Jennifer O'Reilly

As a first-year student, Daniella Dziamba’s interest in Indigenous studies was piqued during Democracy, Dictatorship, War and Peace, an introductory political science course in the Faculty of Arts & Science.

“After completing a unit on the residential school system, I started to independently study Indigenous issues,” says Dziamba (left), who is now in her fourth year at Victoria College pursuing political science and minoring in Indigenous studies.

“I realized there was a whole world of information that hadn’t been taught in high school, and I wanted to educate myself about the original inhabitants of this country.”

Dziamba is one of many undergraduate students in the department of political science who are incorporating the study of Indigenous Peoples, languages and governance frameworks into their studies – and for a variety of reasons.

“Recognizing that there is a lesser known history of Canada was the first step toward my interest in learning not just about Indigenous political issues, but about culture and tradition as well,” says Dziamba.

Riley Yesno (left), a third-year member of Victoria College who is double majoring in political science and Indigenous studies with a minor in women and gender studies, is an Anishinaabe Indigenous rights advocate from Eabametoong First Nation. She grew up in Thunder Bay, Ont..

On top of her studies, Yesno has forged a path as a public speaker and writer, having participated in the Prime Minister’s Youth Council and global events like the UN Climate Change Conference and the World Forum on Gender Equality.

Yesno says her immersion in Indigenous studies “is a way to keep me grounded and expand my understanding of my history, culture and community.”

“I’m passionate about political processes and curious about the strengths and limitations of political institutions as change-making vehicles,” says Yesno. Pursuing both Indigenous studies and political science has helped her realize how much the two fields of study complement and challenge each other in ways she could never have anticipated.

“The most rewarding experience has been creating a network of amazing mentors, friends and colleagues – both inside and outside the classroom,” says Yesno of her time at 91�Թ�.

Third-year student Chiara Perry (left) shares Yesno’s belief in the complementarity of Indigenous studies and political science. “I’ve really enjoyed comparing and contrasting the viewpoints of both programs. I’ve been able to apply the knowledge I’ve gained in Indigenous studies to my political science courses, particularly when writing essays.”

Perry is completing a double major in political science and Indigenous studies with a minor in Italian culture and communication studies. She incorporated Indigenous studies into her course planning with the specific career goal of practising law and focusing on treaty rights.

“In high school, I participated in 91�Թ�’s Youth Summer Program in the area of law advocacy, where I was first introduced to the topic of Indigenous law,” says Perry, a member of St. Michael’s College.

“I was fascinated by how Indigenous law incorporates historical, spiritual and legal aspects of Indigenous culture into present-day Canadian law. I knew then that I wanted to pursue a career in Indigenous law.”

Perry cites two language courses taught by Assistant Professor Ryan DeCaire as formative to her experience. In Introduction to Iroquoian Language and Intermediate Iroquoian, she learned not only the intricacies of the Kanien’kehá:ka (Mohawk) language, she also encountered diverse issues in Iroquoian culture, traditions, history and politics.

“I think all students should take at least one course in Indigenous studies to help them gain a better understanding of the people who occupied the land that the 91�Թ� is built on,” Perry says.

What are these students planning after their time at 91�Թ� comes to an end?

Listening to Indigenous voices and perspectives “is something I will continue to do after graduation,” says Dziamba. “Taking Indigenous studies has had a deep effect on my career aspirations and I hope to use my privilege as a non-Indigenous person to bridge the gap that exists between Indigenous Peoples and settlers in Canada.”

As for Yesno, she says that, “If you had asked me when I started my degree if I had political aspirations, I would have said absolutely. Now, I don’t think that’s really the path for me, but I hope I’ll be able to find a way to bring my passions for community-building and storytelling together.”

