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

Walking Beside Youth:My Experience with MKO’s Youth Justice Program

By Nowsheen Kamal, 2nd year MDP student

During the summer of 2025, I had the opportunity to work with Manitoba Keewatinowi Okimakanak (MKO) in their Youth Justice Program. I first began learning about the program last fall as part of my Capstone project, and over time I realized how much it brought together the themes of my MDP journey—history, youth justice, structural racism, Indigenous ways of living, sustainability, biocultural conservation, and more. Above all, it allowed me to observe restorative justice in action.

Based in Winnipeg, the Youth Justice Program works in collaboration with Manitoba Justice to support Indigenous youth involved with the criminal justice system. The program reconnects youth with culture, language, and identity through ceremonies, community-based interventions, and reintegration supports with families and home communities. Starting with 50 youth—some incarcerated at the Manitoba Youth Centre, some on probation, others back in communities —the program also works alongside partners such as Selkirk Mental Hospital, Whistling Wind Action Therapy, social workers, probation officers, Reciprocal Consulting, and Marymound.

Over the last year, I have worked with six dedicated team members who put their minds and hearts into addressing issues rather than condemning the person. With them, I participated in a wide range of activities: sweat lodge ceremonies, pipe ceremonies, picnics in the park, pumpkin carving in the fall, bannock-making classes, lunches on day leaves, and board games with a youth at Selkirk Mental Hospital. I saw youth take part in drum-making, medicine pouch workshops using moose hide, and beading sessions with action therapists. I accompanied them to probation appointments, court hearings, and community reintegration meetings, while also helping with practical supports like obtaining SIN numbers, driver’s licenses, or birth certificates. Sometimes it was the smallest details—picking them up safely and on time without them having a phone, remembering their favorite pizza order, or encouraging a quieter youth without pushing their boundaries—that built trust and connection.

One of the strongest memories I carry is from a courtroom, where we sat in a half-circle with a youth before the judge. I watched as each supportive member spoke with voices that grew heavy with emotion—recalling the youth’s growth, recognizing their efforts, and expressing pride in how far they had come. Together, they strategized a path forward, showing that justice can be about collective care and accountability rather than punishment.

This summer, MKO’s Youth Justice Program taught me what healing through restorative justice truly looks like.

Feast After Ceremony – Every gathering ended with a shared feast. MKO staff always made sure the youth felt included, preparing food that reflected their preferences. These moments of eating together created space for connection, care, & laughter.

Housing Policy Development for Inuit Women and Children

By Chelsea Bannatyne, 2nd year MDP student 

Hello! My name is Chelsea Bannatyne, and I recently completed my practicum with the Manitoba Inuit Association (MIA). During my time with MIA, I had the opportunity to work on policy research and development focused on supporting Inuit women and children who are experiencing the impacts of gender-based violence (GBV) and housing insecurity. My work was centered on drafting policy frameworks for the Inuit Women and Children’s Shelter and a Transitional Housing Program. These initiatives provide a vital part of the housing continuum—offering immediate safety and longer-term stability for Inuit women and families. I was particularly focused on ensuring these programs were holistic in nature, considering not only immediate housing needs but also emotional, mental, and cultural support.

A critical component of my role was ensuring the policies reflected Inuit Qaujimajatuqangit (IQ) principles, which emphasize kinship, community, and traditional ways of knowing. This Inuit-centric approach is essential because it ensures that the shelter and housing programs are not only effective in providing physical shelter but also culturally appropriate.

Additionally, my work aligns with the Urban Inuit Strategy and the broader Urban Inuit community dialogue. This strategic framework aims to address the unique challenges faced by Inuit communities living in urban settings, including housing insecurity, mental health, and cultural disconnection. The policies for the Inuit women’s shelters and transitional housing directly support these strategic goals by promoting self-determination, preserving cultural heritage, and advancing community-driven solutions.

On a day-to-day basis, I reviewed housing policies, analyzed national frameworks, and translated these into plain-language tools for staff and community members. I also contributed to creating frontline staff guidelines, which focus on trauma-informed care, understanding cultural complexities, and recognizing the unique barriers that Inuit women face in accessing services.

Completing this practicum was an incredibly rewarding experience. It reinforced my belief that policy must be both impactful and culturally grounded. By working on housing initiatives that are rooted in Inuit values and aligned with the Urban Inuit Strategy, I was able to see firsthand how policy research can support both safety and long-term community empowerment.

 

From Audio to Anishinaabe Recipes: A Language Learner’s Story

By Rayna Daniels, 1^st year MDP student

Boozhoo, gakina awiyaa!

This summer, I worked with the Indigenous Studies Department at The University of Winnipeg. My main job was to record audio files for the Oral Immersion in Ojibwe 1 Guidebook, which is used by students in Intermediate Ojibwe classes. I recorded the whole manual in Ojibwe so that students can listen and learn the language more easily.

As an Anishinaabe woman learning my language, I was grateful for this opportunity. It helped me improve my Ojibwe reading, writing, and speaking skills. Learning a language is hard, but tools like audio recordings make it easier. I worked closely with Annie Boulanger, a long-time Ojibwe instructor, to make sure my pronunciation and timing were correct. I still need to learn more about my own dialect, but this was a great start.

I also began a new project that I will continue working on throughout the year: an Anishinaabe cookbook with Bloodvein First Nation. I’m excited to work with Elders, community members, and Chief Lisa Young. I will be interviewing Elders, hearing stories connected to recipes, and learning how to cook traditional Anishinaabe meals.

I really enjoyed my placement. It gave me a chance to grow and connect with my culture. Learning Ojibwe is something I will be working on for the rest of my life, and adventures such as these help me stay committed and inspired. This experience also gave me confidence to share Ojibwe with others. It felt good knowing my work could help future learners and reminded me how deeply language connects us to identity.

 Chi-miigwech, mii i’iw!

My time at Immigration Partnership (IPW)

By Fiona Slota, 1st year MDP student

Where I am working:

My name is Fiona (She/Her), I’m currently completing my field placement at Immigration Partnership Winnipeg (IPW), located within the Social Planning Council of Winnipeg. IPW has a strong commitment to our Winnipeg community. There is a strong focus on improving and strengthening Newcomer-Immigrant inclusion and engagement. With an emphasis on local partnerships. IPW recognize that community engagement has a significant impact on the livelihood of people in our communities.

My Role & Projects:

My role involves analyzing and visualizing statistical data from Immigration, Refugee and Citizenship Canada (IRCC) into infographics that will communicate and advocate key information, like where Permanent Residents are residing in Manitoba. How many Permanent Residents are there in Manitoba? This is with the intention of supporting Permanent Residents’ rights to vote in local elections in Manitoba.

• I am actively learning about the impact of data and its potential as a tool to empower communities and advocate for additional rights.

• I am making an active connection between my program of study in Indigenous Development and working in the community as a partners and advocate for the Rights of Peoples.

Activities I have been active in:

• Creating Infographics

• Participating in the Newcomer Welcome Fair (a yearly event)

• Attending weekly/monthly meetings within the organization and sharing updates on my progress

• Building relationship with interns from other universities also working at IPW

• Engaging in conversations with community members and partnership/ing organizations.

What I am Learning:

• I am actively learning about the impact of data and its potential as a tool to empower communities and advocate for additional rights.

• I am making an active connection between my program of study in Indigenous Development and working in the community as a partners and advocate for the Rights of Peoples.

My placement with IPW has been an amazing experience. I learn to find my voice and build my confidence. I became part of a community that is doing amazing work in Winnipeg. Often it is easy to talk about data. And using statistics to categorize people. But behind each statistic is a very human and personal story.