Walking in my Gradfather's Footsteps

By Alex Keone Kapuni Oldroyd, 2nd year MDP student

There’s an oft-told story in my family history about how one day my grandfather was convinced by a friend to take the entrance exam to Kamehameha Schools, whose main campus was on a neighboring island. I imagine that like most young boys, the idea of spending free time taking a test was not attractive, except this test came with free lunch. For a boy who often went hungry, a full belly was worth the trouble. To my grandfather’s surprise, he passed the exam. I imagine it was a difficult decision for him to leave home and enroll at the faraway school, but decades later we’re still talking about the impact of this small moment on his life and ours.

When I consider my grandfather’s life and legacy, I’m often struck by all the interesting twists and turns. Today he’s buried in a tiny Mormon town in the middle of the Kaibab Paiute Reservation in Northern Arizona of all places. When he left for school as a boy, could he have imagined all the places he’d see and people he’d meet?  Could he have imagined that one day he would become a principal for that school? Was he always confident that the decisions he made would lead to good things, or like the rest of us did he struggle with fear of the unknown?

A little over two years ago my wife and I struggled with our own decision to attend a school far from home. We had to decide between UCLA, where I could study with one of the top Indigenous economists in the world and my wife could fulfill her dream of working in the animation industry in California, and the University of Winnipeg where I could learn directly from Indigenous elders and community organizers and where the education was much more grassroots. We chose Canada. I have no regrets about that decision, but especially during this pandemic we’ve wondered if we should have made the what some would consider the “safer” choice.

I’m not sure if there will be any moments from my life that my descendants point to and say, “that’s when things really changed for us.” But there are certainly moments where I feel like I’ve been guided by my Creator and my ancestors. My field placement this summer with Kamehameha Schools has been one of those moments. When I started in the MDP program, I hadn’t intended to follow so closely in my grandfather’s footsteps, but here I am.

This summer I’ve researched the state of the COVID-19 vaccination effort in the US and statewide and how it should inform KS policy, economic measures of wellbeing, and best practices in early childhood education funding. I’ve conducted and published online environmental scans in the areas of education, health, economics, and community and politics. I’ve been an integral part of the planning team that will help transition KS’s Strategy and Transformation Department into a permanent hybrid work arrangement post-pandemic. This is just some of the work I’m fortunate to accomplished during my time at KS, which will have both immediate and long-term impact.

This work hasn’t always been easy. With the pandemic, school obligations, family obligations, and the uncertainty that comes at the end of grad school, there have been many times I’ve felt discouraged. In those moments, I’ve tried to remember that the path I walk today is the path my grandfather walked and our ancestors before him. Hearkening to the past in that way has given me courage to face the future, and the optimism to know that as I prepare to graduate there are many more paths my ancestors, my relations, my Creator, and my grandfather have prepared for me. 

Growing and Learning… Just like a Plant

By Andrea Dsouza, 1st year MDP student

Hello everyone, this is my second update for my placement with CFTC this summer!

 

My work really took a deep dive as I learnt about the different elements included in a cost-benefit analysis and about indoor growing units. I considered myself to be a highly relational person. I enjoyed my placement this summer because it allowed me to connect with those engaged in the indoor growing community. I had many exciting conversations about hydroponics and the strengths and weaknesses of different options currently available on the market.

When it came to putting the information together, I was given the freedom to do so in a way that made sense to me. This was incredibly empowering, if not a little nerve-racking, at the start!  When I finally presented my deliverables to my supervisors, I was glad that my work also made sense to them! What a relief!

Over the past year in the MDP program, we learnt the importance of providing an intersectional analysis in our work. This aligns with CFTC's values. My final deliverable contains information about the strengths and weaknesses of different options available on the market. Additionally, it includes details like the companies engagement (or lack of engagement) with Indigenous communities and some of the known challenges of particular interventions. Together these elements help build an integrated analysis that can serve as an essential resource for communities investing in technological solutions.

I wonder if, without the covid-19 pandemic, I might have had the opportunity to connect more closely with Indigenous community members and understand more of their needs and vision for the future. However, I know that my supervisors were in close contact with their community partners, which gave me a sense of confidence that my work was on the right track. I also look forward to presenting my work to other members of CFTC and to Indigenous community partners during September!

This project has given me a sense of confidence in myself and my work as a development practitioner! I am grateful to the MDP program for helping me secure this placement and the staff at CFTC for their support and guidance throughout the summer!

