On Sept. 29 and 30, the York community gathered to reflect on the legacy of Canada鈥檚 residential school system. The archives of the livestreamed events are now available to view. 

Friday, Sept. 30, marked the second National Day for Truth and Reconciliation (formerly Orange Shirt Day). The day honours the lost children and survivors of residential schools, their families and communities. Two public events were organized at 快播视频 as part of the community鈥檚 efforts to engage with and reflect on the truths of residential schools and the impact of colonialism.

On Sept. 29, the first event featured a lecture by Professor Paulette Steeves, Canada Research Chair in Healing at Reconciliation at Algoma University. The archived broadcast of Steeves鈥� lecture, titled 鈥淩eclaiming and Rewriting Indigenous Histories of the Western Hemisphere (the Americas),鈥� can be viewed at . 

On Friday, Sept. 30, University community members met online for the panel discussion 鈥淩eflecting on the Legacies of Residential Schools: What it means for our present and our futures.鈥� The panel discussion was moderated by Associate Vice-President Indigenous Initiatives and Faculty of Education Professor Susan Dion, and can be viewed at .

For more information on these and other events, and for resources to support individual learning, visit York鈥檚 National Day for Truth and Reconciliation website. 

Article originally published in the September 30, 2022 issue of

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Shanice Perrot is a student in the Children, Childhood and Youth BA program in the Faculty of Liberal Arts & Professional Studies. She is currently the Student Success Mentor at the Center for Indigenous Student Services. Perrot is Nehiyaw (Cree) from Frog Lake First Nations. She wrote the following reflection about the significance of National Indigenous History Month and National Indigenous People鈥檚 Day.

National Indigenous Peoples Day falls on the summer solstice (June 21), which is the longest day of the year. It is a day of significance, as Indigenous Peoples and communities have honoured their cultures and histories on the summer solstice for generations. Indigenous Peoples invite all non-Indigenous Canadians to participate in the festivities.

鈥淣ational Indigenous Peoples Day and National Indigenous History Month is an opportunity to engage with the Indigenous knowledges, languages, practices and ways of being that Indigenous people bring to York and their importance to Canadian society,鈥� said Faculty of Education Professor Susan Dion, associate vice-president Indigenous Initiatives. The Indigenous Initiatives department was established in 2021 to advance Indigenous Initiatives across York. The department focuses on Indigenous community relationships, supporting Indigenous鈥� students, staff and faculty, cultivating Indigenous 鈥媖nowledges and languages鈥� and ensuring that Indigenous presence is 鈥媐elt, lived and actively respected.

What is National Indigenous Peoples Day?

In 1996, the governor general of Canada, Rom茅o LeBlanc, declared that June 21 be designated as National Aboriginal Day by the federal government. This name was changed to 鈥淣ational Indigenous Peoples Day鈥� in 2017 by Prime Minister Justin Trudeau.

National Indigenous Peoples Day is an official day of celebration to recognize and honour the First Nations, Inuit and M茅tis people. It is significant because it is a day of celebration of Indigenous resilience and the preservation, and restoration of Indigenous cultures. The day is marked by ceremonies and celebrations that showcase cultural performances and activities. There are also displays of Indigenous arts and crafts along with other kinds of events to recognize the valuable contributions of Indigenous Peoples in Canada.

What is National Indigenous History Month?

National Indigenous History Month provides opportunities to learn from and with Indigenous Peoples and histories including, the legacies of residential schools, and the Sixties Scoop. Participating in the workshops, events, panel discussions and webinars during Indigenous history month is an act in support of new and better relationships. Through immersion into the vibrant histories, cultures and traditions of First Nations, Inuit and M茅tis people, one can recognize how these First Nations contribute to the diversity and add to the richness of cultures within Canada.