(inset photo of Riley Yesno by Lisa Macintosh)

Building a school in Kenya with 91�Թ� Alumni Travel Program

sgupta — Mon, 07 Apr 2014 10:08:15 +0000

Building a school in Kenya with 91�Թ� Alumni Travel Program sgupta Mon, 04/07/2014 - 06:08

Cutline

Rosemary Tannock (far right) with students in Kenya (all photos courtesy Professor Tannock)

Jennifer O'Reilly

Author legacy

Jennifer O'Reilly

Volunteering was always part of Rosemary Tannock’s retirement plan but she never imagined she’d be building a school in Kenya just seven months after retiring from the Department of Applied Psychology & Human Development at the 91�Թ�’s OISE.

“Personally it allowed me to do things I’d never done before like learning how to mix cement,” says Tannock. “Professionally it allowed me to look at their model of education where teachers are called facilitators and they use a cooperative/discovery learning model where the students do as much as they can on their own before consulting the adult.”

A former Canada Research Chair (2006 - 2013) in special education and adaptive technology at OISE, a senior scientist at SickKids and a professor of psychiatry at 91�Թ�, Tannock’s world pre-retirement was an exceptionally busy one. But when she attended an information evening for volunteer trips organized by 91�Թ� Alumni Travel Program with international charity and educational partner Free the Children founded by Craig and Marc Kielberger, Tannock was hooked.

She signed up for their Kenyan based Adopt-A-Village program, aimed at ending poverty through five pillars: education; water and sanitation; health; alternative income and livelihood; and agriculture and food security. Travelling to Nairobi in October 2013, Tannock joined a group of 17 other volunteers, most of whom were affiliated with the University professionally or as alumni. From here, they travelled by two tiny planes to the remote Bogani Cottages & Tented Camp in the south-west region of Kenya, known as the Masai Mara, where they would stay for the next two weeks.

“I have never come across children who were so excited and motivated for learning even after walking 10 kilometers to school,” Tannock says. “Unlike Canada, no child has a sense of entitlement. The sheer joy of learning is omnipresent particularly with the high school girls.”

Sleeping in tents or stone cottages, the volunteers’ day began early with a six am walk on the savanna with one of the Maasai tribes who passed on interesting information about the local plant and animal life. Breakfast was followed by a bumpy bus ride to their work site where they spent the morning helping to build a dormitory for the first ever girl’s secondary school in the Masai Mara.

The group's tasks varied daily from cement mixing to mud flinging (strengthening inside walls) all learned from the Maasai and the Kipsigis.

Then it was back to the camp for lunch followed by cultural afternoons filled with activities such as meeting the local mothers, guided visits of their homes, cooperatives and land, discussing matters such as the challenges they now face because the girls are in school.

Another afternoon saw them at the girl’s secondary school where the pupils sang and danced for the volunteers, drank tea and discussed the girl’s future hopes and dreams.

“This is the first generation of girls to go on to secondary school,” Tannock says. “They want to be accountants and doctors but they have the extra stress of going home after school not only to homework but household chores too.”

Volunteers also visited the health clinic and the elementary school where they were just beginning to use electricity.

“I saw firsthand what an NGO can do as well as its limitations,” says Tannock. “For example I never saw any children with any disabilities so it’s not quite at the inclusion stage yet by comparison to South Africa.”

But Tannock says she was bowled over by the children’s unending enthusiasm.

“I’d never come across this collective singing they all engage in. All the children sing and dance without a single musical instrument. I’d never seen children seem so happy and free and so motivated for learning.”

Tannock would like to see Canadian schools follow the example of at least one aspect of education in Kenya: “Physical Education is part of their school day, everyday and the children are expected and required to help in the community.”

The hardest moment came upon leaving. “Because of the rapport we developed with the local people and the huge welcome we received, the toughest moment came when we had to say goodbye.”

She plans on another vacation with a difference as soon as time allows and hopes next time to work with an organization where she can use her professional skills and stay for a much longer period. To anyone considering such a venture she says, “Go, do it!”

Jennifer o'Reilly is a writer with OISE at the 91�Թ�.

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