The Land Gives You What You Need

By Sarah DeLaronde, 1st year MDP student

I think the most beautiful part of the pandemic was learning to pivot. For my virtual practicum, I had the amazing opportunity to work with the Indigenous Knowledge and Wisdom Centre (IKWC) in Edmonton, Alberta. I  was able to create content for social media, review and edit treaty kit documents and do a literature review that focused on land based education. It was interesting though, as my workspace changed to suit the needs of my children,

I found myself going back to the land. I was able to do research, write, respond to email in my various home territories. It was essential to balance my life and sacrifice some things in order to accomplish everything I needed to. Going back to the land gave me the teachings I needed to hear to do my research in a good way. I sat and listened to the Sundance Chief at the Turtle Lodge and the importance of being connected to the land to be whole. I recognized how my spirit was revived every time my feet touched the soil and the beautiful clear waters. I saw the joy of my children as they were reintroduced to their homelands. 

The lessons I learnt included lessons I wasn’t looking for but that I needed to hear. Being able to pivot and change my workspace. Learning to be more flexible with my time and learn to adjust to get the work done. The importance of showing up and listening (even if it means virtually). I would’ve liked to experience the lands of Treaties 6, 7 and 8 that IKWC works with however I do appreciate being able to complete my practicum and be reintroduced to my home territories. The land gave me what I needed for my research, she takes care of me.

What I learned working with The Butterfly Program at Kanikanichihk…

By Alex Cote-O’Brien (They/Them), 1st year MDP student

Working with a program that helps support the younger Indigenous generations was an enlightening experience. The program focuses on developing skills within the age group of 9 to 13-year-old Indigenous children through activities. Working with this group helped me become a better ally to the Indigenous community of all ages. Ally-ship means helping provide opportunities and a voice to those who need it, using my privilege where it counts. In this case, I used my time to work with an amazing program to help support the children, the future of our planet. Giving children opportunities to grow and develop in a safe and fun space will help create independence and confidence that will help them in the future. Strong, educated, well-rounded children will only benefit our society.

Indigenous youth statistically have fewer opportunities than children of other backgrounds in Canada. The support provided for children in this program will help give them the confidence they need to follow their own paths, and hopefully, provide the tools to thrive. Supporting a community should start at supporting the youth. Without them, there would be no future. Kanikanichihk also provides traditional teachings, such as the Strawberry teachings provided to the Butterfly Program. Traditional Indigenous knowledge is important to pass on as these teachings are very beneficial to the environment and are vital to keeping the culture alive. I am very proud to have bore witness to these teachings.

Children deserve all the support that we can provide, and that is what this program aims to do. The Butterfly Program has given me a new outlook on how important all forms of education are, both formal (in school) and experience or cultural-based. It has enforced how being an ally is more than providing support for adults in the forms of protests, education of the oppressors’ community, or providing resources for the adults within the community needing support. It is important to tailor the support for different groups within the community in need.

Policy and Progress

 By Mackenzie Roop, 2nd year MDP student

Time goes so slowly during the summer, and yet in a blink of an eye it’s gone. I’ve learned so much in this office over the last three months. Working in the Government of Manitoba in the Agriculture and Resource Development (ARD) policy branch has been an especially eye opening in these times of managing responses to extreme weather events and changes in climate, as we have seen with unprecedented forest fires and drought. It’s been incredible to see the efforts behind developing policy and subsequent program funding.

My projects have mostly revolved around preparing policy option papers to inform ARD’s Next Policy Framework. The papers I have helped prepare surround topics such as Diversity and Inclusion, Producer Mental Health, and Reviewing the Application Process for Indigenous Groups accessing program funding for agricultural and food projects. I learned to be adaptive and adjust the paper’s language and expectations. Throughout this placement, I have built skills in interviewing, qualitative analysis, research, and technical writing. It has been a huge learning curve in terms of adjusting my writing style, learning acronyms, and understanding contextual goals and perspectives. Despite many being online, there is a human element to working in an office. I am grateful to the many conversations, walks, and coffees that I have shared with my colleagues. This experience has given me an in depth understanding of government and political processes, and increased my general knowledge of resource related projects in Manitoba. Working in government and especially policy is a unique position to affect change. I am excited that my research will help inform policy recommendations.

Last Week Thoughts

By Janelle Poiron, 1st year MDP student

Tansi. It’s Janelle again! I’m currently doing my placement with the Evaluation Directorate within Indigenous Services Canada. I primarily work on a literature review regarding networks!

What I’ve really appreciated this summer was a great work and life balance. I found myself in this environment that really supports self-care and everyone taking the time off they need to be their best. Coming from an intense Masters program it is always a stark difference. During the school year when I’m attending classes, there really is no stop button. When you’re not doing schoolwork you’re worrying about schoolwork and it’s something I personally struggle to turn off. However, I found myself very supported in working hard during work hours then signing off at the end of the day. Luckily for me, there are no literature review emergencies!

I think a lesson I learned this summer was to use my voice. Some of the best advice I’ve gotten is that you are your best advocate. It can feel tough to speak up, especially virtually; I find I can struggle with imposter syndrome when surrounded by so many knowledgeable and experienced people. However, this summer really showed me that people want to hear what you have to say. Speaking up can bring new opportunities, some great mentorship or even just further advance your current project!