Learning about residential schools, treaties and Indigenous Peoples鈥� historical and contemporary contributions to Canada builds capacity for intercultural understanding, empathy and mutual respect. It provides a space for understanding how race and racism affected the lived experiences of Indigenous Peoples. Indigenous History Month is important because it encourages people to go beyond the superficial multicultural approach of celebrating differences with song, dance and food.

The month of June is an important time for learning about the and the . These documents provide an ethical standard for equity. Reconciliation requires a new vision based on a commitment to recognize and respect the rights and freedoms of Indigenous people. Education on the colonial impacts of Indigenous Peoples can be used as an instrument for transformation and creating a new path forward; one of respect, love, humility, wisdom and truth.

Learning and participating in National Indigenous History Month events is an important step in recognizing the history between Indigenous Peoples and non-Indigenous Canadians and the important steps that must be taken together towards creating a different future. Education is the key to reconciliation and increasing the awareness of this history is a necessary course of action that each of us has a role to play.

For more information on events happening at York during Indigenous History Month visit /about/indigenous-history-month/.

Article originally published in the June 17, 2022 issue of

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Five individuals who have considerably enhanced the quality of learning for York students are recipients of the 2022 President鈥檚 University-wide Teaching Awards. 

The faculty members who will receive an award at the 2022 Spring Convocation Ceremonies include: Faculty of Health Professor Michael Connor, recipient in the senior full-time category; Faculty of Education Professor Susan D. Dion, recipient of the senior-full-time category; Lassonde School of Engineering Professor Andrew Maxwell, recipient of the full-time faculty category; Faculty of Liberal Arts & Professional Studies (LA&PS) Professor Carolyn Steele, recipient of the contract and adjunct faculty category; and Janice Anderson of LA&PS, recipient of the teaching assistant category. 

The purpose of the awards is to provide significant recognition for excellence in teaching, to encourage its pursuit, to publicize such excellence when achieved across the University and in the wider community, and to promote informed discussion of teaching and its improvement.  

鈥溈觳ナ悠� has a well-established reputation for high quality teaching,鈥� says 快播视频 President and Vice Chancellor Rhonda L. Lenton. 鈥淭his past year was no exception, despite on-going challenges associated with the pandemic, as evident in the foundational work of our five extraordinary award recipients who found innovative ways to incorporate international activities, experiential education and technology-enhanced learning to inspire another generation of students to drive positive change in their communities and in the world. We are deeply grateful for the superb contributions of this year鈥檚 recipients as well as of all our course directors.鈥� 

The awards demonstrate the value 快播视频 attaches to teaching and recognizes individuals who, through innovation and commitment, have significantly enhanced the quality of learning for York students. The recipients are selected by the Senate Committee on Awards. Recipients receive $3,000, have their names engraved on the University-Wide Teaching Award plaques in Vari Hall and are recognized at convocation ceremonies. 

The President鈥檚 University-Wide Teaching Award recipients are:

Full-time tenured faculty with 10 or more years full-time teaching experience 

Professor Susan D. Dion was selected as a recipient in the senior full-time category. The nomination file prepared by Professor Sean Hillier describes Dion as a shining example as an educator, scholar and community advocate. Dion is also an internationally recognized Indigenous educational scholar at the cutting edge of the field. The letters of support for her nomination consistently referred to Dion鈥檚 teaching style as clear, respectful, kind and supportive, always asking the best of her students and making accommodations for those who need time to develop their thoughts allowing all to think deeply and authentically. Dion is noted for thinking and writing about her scholarship, teaching and service contributions as inextricably interwoven, and works to embody her life as a University professor through the themes of community, story, cultural practice and ceremony.  

Dion sees cultivating relationships between the University and Indigenous Peoples is part of her responsibility. She has a particular focus on both what and how teachers teach and ways that systems operate regarding Indigenous education and on hearing and learning from the voices of Indigenous Peoples and their encounters within systems of education. During her 19 years at 快播视频, she has worked with colleagues in the Faculty of Education, across the University and at universities across the country sharing stories of land, history and Indigenous perspectives. While she is committed to teaching non-Indigenous educators how to represent the humanity and diversity of Indigenous people鈥檚 experiences and perspectives, she is equally committed to creating opportunities for Indigenous students to access postsecondary education, and specifically to access programs that are relevant to their experiences, perspectives and needs. 

