Thinking about launching a career in tech or engineering?

Don’t miss RRC Polytech’s Pathway Programs Information Session on Tuesday, June 17, from 12–1 pm.

Discover the Pathway to Information Technology and Pathway to Engineering Technology programs – both are designed to support Indigenous students with academic upgrading, hands-on learning, and clear pathways into high-demand careers.

Learn about the wraparound supports through the School of Indigenous Education, including Elder support, navigation coaches, financial officers, and a welcoming community throughout your journey.

• Tuesday, June 17
• 12pm – 1pm
• Manitou a bi Bii daziigae, Exchange District Campus

Logo created by Adele Sinclair, ECE Workplace. The image was used in a variety of ways, including in instructor-led presentations about the cohort and program, as the icon for the general Teams channel, and on invitations to the celebration evening held in December.

In January 2023, a bold and innovative journey began – one that has the potential to reshape how Early Childhood Education (ECE) Workplace training is delivered in First Nations communities across Manitoba.

The Aboriginal Head Start program, funded by Cree Nation Tribal Health and the First Nations Inuit Health Branch, was designed to provide First Nations students a fully online, workplace-based learning model tailored to their needs. What started with a cohort of 29 students soon evolved into something much more than an academic program – it became a transformative experience rooted in culture, connection, and compassion.

Following the standard ECE Workplace model, students would work at their jobs Monday through Wednesday to accumulate practicum hours, then they attended virtual classes on Thursdays and Fridays. From day one, though, it was clear that this cohort would be anything but standard.

Tanya Redford and Nettie Proulx, with an additional instructor each term, approached teaching with flexibility, empathy, and responsiveness. Although neither is Indigenous, both approached their roles with cultural humility and a commitment to walk alongside students in a spirit of respect and reciprocity. Elders were invited into virtual classrooms, Indigenous Teachings, perspective and ways of knowing were welcomed and embedded into the program, and learning extended beyond the students to include their families and communities.

For many students, their homes functioned as their classrooms – they learned in spaces they shared with children, partners, and relatives. One student even fed and cared for a newborn during class.

Redford noted the emotional challenges students faced: “In a typical classroom, maybe one or two students are going through life-changing events. In this cohort, everyone was going through something, often multiple things that compounded one another. And yet – they showed up. They succeeded.”

Sharon Hart from Fisher River Cree Nation says that what she learned in the program were things that she was already practicing in her career at the Fisher River Daycare Centre. She had cultivated skills in play and supporting children’s sensory and motor development through her career, and the program equipped her with tools to deepen her knowledge in play-based curriculum, guidance, relationships, and current child development research.

Hart says that learning online alongside other Indigenous students from different communities in similar circumstances created an environment in which everyone helped each other.

“We would talk about different situations, what’s going on in our centres, and give each other pointers and advice – we were able to address different things in our centres based on the experiences of other people in the class to see what solutions worked better than others,” said Hart.

Redford and Proulx were always conscious of ways to help students succeed. They recorded classes for those that couldn’t attend live, used feedback tools like surveys and informal discussions to shape curriculum delivery, established drop-in homework sessions in the evenings, and permitted students to resubmit assignments.

While some students were tech-savvy, others had never touched a laptop. At times, frustration with technology nearly led some to leave the program but with peer and instructor support, they adapted and persevered. Growth wasn’t just academic – it was personal, practical, and powerful, and students demonstrated that when they strived for excellence. Even students who earned 96% would resubmit assignments, aiming for 100% not for the grade, but for themselves.

Each term, the instructors hosted in-person gatherings at RRC Polytech’s Notre Dame and Exchange District Campuses. Students, families, and College leaders came together to share food, stories, and community. For those unable to attend, technology like OWL ensured remote participation.

By the program’s conclusion in December 2024, 15 students had completed their training. Twelve are preparing to walk the stage at Convocation in June and were honored in the graduation Pow Wow in May. A final celebration was held at Notre Dame Campus where students and instructors celebrated their achievements alongside College leaders, family members, and even Manitoba’s Minister of Advanced Education and Training, Renée Cable. Students who didn’t complete the program came to celebrate with their peers, underscoring the deep sense of community built throughout the program.

Thanks to the program’s success, a second, expanded cohort launched in 2025. The response was overwhelming with over 60 students from 25 different communities – just over double from the first cohort.