I really enjoyed my summer and I’m happy to say my contract has been extended into the fall! I look forward to applying all the skills I’ll learn during the upcoming school year.

Meegwetch for reading!

Shifts and Changes

By Sarah DeLaronde, 1st year MDP student

My practicum with the Indigenous Knowledge and Wisdom Centre (IKWC) was so inspiring. Being able to create social media content really shifted the way I think about social media. Social media can be used to catapult Indigenous businesses, organizations into the spotlight. Creating content for social media can be complicated; you have to choose what would be most appealing, simple and easy to read. Academic language shouldn’t be used as it would make the content inaccessible for people outside of academia and wouldn’t translate well into a social media post. Taking time everyday to focus on posts and thinking about what would be most aesthetically pleasing really worked well for me. I utilized my experience as a traditional maker to choose the right colours. 

Lastly, I also did some research on content creation to create the most effective posts. Social media can be utilized to get information out quicker and to a larger audience. By bringing attention to IKWC as a whole, more people would be able to get involved with the organization and they could, in turn, take on more work and improve their communities in this way. IKWC’s goal is to preserve knowledge so it can be carried forward to the next generations. Social media can reach the right age groups where youth start to self determine and become interested in who they are. Social media is truly innovative tool that I hope to improve on as I move forward through MDP. I would like to eventually do more social media content creation as a means to teach youth about their cultures.  

 

An international placement during a global pandemic: lessons learned

By Kate Robb, 2nd year MDP student

 

One of the requirements to graduate from the MDP program is an international field placement. In March 2020, when we began to experience the effects of the COVID-19 pandemic, I had no idea just how much my studies would be impacted. Fast forward to this year, it began to seem more and more unlikely that my colleagues and I would get to undertake our field placements in person, let alone internationally. While it was obviously a disappointment, I know it was the right decision to stick to remote/local placements this year. Especially as I wasn’t eligible for my first vaccine until a few weeks after my placement started, it would have been irresponsible to travel for something that could be completed from the safety of my own home. Luckily, thanks to the internet, I was still able to connect and work with an organization outside of Canada and fulfill the international placement requirement.

 

Now that I have finished my placement, I can reflect on the experience of working for an organization located over 4,000km away from me. Overall, the experience was more successful that I could have expected, and I learned some skills that I wouldn’t have had I done the placement in person.

 

My top three lessons learned from an international placement from home are:

 

1)      Time Management: I’ve always had pretty good time management skills, but working from home requires a whole new level of it. It’s so easy to lose track of time and get distracted by household tasks or other non-work-related things when you aren’t in a dedicated workspace. A year of zoom university definitely helped prepare me, but shifting to working a full-time job from home was an adjustment. I got used to it and figured out what works best for me, and now I can confidently say that I can work well and productively from pretty much anywhere.

 

2)      The Power of the Internet: Although we had a pretty good understanding of how useful the internet is before the pandemic, I don’t think we had any idea just how easy it is to work remotely before we had no choice but to do so. I didn’t really know what to expect when I signed up to work with people who are in Alaska while I am in Winnipeg, but thanks to the internet, I now truly believe I could work with people located anywhere in the world with little difficulty. The team I was working with made really effective use of online tools like Google Calendar to make sure everyone was on the same page and could work collaboratively despite the distance. This experience has shown me just how much of an inequity it is that so many people living in rural and remote areas don’t have access to reliable and high-speed internet.

 

3)      Communication is Key: Despite having access to the internet and all of its tools, strong communication skills are still required to be successful in working remotely. My team had multiple zoom meetings a week which helped us all to stay on track, help each other out, and build relationships despite being in different places. It is easy just to rely on email for everything, but often it can be easier and faster to solve a problem when communicating face-to-face. Not only that, but regular meetings can help make people feel like part of a team and reduce the isolation effects of working from home.

 

All in all, while I wish I could have travelled to Alaska this summer to work in person, I am grateful that my virtual placement was such a success. As we are likely to continue with some variation of work-from-home into the future, I will take the best practices I’ve learned this summer forward to any virtual workplaces I find myself in going forward.

 

 

Working in the Homelessness Sector: A Memorable Experience

 By Emeka Ezeh, 1st year MDP student

I am currently working on my first placement with the University of Winnipeg in collaboration with End Homelessness Winnipeg. We are working on an Indigenous Focused Pandemic Response Plan for the homelessness sector. By reviewing case study cites around Canada, we were able to look at their roles and involvement in assisting the homeless populace during the COVID-19 pandemic. I am working with a team of 5 researchers who critically applied their knowledge and expertise on different sectors involving homelessness.