Full-time tenured faculty with 10 or more years full-time teaching experience 

Professor Michael Connor was selected as a recipient in the senior full-time category. The nomination file prepared by Professor Angelo Belcastro speaks eloquently to Connor鈥檚 achievements in providing excellence towards student learning, in supporting teaching development, and in his dedication to program and curricular development as undergraduate program director (UPD) in the School of Kinesiology and Health Sciences. Connor has been influential in his role as UPD in ensuring excellence, quality, and exemplary service in leading the undergraduate program. Maintaining the quality of such a large program is time intensive, and yet Connor is noted to tirelessly make himself available to listen to, and address each student鈥檚 concern, no matter the request. A core feature to Connor鈥檚 teaching strategies has been to employ multiple teaching approaches such as technology-enhanced learning, critical thinking assignments, and experiential education which are all complemented by his clear passion for teaching.  

Connor also strives to make course content relatable and meaningful to students, and to make each student鈥檚 voice heard by creating a safe and inclusive environment to ask questions. In addition to his role as course director for two demanding courses, and his responsibilities as UPD, Connor has been recognized as an outstanding mentor to undergraduate and graduate students, having taken the time to supervise 23 undergraduate students for independent research studies (including two summer Natural Sciences and Engineering Research Council of Canada Undergraduate Student Research Awards (NSERC USRA) students) and 17 MSc and PhD graduate students thus far. Connor serves as Chair on the Faculty of Health Committee on Examinations and Academic Standards, and as a member of the Faculty of Health Committee on General Education Requirements where he has been on the task force for developing effective teaching and learning practices at the faculty level.  

Full-time faculty (tenured/tenure stream/CLA) with less than 10 years teaching experience 

Professor Andrew Maxwell was selected as the recipient in the full-time faculty category. The nomination file prepared by Professor Alex Czekanski highlights Maxwell has played an active role on the undergraduate curriculum committee since joining Lassonde and has worked with many colleagues to enhance their course proposals and design. He is a leader in the deployment of new technologies in the classroom and online, including using TopHat, iClicker, PolleV, and Peer Scholar. His deep links in the community, both locally and internationally, have enabled him to invite multiple guests to the school, to stimulate student engagement, and inspire the next generation of engineers. In addition to mentoring undergraduate students and supporting graduate students, Maxwell鈥檚 role in the Bergeron Entrepreneurs in Science and Techology (BEST) Lab allows him to mentor and support over 20 budding technology entrepreneurs from Lassonde, the Faculty of Science and Schulich School of Business. He is also the mentor for Lassonde Engineering Society, Women in Science and Engineering (WISE), Lassonde Renaissance Engineering, and several other student activities.  

Maxwell pioneers new approaches to student learning, such as encouraging first-year engineering students to participate in non-engineering activities across campus, and through active promotion of, and participation in activities such as StartUp Weekend, Engineering Competition, ElleHacks and Engineers Without Borders. Specifically, he has transformed the annual Mercier lecture to a bi-monthly Mercier seminar, so that over 1,000 students a year can meet with visiting guests. This activity is complimented by his active role in the community, where he has videotaped 500 guest lectures, which he not only shows in his classes, but shares with the broader academic community. Maxwell is a member of the evaluation committee for the Academy of Management鈥檚 Entrepreneurship Pedagogy Award, where he provides feedback and guidance to those developing new entrepreneurship pedagogies. He is also a member of the Entrepreneurial Engineering Consortium, focusing on integrating aspects of the engineering and entrepreneurship curriculum. 

