This site is still under construction.
This project was based on an initial meeting between University of Alberta researcher Eva Lemaire and Michif-speaking Elder Cécile Howse. After several years of tea-drinking and discussion, the shared desire to create videos highlighting Cécile's knowledge and experiences in her mother tongue materialized with an initial series of videoclips in 2018. Additional clips were finalized in 2021. Discussions which were entirely in English initially and for a relatively long time thereafter, are now in English and French (French Michif for Cécile and European French for Eva). As the relationship became established, the opportunity for Cécile to be heard in her mother tongue, a language which she reclaimed, was affirmed.
In 2019, Gunn Métis Local 55/Lac Ste. Anne Métis Community Association enriched the project by proposing collaboration in an Alberta grant application for the creation of new resources focussed more on the language spoken by ancestors in the Lac Ste. Anne (mânitow sâkahikanihk) region. Lac Ste. Anne Métis Community Association suggested that Elders Judy Hilbert, Ken Letendre and Shirley Dion, who were involved in the local revitalization of their language, participate. Judy, Ken and Shirley intend to reclaim their ancestral language and become involved in passing it down to the younger generations.
This long process is part of a methodological approach which Métis C. Gaudet (2019) referred to as the "Keeoukaywin" ("visiting way"). It entails having confidence in the process and the relationship without the expectation of pre-established outcomes. The process of decolonization of academic knowledge on which this project is based (De Oliveira Andreotti et al., 2015) matured as the relationship between all of the collaborators developed.
Creating linguistic and pedagogical resources with an objective of revitalization as well as education and reconciliation (Madden, 2019) entails being more inclusive of Indigenous languages and voices in our society and schools. Supporting teachers by sharing continuous training and teaching materials is key.
The pedagogical materials associated with our linguistic resources are part of a didactic and pedagogical approach explained in "Our Pedagogical Approach". This material was tested, completed, and improved with the collaboration of four teachers in Francophone minority schools and French immersion programs who agreed to use these resources in their Grade 3 - 6 classroom instruction. These teachers took the time to adapt the resources to their students and their needs as well as provide feedback. They also agreed to allow classroom observation to validate the relevance of the resources and the approach.
Listen to our series of podcast to hear about the perspectives of the different partners involved in this project.
Episod 1 (bilingual)
Genral overview of the project
Episod 2 (in French)
Mélanie Sanson-Cormier, teacher (Francophone school)
Episode 3 (in French)
René Beauparlant, teacher (French immersion)
Transcription and translation in English
Episod 4 (bilingual)
Judy Letendre, Métis Elder from Lac Ste. Anne (AB)
Transcription and translation in English
Episod 6 (French)
Riplea Lothian, research assistant and active member of Lac Lac Ste. Anne Métis Community Association
Transcription and translation in English
Thanks to:
Dr. Cora Weber Pillwax for facilitating the initial contact between Cécile and Eva.
Graham Andrews for so generously and passionately providing indirect guidance for this project by sharing his knowledge of Michif "courses" offered by the City of St. Albert and Michif Cultural Connexion.
References:
De Oliveira Andreotti, V., Stein, S., Ahenakew, C. & Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education. Decolonization: Indigeneity, Education & Society, 4(1), 21-40.
Gaudet, C. (2019). Keeoukaywin: The Visiting Way - Fostering an Indigenous Research Methodology. Aboriginal Policy Studies, 7(2). DOI:10.5663/aps.v7i2.29336
Madden, B. (2019). A de/colonizing theory of truth and reconciliation education. Curriculum Inquiry, 49(3), 284-312. DOI: 10.1080/03626784.2019.1624478