I worked on the human rights-based approach to housing and the Reaching Home Strategy enacted by the legislation in 2019. I researched the implementation of the strategy in Canada and Winnipeg in particular, successes, and lessons learned. I also researched the history of rights-based approach to housing and how the rights to housing affect other rights like rights to life, rights to privacy, rights to vote, rights to social security, etc. Canada being a signatory to international conventions that fully support and advocate for the rights to adequate housing signifies its unending commitment to ensuring the eradication of homelessness in Canada.

One of the challenges of working during the COVID-19 pandemic was working outside my comfort zone (interacting with people and working in the fields) as this was an unfamiliar experience for me.

The screen time was also a little challenging as I was looking forward to meeting my team in person and comprehensively discuss complex issues on homelessness in Canada.

My Field Placement with Portage & Main Press

By Tara Myran, 1st year MDP student

Boozhoo, my name is Tara Myran and I am entering my second year of the MDP in Indigenous Development at University of Winnipeg. This year for my summer field placement I was fortunate to have the opportunity of conducting a research project under the umbrella of the Six Seasons of the Asiniskaw Ithiniwak: Reclamation, Regeneration, and Reconciliation project. The title of the research is called “Exploring the Reconciliatory Potential of Marketing Processes in the Publishing Industry”. The research partners for this project are MITACS, Six Seasons and Portage & Main Press. During the summer I also enrolled in the MobilizeU workshop that also equipped me with the knowledge and tools needed to conduct this research in a good way.

Portage & Main Press introduced me to the publishing world and opened my eyes to all the fascinating behind the scenes work that is done when publishing any type of book. They also take pride in publishing Indigenous reading content and making sure to have those right connections in place when doing so. They also have Highwater Press which is an imprint of Portage & Main Press that published award-winning stories written by Indigenous authors.

I found it to be a challenge at times trying throughout the summer trying to work during the pandemic, but I was able to utilize traditional teachings from my late grandfather to help me mentally, spiritually, physically, and emotionally. On top of my academic studies, I had to focus on my children and their state of being during the pandemic and I am grateful for a program like MDP to have the supports put in place to help graduate students when needed. I would like to say Meegwetch to the MDP Program supports, my research supervisors Drs. Mavis Reimer and Linda DeRiviere, Portage & Main Press (Catherine and Laura) for hosting me and for my children who have given me the strength to continue on in this innovative and unique  program.

Done and Dusted!!! My Field Placement with Tataskweyak Cree Nation

By Babatunde Alabi, 2nd year MDP student

Finally, my 3-month field placement with Tataskweyak Cree Nation (TCN) came to successful completion. During this placement, I attended a Comprehensive Community Planning (CCP) workshop, reviewed community planning documents, analyzed data, and researched youth development and funding resources available for Indigenous youth-led programming. Additionally, I developed a training manual for youth development capacity workshops, reviewed a needs assessment report, and developed literature and presentation on the benefits of community development corporations. I also participated in planning and organizing community engagements by conducting background research and developing presentations on the subjects of such engagements, including streamlined planning, conflict resolution, and risk management. All these tasks culminated in the writing of a CCP draft for TCN.

This placement has helped me to acquire new technical and interpersonal skills and become more informed and better grounded in the principles and practice of community development planning. I also used both my previously and newly acquired skills and knowledge to contribute my little quota to the understanding of various development issues facing TCN and developing a CCP to address these issues. My time with TCN, working to develop a draft CCP for the community, was indeed an exciting and rewarding one. I am particularly glad because I will be awarded a certificate by the community upon completion, which I believe will help to improve my resume and position me to work with Indigenous communities in my career as a development practitioner.

Reflecting on what I’ve learned and honouring wahkootowin

By Kiera Kowalski, 2nd year MDP student

As I wrap up the last of my placement deliverables I find myself reflecting about the work and emotional labour that has been done by Indigenous leaders, and the work that has yet to be done to ensure community self-determination and empowerment for Indigenous communities across Turtle Island into the future. Through this placement I have been able to listen to first hand accounts from Indigenous leaders working to support community-based and decolonial approaches to development in Winnipeg. While we study these topics in different classes throughout the MDP, it’s much different hearing first hand from the individuals who were on the ground, even if its only through interviews. I am grateful to have been privy to these extremely raw, honest and important conversations.

I think understanding historical context is very important to further understand the way things change and happen in present day, and as I hope to work for my community in Winnipeg I think it’s important to appreciate those leaders that have come before us. As a Michif woman I understand honouring those leaders this as part of my obligation to wahkootowin, the concept of “being a good relative”. Remembering and centering their work within the context of my work reinforces my respect for their efforts. As a soon to be graduate entering the working world I am inspired by their approach to community development, activism and space making in Winnipeg.