Contract and adjunct faculty

Professor Carolyn Steele is the recipient in the contract and adjunct faculty category. The nomination file prepared by Professor Bridget Cauthery speaks to Steele鈥檚 many achievements including developing new courses, consulting on curricular change, mentoring hundreds of students and stewarding numerous projects that have fundamentally shifted and reinvigorated teaching and learning at 快播视频. She is also the recipient of many faculty teaching awards. In 2020, Steele received the Dean鈥檚 Award for Excellence in Teaching for LA&PS and the Department of Humanities Award for Teaching Excellence. Since 2019, she has been a member of the Research and Innovation in Teaching and Learning Subcommittee convened by the associate dean as part of the Teaching and Learning Council. Currently, Steele is part of the leadership team on a proposed three-year University-wide Academic Innovation Fund project to embed Sustainable Development Goals into York鈥檚 curricular vision at all levels. In each of these capacities, Steele is recognized as a pioneering educator with a strong vision for curricular change. It is Steele鈥檚 commitment to teaching boldly, to supporting students in developing a growth mindset, to championing work-integrated learning, and to developing innovative yet sound teaching and pedagogical practice through her scholarship of teaching and learning and greater University service that distinguishes her as an innovative faculty member.  

This is further demonstrated in a letter of support provided by student Carolyn White which states, 鈥淧rofessor Steele鈥檚 approach to teaching and learning has contributed to my development in essential skills that will positively influence my future career, qualities such as critical reasoning, problem-solving and daring to take creative approaches to problems鈥� In my view, she is exceptional as a teacher and a mentor in every aspect.鈥�  

Teaching assistants

Janice Anderson was selected as the recipient in the teaching assistant category. The nomination file, prepared by 快播视频 alumnus Zamani Ra speaks to Anderson鈥檚 impactful and innovative practices which directly contribute to the enhancement of student success. Anderson listens to the immediate needs of her students through one-on-one and office hour sessions, advocates for necessary support, and develops individual plans of action for student success. Anderson鈥檚 practices informed skills development in student writing, the implementation of course-wide critical reading sheets, and support for colleagues and students navigating university systems during the emergence of major institutional changes due to COVID-19. Recognizing the different learning abilities of students, Anderson pivoted to uncommon methods of engagement to maintain student interest and support critical thinking to the students鈥� own amazement. 

In a letter of support, student Chantelle Afriyie describes Anderson鈥檚 teaching approach as follows: 鈥淐are [is] an integral part of her teaching pedagogy. Students are encouraged to see themselves as valuable contributors to humanity first and foremost who have been afforded the privilege to share communal space in a university classroom and participate with their 鈥榳hole self.鈥欌�� Anderson created a recycling course material program that connected former students with new students. At the beginning of the semester, she held a raffle for new books and set students on a path to pay the learning forward by opting into a shared book/give back program which demonstrates true community building with other equity-seeking groups across intersectional lines. Highlighted in the letters of support in the nomination file is Anderson鈥檚 innate ability to safely engage emergent ideas from students and ensure they know their value in world-making practices. 

In previous years, four awards are offered each year in the noted categories. Following on past practice, the Committee came to the decision that two professors would share the award for full-time tenured faculty this year. The Committee found the nomination files for this category to be particularly strong and determined that both nominees are equally deserving of the award. 

In keeping with the committee鈥檚 commitment to valuing diversity and equity within the York community, the committee made sure to discuss these values during the adjudication process.聽

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Dion, asked M茅tis artists Marissa Magneson and Jason Baerg about their roles as artists and advocates, and how the visual arts are important in educating others.

鈥淎s an academic in the Faculty of Education and the University鈥檚 inaugural vice-president of Indigenous initiatives, there are many important lessons that can be taken from Indigenous artforms, both related to self discovery and celebration of important days of history,鈥� said Dion. 鈥淢any Indigenous artists, such as M茅tis artist Marissa Magneson, use art to signify important moments in Indigenous Peoples鈥� histories. A good example is Louis Riel Day, which is marked each year on November 16.

