publicly available principles of Indigenous land-based education in Canada to better understand how learning through relationships, community, and the natural environment can help support children's development in respectful and meaningful ways.
 
One of the biggest lessons I have taken from this practicum is that education does not only happen inside a classroom. Children learn through spending time outdoors, listening to stories, participating in their communities, observing nature, and building relationships with the people around them. These experiences help develop confidence, responsibility, curiosity, and a sense of belonging.

This placement has given me a deeper appreciation for community-based and nature-integrated approaches to child development. I am thankful to the Vikashalaya team, especially Asit Ghosh, for welcoming me into this project and sharing their vision. I look forward to continuing to learn from this experience and contributing to work that supports children, communities, and sustainable development.

Walking Beside the Mhuysqa in Sesquilé

By Rayna Daniels, 2nd year MDP student

When I first arrived in Sesquilé, a small town in Cundinamarca, Colombia, I knew my Master’s in Development Practice placement would be an opportunity to learn. What I did not expect was how it would change me. Working with Dr. Gabriel Nemogá, our focus has been on Indigenous tourism, exploring ideas and funding that could support the community while honoring Mhuysqa traditions and values. My part of the project has been to analyze a tourism proposal for Sesquilé, compare it with examples from other places, and suggest ways it can strengthen the community.

But the real lessons have come outside the research. The Mhuysqa people have welcomed me into their homes and ceremonies like the temazcal, hoska, and kozmuy where I have learned about spirituality, resilience, and the connection between culture and land. Everyday practices such as gardening, bird watching, and orchid conservation have shown me how environmental stewardship is an important part of daily life.

L-R: Rayna Daniels, Tamara Dionne Stout, Leslie Kirkness, Gabriel Nemogá,, Katherine Castillo & Facundo Saravia

Life in Sesquilé has challenged me to grow in unexpected ways. Learning Spanish has been difficult, but each conversation brings progress and connection. Sharing meals of arepas, ajiaco, and bandeja paisa has opened doors to friendship and laughter. With the support of my colleague Leslie Kirkness, I have built strong relationships and discovered that respect and collaboration are at the heart of meaningful development work.

I have also come to appreciate how tourism, when guided by community voices, can be more than an economic activity. It can be a way of honoring traditions, protecting the land, and creating opportunities that align with local values. Watching how the Mhuysqa blend spirituality, environment, and community together has improved how I think about development itself.

As my time in Sesquilé comes to a close, I see how much it has changed me for the better. Working alongside Dr. Nemogá, learning from the Mhuysqa, and living close to the land have taught me that development is not just about projects or proposals. It is about listening, humility, and walking beside the community as they pave the path forward. 

L-R: Rayna Daniels, Lyda Mamanché, Gabriel Nemogá, Tamara Dionne Stout, & Leslie Kirkness

Finding My Way Back to Education at Gonzaga Middle School

By Britney Champagne, 2nd year MDP student

Taanshi! My name is Britney Champagne, and I am a Red River Métis woman completing my second and final field placement with the MDP program. I had the privilege of working with Gonzaga Middle School (GMS) in Winnipeg’s Point Douglas community.

Gonzaga Middle School (GMS) is an independent middle school serving students in Grades 6 to 8 in Winnipeg’s Point Douglas and North End communities. GMS takes a holistic approach to education, recognizing that student success extends beyond academics. The school combines academic programming with social, emotional, cultural, and spiritual supports while drawing from the Jesuit Nativity educational model and adapting it to meet the needs of the Winnipeg community. Through mentorship, enrichment programming, meals, transportation, extended programming, and its Graduate Support Program, GMS works to reduce barriers and support students throughout their educational journeys. What stood out to me most was the strong sense of community that exists between students, staff, graduates, and families.

During my placement, I worked with the Graduate Department as a researcher. My primary project involved exploring the experiences of GMS graduates after transitioning out of high school. I conducted interviews with graduates, analyzed themes from their experiences, and completed a qualitative report that will support GMS in reflecting on their graduate programming and identifying opportunities to continue strengthening their supports for future students.

Beyond my research role, I had the opportunity to become involved in the broader GMS community. I participated in school events, attended the Grade 8 graduation, connected with graduates and families, and facilitated dance enrichment with a group of Grade 8 girls where we learned a K-pop dance. These experiences allowed me to see the relationships and sense of belonging that GMS has intentionally built within its community.

This placement was especially meaningful because it helped me reconnect with my passion for education. As I completed my Bachelor of Education, I found myself questioning my place in the classroom and what direction I wanted my career to take. My experience at GMS reminded me why I chose education in the first place. Working with students, hearing their stories, and building relationships with them showed me that education is about much more than academics; it is about creating spaces where young people feel valued, supported, and encouraged.

I am incredibly grateful to the GMS community for welcoming me and allowing me to learn from their students, graduates, staff, and families. This placement strengthened my skills as a researcher and educator while reminding me of the importance of relationship-building, community engagement, and listening to the voices of those we work alongside.

 

What is First Nations Data Sovereignty?

By Leona Star, MDP student

The ability of First Nations people to practice their ceremonies, speak their languages, sing their sacred songs, and connect to the lands, waters, and all beings is a direct act of sovereignty that sustains the well-being of their Nations; these practices have been passed on throughout the generations that recognize and uphold the Nations' sovereignty and self-determination. Nations have always acted upon their inherent responsibilities to teach and educate children through the transfer and protection of their cultural and traditional knowledge, which is rooted in their languages, ceremonies, and protocols, in relation to the lands, waters, and all living beings.

Data Sovereignty is not new to First Nations people, as Nations, we have always asserted sovereignty over our information, our data, and stories were carefully held and protected until the transfer of the information and data (i.e.. Songs, ceremonies, teachings, etc.) was ready to be received and cared for in the same way it was given, ensuring the integrity and values continued to be upheld. Walter and Carroll (2020) define Indigenous Data Sovereignty as, “affirm[ing] the rights of Indigenous Peoples to control the collection, access, analysis, interpretation, management, dissemination and reuse of Indigenous data”. First Nations governance and oversight of data are prerequisites for asserting Indigenous Data Sovereignty (IDS). The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) article 31further supports IDS as, “Indigenous peoples’ right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as their right to maintain, control, protect and develop their intellectual property over these” (United Nations, 2007). 

Federation of Sovereign Indigenous Nations (FSIN)

The Federation of Sovereign Indigenous Nations represents 74 First Nations in Saskatchewan. The Federation is committed to honouring the spirit and intent of the Treaties, as well as the promotion, protection and implementation of the Treaty promises that were made more than a century ago.

FSIN is one of 10 regions across Canada working in partnership with the First Nations Information Governance to create stand-alone First Nations Data Centers as a pathway to assert First Nations Data Sovereignty, supporting the needs of the families and Nations they serve.

The FSIN Data Sovereignty team will be hosting online webinars on the following topics:

·        What is First Nations Data Sovereignty?

·        How are First Nations protecting data and information across Canada?

·        What is OCAP, and how have Nations implemented OCAP?

·        What is Free, Prior and Informed Consent and why is it important?

·        What is a First Nations Data Center?

·        What is an Information Sharing Agreement, and how can it support First Nations Data Sovereignty?

For more information, please contact martin.paul@fsin.com or murall.bird@fsin.com

Leona Star and Martin Paul