Kiera (R) and classmate Ali (L) at a graduation celebration hosted by the MMF

Costs, Benefits and Growing Plants in Water

By Andrea Dsouza, 1st year MDP student

 

Hello, my name is Andrea Dsouza. I was born and raised in Bangalore, India. In 2020 I completed an undergraduate degree in Indigenous Studies from the University of British Columbia. My field placement this summer was with Canadian Feed the Children (CFTC).

CFTC is a Canadian charity that works worldwide to ensure that children thrive free from poverty and hunger. In Canada, Bolivia, Ethiopia, and Ghana, CFTC partners with communities to strengthen their capacity to achieve long-term and sustainable change. This is done by supporting innovative food security endeavours, educational campaigns and monitoring and evaluation. What drew me to working with CFTC is that they integrate intersectional analysis into their work.

 

My task this summer was to conduct a cost-benefit analysis of indoor-growing units for CFTC’s partners in Canada. Many of these Indigenous communities are in rural and remote areas of Canada’s north, where the lack of access to sufficient affordable, nutritious food continues to be a critical issue. One possible way of meeting this need is by building hydroponic units in shipping containers. This method of growing does not require any soil, just water to grow a wide variety of leafy greens in communities. It is highly efficient as it uses less time, space, and crop inputs than traditional farming. It allows for year-round growing as all the elements involved in growing are monitored and controlled for optimal outputs.

 

I doubt that my placement would have looked different than it did if it wasn’t a pandemic. I enjoyed the fact that the work I was doing allowed me to work from anywhere! This meant I could head back to Vancouver for the summer and spend some with friends and family. I saw this work as an extension of my first year of university that took place entirely online. Therefore, doing this placement during a pandemic was not too challenging for me. I practised the communication and time management skills that I built during the year during this placement, which made it a success!

 

 

Connecting with community through a Pandemic

By Alex Cote-O’Brien (They/Them), 1st year MDP student

I finished up my placement with KaniKanichihk at the end of July! It was definitely a bittersweet moment! After living in Winnipeg for almost a year I was never fully able to embrace the community and all the opportunities that Winnipeg had to offer due to the hands of the pandemic. Even though the majority of my placement was online and in a way removed from most parts of the community, I was able to connect with amazing young people, Elders, and peers who are change makers within their community.

This exchange of learning, friendship, and challenges, definitely left me with a lot of self-reflection and personal growth. At certain times in my placement I was gifted with the opportunity to go into the community to deliver program baskets, and got to interact with the family of the youth who were receiving them (at a safe and covid friendly distance though!). These interactions definitely kept my flame lit through hybrid working. Even though I didn't get to fully interact with the community like I hoped to, this placement gave me the opportunity to plant my feet into the ground, and meet various different community members to hopefully aid in my journey of community connection when the time is right and safe to do so!

My placement with Nature United - Part 2

By Hannah Johnston, 1st year MDP student

One really interesting aspect of my field placement is attending organization-wide events, and having personal interviews with employees. One employee I interviewed discussed their relationship with ocean conservation, as someone who isn’t from British Columbia, but has grown to love it over time. It feels very validating to hear Western scientists such as them citing Indigenous science and teachings as crucial components of conservation, particularly in British Columbia but also in Western environmentalism as a whole.

 

It’s really valuable to learn lessons from others. As people, sometimes it clicks to learn something from another human being rather than textual sources. I spoke with another employee who discussed the importance of establishing and maintaining relationships in and amongst Indigenous communities. Especially from the positionality of a nonprofit organization such as Nature United, it’s important to do a certain amount without overextending, while remaining staunchly rooted in the needs of the community. Because there is no real way to teach relationship-building in universities, there’s an essential respect and understanding that you have to come in with. Especially during times of pandemic, it’s heartening to hear that human relationships are at the core of communications.

 

Working virtually with Nature United is a bit of an outlier, as well as remote placements go. They were actually remote before the pandemic, so they’re actually ahead of the curve! It’s interesting observing their culture, because there’s this sense of making bigger meetings count, as far as congratulating one another on accomplishments. This culture is supportive, although I’m sure employees can still benefit from reaching out to one another and check on their many projects

Working from home for the summer

By Janelle Poiron, 1st year MDP student

Tansi. My name is Janelle and this is my first field placement! I’m currently doing my placement with the Evaluation Directorate within Indigenous Services Canada.

I think for me working online has definitely been both a boon and sometimes a difficult experience. As the office I work out of is in Gatineau, Quebec working remotely has been really beneficial as I was able to stay in the hometown throughout the summer. Especially as things open up again it’s been lovely to see friends. Also the commute can’t be beat, I definitely don’t miss trying to get home during rush hour! However, it definitely took getting used to even with having done remote work throughout the school year. Everyone has been super lovely but you do get to miss that human connection that you would get in person. Whether it be stopping by someone’s desk for a chat or grabbing coffee. However, I’ve been very fortunate to meet many of my colleagues for virtual coffee and get to know them more! There’s so many super intelligent people within my directorate and I’ve loved being mentored by them.