鈥淚t is an important day for M茅tis Peoples because Riel well known for his role in the Northwest Resistance, which was a stand against government encroachment of M茅tis lands. He is also widely considered a hero for defending M茅tis language, culture and political rights,鈥� said Dion.鈥淔ollowing the defeat at the siege of Batoche, Riel was arrested, convicted of treason and executed. Despite this tragedy, Riel knew that artists would take the lead in the revitalization of M茅tis history and culture. This is best illustrated by his often-quoted words, 鈥楳y people will sleep for 100 years, but when they awake, it will be the artists who will give them their spirit back.鈥欌��

York alumna Marissa Magneson鈥檚 work is centred around decolonizing education, strengthening community and cultural reclamation. 鈥淚t is through the arts that I have found my way back to my culture and now I use art to educate and share this journey with others. For many of my ancestors, it was safer to pass as French than admit they were M茅tis,鈥� said Magneson. 鈥淚f you could pass as white, you did for the safety and future of yourself and your children. Today I am proud to be M茅tis. The seeds my ancestors planted within me are now blossoming as I reclaim our culture, languages, traditions, artforms and ways of life.鈥�

Magneson鈥檚 medicine pouch is beaded on leather that was sourced from her cousin, John Somosi and includes a design from M茅tis artist, Dylan Miner. 鈥淔or me the design represents this phase of awakening that Riel spoke about. As the flower begins to bud, we are reclaiming what was taken, but never forgotten,鈥� said Magneson.

Magneson is a Cree-M茅tis artist, photographer, educator, and workshop facilitator. An alumna of 快播视频, Magneson has a BFA (honours) degree from 快播视频 and an MA in Canadian and Indigenous Studies from Trent University. Her master鈥檚 research explores Indigenous methodologies through a decolonial approach centred in beadwork as visual storytelling.

For M茅tis artist Jason Baerg, his work draws on work by the late Norval Morrisseau, considered to be the grandfather of contemporary Indigenous art.

鈥溾�楥opper and Red Thunderbird鈥� is a tribute to Norval Morrisseau (Copper Thunderbird) and my Spirit Name Mihko-Pih锚siw Nap卯w (Red Thunderbird),鈥� said Baerg. 鈥淚 was given my second Spirit Name, Mihko-Pih锚siw Nap卯w (Red Thunderbird), by Elder Raymond Ballentine from Pelican Narrow First Nations, which is in the vicinity of my homeland and where I was raised in Prince Albert. In the ceremony, he mentioned that he sensed Norval鈥檚 energy around and gifted me the name.

鈥淭he central repeating pattern in the installation is a quote from a Norval Morrisseau Thunderbird painting,鈥� explained Baerg. 鈥淚 used the positive and negative space of the wingspan of one of his compositions to create a laser cut out used in the installation, and the four suspended paintings.鈥�

As an artist, Baerg is committed to the goal of supporting M茅tis self-determination and its advancement in the arts through forms of gathering, knowledge sharing, research and advocacy. He brought together a group of M茅tis artists, curators, writers and educators and formed the Shushkitew Collective to build capacity, and to support intergenerational dialogue and learning, while concurrently activating the visioning of M茅tis futurities. In reference to the Shushkitew Collective Baerg writes, 鈥淲e engage with the concept of man芒wewin to speak to the precious resources we need to sustain our bodies, our communities and our creative spirit.鈥�

Baerg is a registered member of the M茅tis Nations of Ontario and serves his community as an Indigenous activist, curator, educator, and visual artist. He graduated from Concordia University with a Bachelor of Fine Arts, a Master of Fine Arts from Rutgers University and is enrolled in the PhD program at Monash University. Baerg teaches as the assistant professor in Indigenous Practices in Contemporary Painting and Media Art at OCAD University. Exemplifying his commitment to the community, he co-founded The Shushkitew Collective and The M茅tis Artist Collective. Baerg has served as volunteer Chair for such organizations as the Indigenous Curatorial Collective and the National Indigenous Media Arts Coalition. As a visual artist, he pushes digital interventions in drawing, painting and new media installation.

