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