One of my challenges is also accommodating my desk within my bedroom and striving to keep it strictly a work area. I’ve found it really easy to place trinkets and other items on my desk but over time I’ve gotten much better at keeping it tidy! Here’s to hoping that trend continues!

Meegwetch for reading!

A Placement of Cooperation and Collaboration

By Tunde Ogunje, 2nd year MDP student

My field placement is in conjunction with two MDP students, Noran Tarek and Karla Godoy, from the University of Minnesota. We are working for the Rainforest Alliance in the Maya Biosphere Reserve in Petén, Guatemala. While I am joining the project remotely, Karla and Noran are physically present in Guatemala.

The project is the continuation of the work the University of Minnesota MDP program has been doing over the years, working with the Rainforest Alliance in trying to develop community enterprises from the Non-Timber Forest Products (NTFP) in the Maya Biosphere Reserve. The NTFPs which consist of the ramón seed, chicle, xate, honey and allspice are created by community concession members in the Reserve who spend their livelihood and earn a good income to create items for the open market. These concessionaires are trained by the Rainforest Alliance, and the forestry divisions in the Petén to properly certify their work to be produced and sold worldwide. The green label seal by Rainforest Alliance certifies the products to be organic, fair trade and sustainable.

We are all working on four projects simultaneously but each of us have responsibility to lead at least one project. I am leading the project to develop a feasibility study for ACOFOP (Association of Forest Communities of Petén) to access government loan to establish a manufacturing business to process Ramon seeds into flour to make cookies.

Raw Ramón seeds

Noran leads the project to develop an Export-Readiness Assessment Report for Non-timber forest products (ramón, xate and honey) in the project area in Guatemala while Karla, who has been doing the job of translating and interpreting English to Spanish and vice versa, leads both the development of working document to formalize the relationship with Teeccino, an American coffee alternative company, and the reviewing and updating an existing business plan for COADAP (Apiculturists Cooperative of Petén).

My placement with Nature United

By Hannah Johnston, 1st year MDP student

I’ve been working at Nature United for my summer field placement! I’ve been working on an inventory project for Indigenous youth on-the-land programs throughout Canada, and learning about these topics has been both enjoyable and applicable to my interests for future endeavors. For the inventory project, we’ve created several “Program snapshots” that represent key information about several of these programs throughout Manitoba, British Columbia, and the Northwest Territories. Some of the goals with these are to provide a brief overview of the programs for the convenience of those conducting similar programs in different regions, who may use the information as a resource; allow for those planning their own pilot program to see a succinct model demonstrating factors that go into running a program; and facilitating contact between program directors and interested parties, such as potential partner organizations, potential funders, or someone running a program in a different region.

 

Working remotely can be challenging, and a lot of the time I would find myself pausing what I was doing to do some dishes, or take the dogs to the dog park. While it can be difficult to have separate spaces for “work” and “rest,” I found myself grateful for the quality time I got to spend with loved ones (especially at the dog park). A lot of working from home is locking yourself in a room, and accepting that inevitably someone will poke their head in during an important zoom meeting. For situations like this (as well as most situations), self-care is important. I took the time during the summer to reread my favorite books, catch up with friends, and try new things.

 

Developing CCP in Split Lake: A Worthwhile Learning Experience

By Babatunde Alabi, 2nd year MDP student

My ongoing field placement with Tataskweyak Cree Nation (TCN) has so far been an exciting learning opportunity. It allows me to further put some of what I've learned in class into practice, as well as gain a better knowledge of and contribute to an important development program aimed at ensuring that today's dreams become tomorrow's realities.

Tataskweyak Cree Nation, also known as Split Lake, is a northern Manitoba First Nations community that strives to improve its people's well-being and create the opportunity to become more self-reliant and self-sufficient. To do this, the community has begun a Comprehensive Community Planning (CCP) process, which will allow it to develop a vision for the future and implement projects to attain its goal.

Joining TCN at a time when the community is forging a path ahead into the future is a great privilege, as it allows me to learn new concepts and translate my academic skills of research and writing into actual practice beyond the walls of the university. My roles during this placement include documents review, data management, planning, organizing, and facilitating. I am also involved in workshop presentations, writing narratives, preparing progress reports and writing CCP draft.