To see more of Magneson鈥檚 work, visit her on Instagram: @MagnesonStudios / @MarissaMagnesonPhotography or through her website at . To see more of Baerg鈥檚 work and to learn more about his exhibitions and advocacy, visit his website at .

Article originally published in the November 14, 2021 issue of .

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Boozhoo, kwe kwe, bonjour and warm greetings,

I am delighted to announce the appointment of Professor Susan D. Dion to the inaugural role of associate vice-president Indigenous initiatives, effective Sept. 1.

Professor Dion is a Lenape and Potawatomi scholar with mixed Irish and French ancestry and was the first Indigenous tenure-track faculty member to be hired in the Faculty of Education at York. Professor Dion joined York in 2001 and was appointed to the rank of full professor this year (2021).

Early in her time at York, Professor Dion demonstrated her commitment to supporting Indigenous initiatives. She worked with Indigenous students and the University administration to address student-identified needs and interests through her advocacy for and support of the establishment of Aboriginal Student Services and the Centre for Indigenous Students at York. She was a founding member of York鈥檚 Aboriginal Education Council (presently York鈥檚 Indigenous Council) and served as co-Chair for three terms between 2004 and 2015. In 2014, Professor Dion served as the first academic director for the Centre for Aboriginal Student Services.

In the Faculty of Education, Professor Dion has led development of the Wuleelham: Indigenous Education Initiatives including the Urban Indigenous Education MEd Cohort, an Indigenous PhD Cohort and the Waaban Indigenous Teacher Education Program. With a focus on Urban Indigenous Education, decolonizing systems of education, and most recently education sovereignty, her teaching, research and service deepens understanding of Indigenous epistemologies and ontologies; addresses gaps in educators鈥� knowledge of Indigenous peoples, histories, and cultures; and identifies and examines Indigenous students鈥� experiences, perspectives and hopes for education. Professor Dion has led numerous research projects including nIshnabek de'bwe wIn // telling our truths, (SSHRC, 2017) and inVISIBILITY INDIGENOUS IN THE CITY (SSHRC, 2013). She has followed up her successful book Braiding Histories: Learning from Aboriginal People鈥檚 Experiences and Perspectives (2009) with Braided Learning: Illuminating Indigenous Presence through Art and Story, expected out in January 2022. Professor Dion has expertise in the skillful cultivation of equitable and respectful relationships between Indigenous and non-Indigenous peoples.

Professor Dion holds a PhD, MEd and BEd from the University of Toronto, and a BA from the University of Waterloo. She is an internationally respected scholar and researcher in Indigenous relationships and education.

This is an important time for York as it works to decolonize and address issues of racism, including anti-Indigenous racism, and strengthen the community to be more welcoming, equitable and inclusive. In the role of associate vice-president Indigenous initiatives, Professor Dion will draw on her expertise, experience and energy to drive the further implementation of 快播视频鈥檚 Indigenous Framework, support the implementation of the Decolonization of Research Administration Report recommendations, and several other Indigenous Initiatives across our campuses.

Please join me in welcoming Professor Dion to her new role. I look forward to working with her over the coming years as she works to advance Indigenous Initiatives across York and with our community partners.

Miigwech, merci and thank you.

Sheila Cote-Meek
Vice-President Equity, People and Culture

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Memorial around Centennial Flame at Parliament Hill to honour the lives of 215 Indigenous children whose remains were found in a mass grave in Kamloops, BC, Canada.

How early is too early to explain the complicated history of Canada and its treatment of Indigenous people? 快播视频 professor Susan Dion explains how Indigenous history can be taught in primary school.

"It's important that adults work through their understanding of settler colonialism so that they are prepared to teach their children about the history--that the relationship that parents and adults have to the history will impact their capacity in sharing these stories with children."
Professor Susan Dion

Listen to the full interview on .

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