The door remains open for those who left the program early. Students who didn’t finish the first time are welcomed to rejoin in a later term and pick up where they left off. That commitment – to meet students where they are, in the places where the students are needed – is central to this program.

Hart says that since completing the program, she’s been promoted to full-time floor supervisor at the Fisher River Daycare Centre. She’s looking forward to the new centre opening in the community in the fall and she wants to get her Early Childhood Educator Level III.

“My proudest moment was when I got my marks back for an academic paper on child development. It’s been years since I’ve been in school, and I’d never written a paper before – I got tutoring and learned how to do research and cite sources. I aced it,” said Hart.

“If I had to go in person to Winnipeg, I think I would have had a harder time. I actually miss coming to class online now.”

This program is more than a model – it’s a movement toward equitable, culturally responsive education. It’s a demonstration of intergenerational learning and adapts to students’ lives. It recognizes that success looks different for everyone. And it proves that when we prioritize connection and compassion, incredible things happen.

“We have been able to implement a strengths-based approach to our program, and we are very thankful that our department (chairs, associate dean and dean) and the College have supported us in meeting the needs of each individual student. This may have been extending a due date, not taking marks off for a late assignment, or allowing students to submit assignments in ways that best support their way of demonstrating their learning and knowledge,” said Proulx.

About the Early Childhood Education Workplace Program

This program is specifically designed for experienced child care assistants (CCAs) working in licensed childcare programs across Manitoba.

Early Childhood Education Workplace is an accelerated program that provides the specialized training and credentials needed become an early childhood educator (ECE) Level II, enhance employment potential and achieve career goals while working.

Learn more on the Program Explorer.

Information technology is part of our everyday lives, but getting a career started in a technical field can be difficult.

RRC Polytech’s Pathway to Information Technology program offers a meaningful first step for Indigenous students looking to build a future in the field of technology.

Pathway to IT Programs blends foundational academic learning with a strong focus on Indigenous culture, community, and practical applications of technology in Indigenous contexts. Students are introduced to essential learning techniques and technical skills that will equip them to succeed in information technology programs.

Cathrine Van Damme took high school courses such as design drafting, graphic communication, and communication technology and in grade 10, she gained more insight into the field when she took a summer job in the IT department on her reserve. At the time, she was more interested in becoming a graphic designer and had even been accepted into a graphic design program in grade 12. However, she realized that pursuing a diploma in graphic design wasn’t the right fit for her.

Her post-secondary coordinator introduced her to the Pathway to IT Programs and despite spending most of high school preparing for a career in art and design, she discovered that IT, especially web development, offered a creative outlet that she hadn’t expected.

She says that with full-stack development, she can apply her design interests and build and manage the back-end code infrastructure that creates websites. One of her future goals is to build a website for her reserve to share employment opportunities and community news.

Van Damme’s experience in the Pathway to IT Programs is one of many students’ who weren’t entirely sure what to expect – for many, IT combines creativity with a practical application that can be used by anyone.

One experience that stood out to Van Damme was hearing multiple presenters during the Pathway to IT program emphasize the importance of building friendships and connections with peers. At first, she was focused solely on academics and didn’t think much about networking. But in her second term, she realized that having friends in the program made a big difference – not only with getting help on assignments but also with staying motivated to attend class. Making friends helped her feel more engaged, especially during times when classes were online.

Tashina Henry didn’t know what to expect when she went into the program but she knew it would improve her technical skills and in turn give her the tools to improve the skills she was already using in her job as assistant to the director at her reserve’s health centre. The content was relevant to her position where she was already troubleshooting hardware and navigating software – but beyond that, the experience became a journey of self-discovery.

“I finished the program and learned so much more than I anticipated – more about myself than anything. It really gave me the push I needed to come out of my shell. It gave me my voice back,” said Henry.

This was Henry’s first time attending college, and she described the experience as “mind-blowing.” Enrolling in a program designed specifically for Indigenous students helped her feel more comfortable and supported. Since December, she has been working part-time in IT, and she says that combining hands-on experience with her studies has been incredibly rewarding.

“We’re all connected in some way,” she said. “It made it easier to make friends, and it made me feel safe enough to be more outgoing. It’s inspiring to see other Indigenous students taking steps toward their futures. A lot of us are breaking cycles created by residential schools and the intergenerational traumas that followed.”