During this placement, I also participated in a training and a Community of Practice (CoP) event on CCP organized by Indigenous Services Canada. This provided a great opportunity to network with other individuals and groups across Canada who are also involved in CCP development.  This placement, along with its accompanying capacity-building initiatives, is an added benefit because it is assisting me in preparing for life after graduation. Working remotely from the comfort of my home to complete tasks and maintaining smooth virtual contacts with my mentor via video conferencing platforms and phone calls is one of the most exciting elements of this placement. I've especially appreciated the remote working experience because it has enhanced my self-confidence and capacity to work independently while still completing tasks without sacrificing quality.

An international placement from home

By Kate Robb, 2nd year MDP student

Although I have been unable to travel due to the continuing pandemic, I have been lucky to have the opportunity to participate in an international field placement. Remotely from my home in Winnipeg, I am working with the Alaska Center for Energy and Power (ACEP) on a project called the Arctic Energy Atlas.

ACEP is an applied energy research program based at the University of Alaska Fairbanks. With a focus on innovation and the integration of renewable energy sources into isolated diesel-based energy systems, ACEP's research goes beyond the technical scope to consider energy solutions from a perspective that includes the social and cultural realities of remote communities, as well as the collaboration of researchers and community partners.

ACEP and the University of Winnipeg are both partners in the Community Appropriate Energy Security (CASES) partnership, which aims to reimagine energy security in northern and Indigenous communities. I have been a research assistant for CASES throughout my time in MDP, so this is an exciting opportunity to collaborate with one of our partners.

The project that I am working on is called the Arctic Energy Atlas (AEA), which is a product that delivers information on energy resources, infrastructure, and access across the pan-Arctic. The AEA includes a database complete with maps to illustrate transmission systems, the types of energy sources being used, as well as the types of power consumers (communities and industrial activity). It also includes information on road systems, and the distance to coastlines and rivers to further demonstrate the accessibility of energy in the Arctic. The AEA project is funded by the Office of Naval Research's Arctic Regional Collaboration for Technology Innovation and Commercialization grant.

My specific component of the AEA project is developing a corresponding policy framework that will describe how each Arctic nation is approaching their energy system and development. By presenting information that includes the different utility structures, priority areas for energy development, and government programs and policies across the pan-Arctic, the framework will provide valuable context for the information found in the AEA.

Once complete, the AEA will be useful both for informing policy makers' decisions related to energy in the Artic, as well as ensuring communities and other partners can access information about their own energy systems. It will be available with free access online. Working on this project has been an exciting opportunity to apply my existing knowledge and expand it beyond the Canadian scope. I am excited to continue and see where it leads!

 

Behind the Scenes

By Christy Bird, 1st year MDP student

Boozhoo! I completed my field placement and am thankful for the opportunities that I have had with the First Nation Health and Social Secretariat of Manitoba (FNHSSM). I cannot thank my supervisor enough for sharing their wealth of knowledge with me and allowing me to participate in the great work that they do.

Aside from academics, I have also been homeschooling my two young daughters since the beginning of the pandemic. This past year and a half have been both challenging and rewarding. While remote field placement has been difficult in terms of time management, it also allowed me to remain home with my daughters and ensure their safety and well-being. The one experience that I did not expect was a great deal of “Mom” guilt. Pre-pandemic, when I was working on a timeline of deliverables, I would call upon my family and friends to entertain my girls while I worked, much more challenging during a pandemic. This year I had to be creative with our time, balancing academics, both mine and theirs, entertainment, social outings, and all the others that fall under being a mom, trying not to forget my self-care. I am thankful for a supportive husband who still cannot find the laundry hamper but is always encouraging and helpful.

The knowledge that I adhered to during my field placement has enriched how I view research, especially when it comes to research with First Nation communities. My field placement has also reinforced that Indigenous ideologies and research are not second tier to western concepts requiring authoritative figures to approve. Again, I am thankful for FNHSSM allowing me the space to learn and grow as the experience and lessons I have learned will carry me forward to ensure I carry a strong voice in the work I take on in the future. Miigwech.

Imua!

By Alex Keone Oldroyd, 2nd year MDP student

Last year I wrote a very optimistic post on this blog about the power of transformation in the face of disaster. When I revisit that post today, especially the line “I like to believe there is no loss, only opportunities for change,” I can’t help but chuckle, not because I now think what I wrote was naïve (even if it was quixotic), but because after a year of the pandemic it’s hard not to feel like part of me has been lost.

Months of zoom fatigue, social distancing (read: isolation), temporal distortion, pandemic overwork, executive dysfunction, and emotional fatigue gave me some serious burnout this winter. It was hard not to give into feelings of self-doubt and the despair of spending so much of a critical time in my life under pandemic paralysis. What would all of this mean for my future?

In my winter, it hardly felt like there was any sort of “transformation” that could come from wasted time. The me that last year believed that even amid disaster there was opportunity for constant progress now believed that this season of difficulty would dog me for decades.

Fortunately, both versions of me are wrong.

