Creating Pathways of Leadership and Opportunity for Indigenous Girls and Youth

By Shynnia Kipling-Appleyard, 1st Year Student

Placement: Southeast Child and Family Services: Family Preservation Unit

My role at my field placement is to develop, create and submit a program designed to foster a culturally safe space for Indigenous girls aged 8-17 years. With two separate age groups, the Indigenous girls leadership program will target various core areas of leadership, creative expression, communication, cultural connection, identity, community and family. As a First Nation woman who grew up in Winnipeg’s Inner-City, for me this program is not only meaningful, but relationship focused. I know how important it is for a program to exist within Winnipeg’s Inner-City, specifically for those within the Child and Family Services System.

So why develop an Indigenous Youth Girls Leadership Program?

In Winnipeg, Manitoba, Statistics Canada has reported that Indigenous children and youth make up 90% of children and youth in care. At the same time, the number of missing Indigenous girls and women continues to rise, with Indigenous girls and women reported to be 12 times more likely to go missing or experience violence. These challenges are rooted in historical and contemporary colonial systems, policies, and practices that continue to affect Indigenous families and communities deeply. This reality highlights a need for support and reflects how systems have failed generations of Indigenous children and youth.

More importantly, the strengths and resilience of Indigenous families and communities must be recognized beyond statistics related to poverty, violence and child apprehensions. Therefore, grounding the Indigenous Youth Girls Leadership Program in traditional ways of knowing and being fosters space for cultural connection and opportunities for young girls facing barriers within the child and family services system.

With guidance from elders and knowledge keepers, families and community participants will strengthen their connection to culture, language, identity, traditional values, and collective well-being while developing practical leadership skills. While offering a safe and supportive environment where Indigenous girls can celebrate their strengths, skills, share their voices and explore themselves as future leaders.
This placement has provided me with the opportunity to create a program, a space where young girls can nurture their gifts, talents, but more importantly, a safe space to share, connect and build relationships.

Where Healing Begins: Wahkohtowin & the Sun Dance Way

By Joellee DeLaronde, 1st year MDP student

At Geoffery’s Garden, Wahkohtowin  kinship, connection, and relationship guides everything we do. This year, our commitment to cultural revitalization grew even stronger as we proudly sponsored the Two Bears Sun Dance, supporting families in reconnecting with one of the most sacred Anishinaabe ceremonies.

Ceremony is the foundation of our work. Each week, families gather to learn through the Seven Sacred Grandfather Teachings Debwewin, Dabasendiziwin, Manaaji’idiwin, Zaagi’idiwin, Gwayakwaadiziwin, Zoongide’ewin, and Nibwaakaawin. Through land‑based learning, traditional medicines, and cultural protocols, families reclaim identity, receive spirit names, and reconnect with ancestral knowledge.

Supporting the Sun Dance offered families the chance to witness deep spiritual work strengthening connection to culture, land, and community. The preparation reminded us that being on the land is always a good day: working, learning, teaching, and growing into our strongest selves.

At Geoffery’s Garden, ceremony is where healing begins.It is where identity is reclaimed. It is where families find their way back to culture.

Joellee (R) and Cara (L), her sister who is the Sundance leader of the Two Bears Sundance
 

Working through the Heart for Community at Zoongizi Ode

By Fiona Slota, 2nd year MDP Student

For my second placement, I have been working with Zoongizi Ode, (formerly Fearless R2W) dedicated to empowering youth and families in Manitoba impacted by complex systems, through advocacy, education, and support. This organization supports youth and families, including those connected to the Child and Family Services (CFS). 

My role as practicum student focused on what goes on behind the scenes. This includes helping to create and organize Standard Operating Procedures (SOP’s), creating filing systems for documents and creating templates that are transferable and easy to use. These resources can support staff, volunteers, students, and future MDP placements. Some of the areas I have worked on include volunteer on boarding, youth intake, confidentiality, case notes, incident reporting, cultural protocol, research consent and meeting notes. I had the opportunity to experience what it takes to plan a conference. It involves continuous meetings and communication. This makes me value the importance of record-keeping because it shows respect for someone’s time and energy, more importantly it reinforced being on tasks a staying organized. I experienced being a panelist for the first time at a conference which boosted my confidence in a low stake sort of way. 

This placement has helped me understand that strong community work requires both heart and structure. I am grateful to contribute to the organization and future students going forward.

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