Henry says she can be stubborn and is drawn to challenging subjects – she prefers to focus on the things she finds most difficult, because that’s where she wants to grow. She is considering pursuing full-stack development because of the challenge it presents.

She’s also interested in programming because of how it can benefit her community. After a conversation with the IT manager at her workplace, she realized tech can have real-world applications beyond websites – like installing sensors in water tanks to measure levels and reduce the need for weekly water truck deliveries. That kind of practical, community-focused tech work encourages her.

One thing that stood out to Henry was how effective and supportive the instructors were. As a child, she moved frequently and often had to change schools, which caused her to miss key units – especially in subjects like math. When she finally settled in Portage la Prairie for high school, she found herself behind and struggling to catch up academically.

“The instructors in this program have been very patient and clear with what they were teaching,” she said. “I really appreciated that.” Their support helped her close some of those educational gaps and build confidence in her abilities.

Beyond academics, participants benefit from career-focused support networks that encourage personal, social, and financial readiness. The goal is not only to help students transition into higher education but to empower them to thrive within it.

Graduates of the pathway program are eligible to apply for reserved seats in high-demand programs such as Application Development and Delivery andIT Operations and launching into rewarding, future-forward careers in technology.

By investing in this pathway, Indigenous students can unlock new possibilities, gain confidence, and build a solid foundation for lifelong success in the tech world.

About Pathways at RRC Polytech

Pathway to Information Technology Programs prepares Indigenous students to take the lead in technology and helps to jumpstart an education in technology. Pathways are exploratory and preparatory, ensuring that Indigenous students have the foundation to start strong in their post-secondary journeys. Pathways are for Indigenous students that haven’t experienced post-secondary education yet or want to build a starting point for an education in a particular industry. Pathway to IT students qualify for the IG Wealth Empower Your Tomorrow Indigenous Scholarship, which provides financial support and mentorship opportunities throughout students’ studies.

Register today to learn about Pathway to Information Technology and Pathway to Engineering Technology!

We are excited to invite learners to RRC Polytech’s upcoming Pathway Programs Information Session focused on supporting Indigenous students with launching careers in information technology and engineering.

• Tuesday, June 17
• 12pm – 1pm
• Manitou a bi Bii daziigae, Exchange District Campus, 319 Elgin Ave.

This session will highlight our Pathway to Information Technology and Pathway to Engineering Technology programs. Both pathways offer Indigenous students academic upgrading, hands-on learning opportunities, and clear routes into high-demand tech and engineering careers.

Additionally, you will learn about the comprehensive supports available through our School of Indigenous Education, including Elder guidance, navigation coaching, financial support, and a welcoming community to help students succeed every step of the way.

We would appreciate your help in sharing this opportunity with Indigenous students and learners who may be interested in exploring these exciting programs.

If you have any questions, please contact Chelsey Finney, Program Facilitator, School of Indigenous Education, at cfinney40@rrc.ca. 

Once registered, we will send out an email a week prior to the event with the agenda.

Please join Terri-Lynn Anderson, Truth and Reconciliation Coordinator, for the Moose Hide Campaign Winnipeg Walk to End Violence.

Terri-Lynn will be at the Canadian Museum for Human Rights (CMHR) by 11:30 AM, and staff, faculty, and students are welcome to meet there before the walk begins.

If you have any questions or would like to meet at the CMHR, feel free to reach out to Terri-Lynn at tlanderson@rrc.ca.

Event Details:

• Date: Thursday, May 15, 2025
• Time: 12:00 PM – 3:30 PM (Meet-up at 11:30 AM)
• Start Location: Canadian Museum for Human Rights
• End Point: Manitoba Legislative Building
• Rain or Shine

Please wear your Moose Hide pin if you have one. Terri-Lynn will have extras available  or you can arrange to pick one up before the walk. 

Let’s walk together in solidarity to stand up against violence and help create a safer, more respectful world.

Click here for full event details and registration

The following message includes topics that may trigger strong emotions, especially for those with lived experiences. It is recommended that we all check in on ourselves and access the resources available to us to ensure we are taking good care of our mental health. For mental health and self-care resources, visit here.

The National Day of Awareness for Missing and Murdered Indigenous Women, Girls and Two Spirit People, otherwise known as Red Dress Day, is observed on Monday, May 5.

Red Dress Day began with Jaime Black’s REDress Project, initiated in 2010, in which she hung red dresses in public spaces to represent the missing and murdered women, girls and Two Spirit people to honour their lives and their families.