Burnout isn’t an easy thing to overcome. It usually begins with acknowledging that you’re burnt out, setting boundaries, taking time to reflect and rest, and rediscovering and refocusing on the meaning of your work. I’m fortunate that I had understanding professors, a strong support network, and a built-in change of pace at the end of the semester. But ironically, the thing that has helped me most is my field placement.

This summer I have the honor of working for Kamehameha Schools, a prominent Native Hawaiian private school system with a strong focus on community and deep connections to my own family history (my grandfather served as a headmaster for KS, and we are descended from the school’s founder). At first, I wasn’t sure how I would handle as serious an undertaking as a field placement after a difficult academic year, but the chance to work for KS was a gift too great to refuse.

My work is with the Strategy Intelligence team, whose mission is to keep KS futures-ready as the organization educates the next generation of Kanaka Maoli leaders and deepens their impact on the lāhui. My role is to provide research and engagement support on several strategic priorities from COVID-19 vaccination efforts to measures of economic wellbeing and beyond.

The work so far has been rewarding, but I feel I’ve gained far more than I’ve given. My mother likes to say that whenever she returns to Hawaiʻi her “blood sings.” That’s the best way I’ve found to describe my experience this summer. My placement has helped me reconnect with my sources of strength that have been eroded by the pandemic: a sense of purpose and momentum, mentorship, the ʻāina, the lāhui, my ancestors, and more. Staying connected to those sources are what will help me avoid future burnout and persevere amid an ever-uncerain future.

Iʻm less eager than I was before to claim that there is no loss, only opportunities for change. My ancestors knew well that sometimes the only way to make progress on the ocean was to go backward. They also understood that life has its cycles and seasons. Transformation is not a linear process of constant upward progress, but a cycle of growth and flourishing and decay and loss.

And if after disaster and burnout no transformation has come? Well, sooner or later the seasons change.

Putting learning into practice

By Mackenzie Roop, 2nd year MDP student

This summer I have the opportunity to work as a policy assistant within the Policy Branch of Manitoba Agriculture and Resource Development. Working in government and especially policy is a unique position to affect change, I’m excited that my research will help inform policy recommendations.

My research

Presently, there is significant underrepresentation of Indigenous partners in the Agricultural sector. One reason for this could be the barriers Indigenous applicants might face in finding or completing a relevant funding application. To address this, my main research seeks to understand how to better align the department’s funding application process with the needs of Indigenous applicants. To learn more about different experiences and provisions, I am conducting interviews with our department’s application reviewers along with those from other jurisdictions, such as the federal government and provinces from BC to New Brunswick. In addition to interviews, I am launching an EngageMB survey inviting Indigenous applicants to share their experiences and recommendations with the application process.

One of my side projects includes advancing the department’s respectful engagement financial policy, hoping to make it a common and accessible practice to provide traditional gifts and honorariums. I am also preparing background research and drafting policy papers on topics like farmer’s mental health and diversifying production and market opportunities for newcomers.

Back to the Office

I am grateful for the opportunity to have a flexible working environment where I can come into the office or work from home. Most people in the department work from home, so I enjoy an almost empty office space while being fully vaccinated for COVID-19. After over a year of online work and schooling, this is truly a refreshing arrangement.

 

Navigating an online field placement holistically

By Kiera Kowalski, 2nd year MDP student

My family's cabin is my happy place.

I love being on the land, near the water

While this summer feels strikingly similar to the last, many of us working tirelessly behind screens,
showing up to zoom meetings half-done up, and yearning for in person connection, I feel somewhat excited. This placement is the last credit required before I can hit the ground running in a post-grad world. This summer I’m completing my field placement alongside Dr. Shauna MacKinnon in the Department of Urban and Inner City Studies at the University of Winnipeg on a project called Indigenous Resistance and Institutional Development in Winnipeg: 1950-2019. As part of my placement duties I am thematically cataloguing a series of interviews with key change makers, leaders and Indigenous rights activists who were instrumental in the development of urban Indigenous institutions beginning around the 1960s and carrying on until the late 90s. These interviews will be mixed into educational audio episodes with the interviewees recounting their experience and involvement in Indigenous lead movements pertaining to topics like child welfare, housing, and education and the Friendship Centres movement.

Re-learning how to sew

Due to the pandemic I am completing this work online. While restrictions have slowly eased up, I still find it a challenge to work remotely and think it’s important to be gentle with ourselves as we continue to navigate the ever-changing world we live in. To me it’s important to do so that I avoid burnout and continue to do good work for my community. I try to find an appropriate balance of doing my work, spending time with loved ones, being on the land and making time to be creative. In my down time this summer I’ve enjoyed being at my family’s cabin by the water, and spending time with other strong Indigenous women re-learning how to sew. Caring for myself holistically has definitely made it easier to engage in online work through my field placement.