Kenthen Thomas – “Re Skú7pecen re Stseptékwlls (The Story of Porcupine)”
In my first semester, I had the privilege to attend storytelling with Kenthen Thomas. Listening to him share The Story of Porcupine was such a meaningful experience. His storytelling brought the characters to life while sharing important lessons in a way that felt natural and engaging. I appreciated how the story blended humour with teachings about respect, listening, and consequences. Kenthen’s presence and voice made it easy to connect, and I found myself fully immersed. This experience reminded me that stories are a powerful way to teach and build relationships. As a future educator, I want to create space for stories like this that carry deep cultural meaning and offer different ways of learning. I hope to have him come to my class as he is a powerful storyteller.
Blanket Exercise with Roxeane Letterlough
Participating in the Blanket Exercise was a powerful and emotional experience. Standing on blankets symbolizing Indigenous lands, I witnessed how colonization led to displacement, loss, and resilience. As the blankets were gradually removed, the visual representation of history became deeply personal. This exercise illuminated the profound impacts of colonial policies and the strength of Indigenous communities. It challenged me to reflect on my role in reconciliation and the importance of integrating Indigenous perspectives into my teaching. I left with a renewed commitment to fostering understanding, respect, and inclusivity in my educational practice. As a settler on these lands, I am committed to decolonizing and indigenizing my practice by recognizing my shortcomings and continually learning.
Carolyn Roberts “Re-Storying Indigenous Education”
Attending Carolyn Roberts’ talk on Re-Storying Indigenous Education was both grounding and transformative. She emphasized that Indigenous education is a process of both learning and unlearning, encouraging educators to move beyond performative actions toward authentic allyship. Through her storytelling and guidance, I gained a deeper understanding of how to integrate Indigenous pedagogies and create culturally sustaining classrooms. Her emphasis on relationality and respect challenged me to reflect on my teaching practices and consider how I can support Indigenous students meaningfully. This experience reinforced my commitment to fostering inclusive learning environments that honor Indigenous voices and knowledge systems.