The National Inquiry into Missing and Murdered Indigenous Women, Girls, and Two Spirit People (MMIWG2S) released their Final Report in June 2019. The report detailed over 2,380 accounts from family members, survivors of violence, experts and Knowledge Keepers during two years of evidence gathering. Two volumes of the report conclude that persistent human and Indigenous rights violations are the root cause of Canada’s high rates of violence against Indigenous women, girls, and Two Spirit people.

Sections 11.1 – 11.2 call on educators across all levels to provide awareness to the public about missing and murdered Indigenous women, girls and Two Spirit people and about the issues and causes of violence they experience. In this digital age, we have the ability to spread the truth, but we are also at odds with misinformation borne from ignorance and racism. It is our duty to their families and communities to advocate for the truth of Canada’s complacency in crimes against Indigenous women, girls, and Two Spirit people.

Many Indigenous organizations have additional programs that support the National Inquiry and education on Missing and Murdered Indigenous Women, Girls, and Two Spirit People like the Southern Chiefs’ Organization Inc. MMIWG2S and Violence Prevention.

The flags at Notre Dame Campus and PGI will be lowered to half-mast today to pay respect to Missing and Murdered Indigenous Women, Girls and Two Spirit People.

CWB Financial Group supports continued delivery of Introduction to Anishinaabemowin (Ojibwe Language) at RRC Polytech.

For the second year in a row, RRC Polytech is proud to offer Introduction to Anishinaabemowin at no cost to students, thanks to the generous support of CWB Financial Group. This course is part of a broader commitment to Indigenous language revitalization – an effort that acknowledges the deep cultural significance of Anishinaabemowin and the urgent need to adapt and expand its use.

RRC Polytech is taking this commitment further with the launch of Conversational Anishinaabemowin, which is designed to deepen students’ engagement with the language. This course moves beyond foundational words and phrases and encourages learners to express more complex thoughts and sentiments, fostering fluency and confidence in a space where the language can truly come to life.

Language learning is more than memorization – it is an immersive, holistic experience that engages the body, mind, emotion, and spirit. The College, with support from CWB Financial Group, is embracing this approach to ensure that students not only learn Anishinaabemowin but also connect with it on a deeper level.

Corey Whitford, Anishinaabemowin instructor, says that his approach to teaching is rooted in engaging the senses and all parts of the self: the physical, mental, emotional, and spiritual.

Aambe oma! Come here!

Physical – Engaging Senses and Going Places.

The best way to learn a language is to be surrounded by it. In-person classes provide an environment where students can hear Anishinaabemowin spoken naturally, feel the words in their mouths, and engage in conversations with others on the same journey. Whether a student grew up hearing snippets of the language, is already fluent, or is speaking their first words, everyone shares a common goal: to listen, practice, and learn.

Whitford is a life-long speaker and teacher, and leads the way to help students build confidence as they join a growing community of language speakers. Coming to class and being in spaces with fellow learners will solidify learning.

Gikinawaabam. Learn by observation.

Mental – Building Knowledge and Taking Risks

Language learning requires dedication and mental engagement. Retaining vocabulary and sentence structures happens best in an immersive setting, where students are free from distractions and focused on the shared learning experience. It’s not just about attending class; it’s about showing up for the language and for one another. Making connections, taking risks, and actively participating in the learning process strengthens memory and reinforces knowledge. Learning Anishinaabemowin is an investment in yourself and in the future of the language.

“I had some aunts and uncles that spoke – I wish I picked the language up sooner. I practice what I learn every day with my son. At four years old, he’s at that stage where he copies everything you say,” says Boogie Mann, Automotive alum. He says that once he’s finished Introduction to Anishinaabemowin, he’s going directly into Conversational Anishinaabemowin in May to continue his studies.

Zaagichigaade. It is loved (by someone).

Emotional – Connecting with Passion and Purpose

We retain information best when we feel connected to what we are learning. Anishinaabemowin is more than just words – it carries history, identity, and cultural knowledge. Our classes are led by a passionate instructor who inspires students to step outside their comfort zones and embrace the challenge. By making space for the language, students are actively participating in its reclamation and revitalization, demonstrating the need for more accessible language learning opportunities for Indigenous communities worldwide. Learning the language is an act with purpose.

