Indigenous Language, Community, and Legends in Post-Secondary Education
As the first university in the Canadian Arctic, Yukon University must root its policies in language, community, and legends. Photo: The Gordon Foundation
Through a partnership with the Gordon Foundation, The Arctic Institute is publishing a series of papers on Canadian Arctic policy critiques and solutions written by Jane Glassco Northern Fellows. The Jane Glassco Northern Fellowship Program recognizes the leadership potential of northern Canadians aged 25-35 who are passionate about addressing emerging policy challenges and building a strong North. During the 18-month program, Fellows deepen their understanding of important northern issues, and develop the skills to articulate and advance their ideas and policy research. Fellows publish individual and group policy research papers. For more information, please visit The Gordon Foundation website and follow the Fellowship on Twitter.
- Turning to Traditional Processes for Supporting Mental Health
- Education Policy to Supports On-Land Learning in Northwest Territories
- School Curriculum for Arctic Youth Must Include Land Claim Agreements
- Balancing Worldviews: Climate Change Solutions in Canada’s North
- Ways Forward in Addictions Programming in the Canadian Arctic
- Treaties, Modern Negotiation, and Indigenous Resource Management in the Canadian Arctic
Yukon College recently became Yukon University, the first university in the Canadian north. With these changes, and considering that its campuses reside on First Nation lands, the college has been considering how to respectfully include Indigenous worldviews and ways of knowing in the post-secondary education policy landscape. With 14 First Nations in the Yukon, and a college that serves numerous ethnicities from many backgrounds, there are many cultures and First Nations that must be respected, engaged and involved.
When our Jane Glassco Northern Fellowship group was tasked with working with Yukon College, we held discussions based on our experiences, knowledge and cultures. We came to the themes of “Language, Community and Legends” as a basis from which policy development and maintenance could include Indigenous people. Language, community and legends are commonalities within Indigenous cultures, not only in the Yukon but, one could argue, worldwide. Language is at the heart of Indigenous cultures and ways of being; to understand a culture, one must have an understanding of how it is all tied to language. Community is at the centre of Indigenous cultures; we are all tied together by community, whether it be a physical community, a family community or a clan system. Legends are stories that exist throughout cultures that not only provide a source of entertainment, but have teachings of vital importance attached to them. Every legend comes with a teaching of some sort, encompassing cultural values, morals and spiritual beliefs.With these three themes at the forefront, the Jane Glassco Northern Fellowship Yukon College Group has developed a policy recommendation paper for Yukon College. While the paper is intended for the Yukon College, the concept of “Language, Community and Legends” can be applied to policy in other institutions and organizations.
Kristen Tanche is Liidlii Kue First Nation, Dehcho Dene. She is also of Icelandic and Settler Canadian ancestry. She resides in Fort Simpson/Liidlii Kue, Northwest Territories. Luke Campbell was involved with the Yukon College Group and was integral to the formation of this paper. Julianna Scramstad is a white settler, born on territory cared for over generations by the Ta’an Kwach’an and Kwanlin Dun First Nations. Hilda Snowball is from an Inuit community called Kangiqualujjuaq, Nunavik Quebec. She is one of the co-founders of the Qarmaapik Family House in her community and a former Mayor, elected for two terms.