Wiidosendiwag. They walk together.

Spiritual – Embracing the Process with an Open Heart

One of the greatest challenges Indigenous people face in learning Anishinaabemowin is overcoming the internalized shame of not knowing the language. This is not a personal failing – it is the result of systemic efforts to erase Indigenous languages. Many learners struggle with the fear of failure, but true growth comes from embracing the process. By learning Anishinaabemowin, students are not only reclaiming something that was taken from their ancestors but also contributing to the survival of the language for future generations. Speaking the language is an act of resilience, a way to honor those who came before, and a gift to those who will come after.

“Go to people who have the language. The language lives with people who are fluent and people who have lived life through that linguistic experience,” said Whitford. “We encourage everyone who’s interested in our language to come and learn along with us and help us revitalize Anishinaabemowin.”

The journey of learning Anishinaabemowin is about more than just gaining a new skill – it is about reconnecting with identity, culture, and community. Every student who joins these classes plays a role in the larger movement of language revitalization. As we continue to offer free access to these courses, we reaffirm our commitment to ensuring that Anishinaabemowin not only survives but thrives.

By showing up, engaging, and embracing the language, students are making a powerful statement: this language matters, this culture is alive, and the future of Anishinaabemowin is worth fighting for.

To register for Introduction to Anishinaabemowin or Conversational Anishinaabemowin, generously support by CWB Financial Group, visit the Program Explorer page.

Ahaam sa, mi minik. Okay, that is all!

Over the past several weeks, we’ve listened, learned, and reflected.

From January 30th to March 12th, through eight engagement sessions and a survey reaching more than 350 participants, we heard powerful stories, teachings, and visions for what our Indigenous Visual Identity should embody. 

Sacredness. Seasonality. Directions. Interconnectedness. The importance of language, fire, water, and the land – its plants, its spirit, its stories. These themes emerged again and again, underscoring a deep connection to identity, history, and place. Participants also highlighted the importance of distinguishing Métis, Inuit, and First Nations cultures in a meaningful and authentic way.

Visually, this identity must be more than just a design – it must feel lived, woven into the fabric of who we are. Earth tones reflect our connection to the land, while vibrant colours draw inspiration from beadwork, regalia, and the many cultures they represent. Celestial and seasonal influences remind us of the ever-changing yet cyclical nature of life. The textures of natural materials – organic, tactile, grounded – carry stories of resilience, tradition, and knowledge passed through generations.

We were reminded that no story or teaching stands alone – each is inseparable from its meaning and the voice that carries it. This is essential. It is through story that teachings live and breathe, and it is through meaning that they guide us.

Now, with these insights in hand, our design team is working with RRC Polytech’s Knowledge Keepers Council to finalize a conceptual direction that will bring these ideas to life. As the work progresses, we remain grateful for the voices that have guided this journey so far. Your wisdom and stories are the foundation of this visual identity, ensuring it is a reflection of both tradition and future generations.

Stay tuned for more updates as we continue this important work.

About Narratives Inc.

Narratives emerged to create space for early, respectful dialogue that supports informed, values-based decision-making. It aims to deepen understanding of how projects and policies affect the social, cultural, biophysical, and spiritual fabric of our world. By challenging the boundaries of research, planning, and practice, Narratives contributes to reconciliation — one story at a time. Rooted where the Red and Assiniboine Rivers meet, within the traditional territories of the Anishinaabeg, the Ininiwak, the Anisininewak, the Dakota Oyate, and the Denésuline, in Treaty 1 territory, and the homeland of the Métis.

Join us in celebrating the beauty and resilience of Indigenous languages!

Watch our video featuring language instructor Corey Whitford as he shares insights on Indigenous Languages Day, the revitalization of Anishinaabemowin, and ways you can be part of the learning journey.

RRC Polytech is proud to offer Introduction to Anishinaabemowin and Conversational Anishinaabemowin, with tuition generously covered by CWB Financial Group. Don’t miss this opportunity to learn and connect – find more information on the courses and register here.

Gabriel Nanacowop and Kendrah Sinclair from Culinary Skills (Indigenous) were recently featured in the Winnipeg Free Press, highlighting their hands-on experience at the Wiisinin Diner. The article showcases their journey in mastering traditional Indigenous cooking techniques while gaining real-world restaurant experience. Read the full story to see how these students are making their mark in the culinary world: Winnipeg Free Press.