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.

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!

Breaking into a career in a chosen industry can be one of the most challenging steps in the education journey.

Thanks to support from RBC, the Indigenous Career Fair is a focal point of discovery, where students can network with each other, alumni, employers, and future career connections.

Every year, Indigenous students from all over the Red River College Polytechnic (the College) walk together through a variety of career options at the Indigenous Career Fair. More than thirty employers attended the Indigenous Career Fair on January 28, offering job openings and career opportunities for students to explore while gaining insight into the current job market and economic landscape. The RBC Headshot Lounge was available in addition to RBC’s event sponsorship, where students could capture professional headshots for their LinkedIn profiles and for other professional uses.

Justin Habinski, an Introduction to Trades and Plumbing graduate, had finished his program the week before but made time to check out the employers that were offering positions.

“I was probably one of the few that showed up after the end of the program,” said Habinski. “I’m glad I went, though – there were a couple of jobs that stuck out and gave me some ideas for my career.”

Providing opportunities for Indigenous students is a vital part of RRC Polytech’s commitment to reconciliation. True reconciliation means walking alongside students, ensuring they have equal access to opportunities while embracing and celebrating Indigenous values, cultures, and traditions.

Guy Gagnon, a second-year Disability and Community Support student, attended the career fair to explore different paths. While he has experience working at a ground level in community support, he aspires to create change at a higher level.

“The career fair was kind of overwhelming at first because there are so many paths to consider, but it was also eye-opening. There were a lot of roles that I’d been in before, and helped me reflect on where I want to make an impact. I think the career fair is a great way for students to either re-evaluate their paths or reaffirm what they want to do with their careers,” said Gagnon.

The event featured an interactive passport students could use as an icebreaker with employers – for every five employers they spoke to, they were entered into a draw. Students had the chance to score some amazing prizes, including a $500 Ticketmaster gift card generously provided by RBC.

“The icebreaker was a really fun incentive – it helped me speak to more employers than I thought I would,” said Keegan Thomas, Indigenous Culinary Skills student and grand prize winner. “I wasn’t expecting to win, but I’m looking forward to using the card for a show, maybe out of province.”

Students had an additional chance to win when they listened to the panel that was held at noon. The panel was led by Kelly Krakalovich, Mentorship Coordinator with the School of Indigenous Education. The panel was featured Darcie Bonwick, an Indigenous Entrepreneur, Mittohnee Pogo’otah; Katelyn Lawson, Relationship Manager, Commercial Banking, RBC; and Craig Fisher, Program Facilitator, School of Indigenous Education, RRC Polytech.

“The panel was a great way to bring together Indigenous professionals at different stages in their careers,” said Craig Fisher. “I was thrilled to be part of an event where students could envision themselves in these roles one day. As an advocate for Indigenous representation in underrepresented industries, I believe it’s essential for students to see and have the opportunity to connect with Indigenous folks who came before them.”

The panel event highlighted the balance between traditional knowledge and contemporary career pathways that Indigenous professionals navigate every day. The discussion explored themes of identity, learning, community impact, and wisdom for future generations. The panelists provided meaningful insight on Indigenous economic development, cultural resilience, and success beyond financial metrics, while demonstrating the value of mentorship and networking opportunities.

“I want to show Indigenous students just how valuable their presence is in industry. Working with First Nations communities as a First Nations woman myself has helped me to make deep connections with the people that I provide services to,” said Katelyn Lawson. “That sense of familiarity – with culture, with the challenges communities face, with the goals they’re working towards – is a powerful bridge, not only for your own career, but for making change in our communities.”

The Indigenous Career Fair reflects RRC Polytech’s commitment to empowering Indigenous students. With RBC’s support, this event leverages our role as an educational institution to foster meaningful, lasting connections between Indigenous students and organizations — creating opportunities that benefit not only the students but also their families, communities, and the broader industry.

The Mínwastánikéwin Award, named for the Cree word that means ‘to set it right’, was created in 2019 in partnership with RRC Polytech’s Campus Store during the first Truth and Reconciliation Week. Applicants were asked to write a one-page essay on what Truth and Reconciliation means to them as Residential and Day School Survivors and children of Survivors.

To this day, you might hear the words ‘Residential School legacy.’

‘Legacy’ is a Western concept, which means: ‘something transmitted by or received from an ancestor or predecessor or from the past.’

Countless Indigenous people have inherited the impacts that Residential Schools have had on parents, grandparents and great-grandparents – a legacy that none of them asked for.

Indigenous men, women, and Two Spirit people are uprooting the intergenerational cycles that were planted by the Residential School system.

Indigenous people are reclaiming their places in power.

Families are creating bright futures for their children.

Indigenous students are achieving their goals and finding ways to give back to their communities. They are creating new legacies for themselves, their children, and their communities.

The Mínwastánikéwin Truth and Reconciliation Award is named for the Ininimowin word that means “to set it right.”

As a post-secondary educational institution, RRC Polytech recognizes the role it plays in righting those wrongs. Every year, the Mínwastánikéwin Truth and Reconciliation Award is offered to Indigenous students who are willing to relate their experiences to Truth and Reconciliation and what it means to them.

Thanks to the generous support of the RRC Polytech community, funds for the Mínwastánikéwin Award are sourced from sales of original RRC Polytech Orange and Red shirts at the Campus Store.  Enough shirts were sold last year to support the award going to two students.

Peggy Guimond, a recent graduate of the Business Accounting and Management program, says she was motivated to apply for the award by the memory of her late grandfather, whom was a Residential School Survivor and witnessed the government’s apology issued in Ottawa in 2008.

“It still makes me emotional, thinking of my late grandfather being a Survivor. If he wasn’t one, I wouldn’t be here today,” said Guimond.

The impacts of colonial systems have affected her family for generations. From her grandfather’s experience in Residential School, to her mother attending day school, and her dad, a 60s Scoop Survivor, many people in her family did not get to grow up with their families in their own culture and teachings – something she is committed to changing.

Guimond says that she fostered several children and adopted her niece and nephew out of the Child and Family Services system – the same system which she had grown up in and aged out of. Though she calls herself a success story coming out of the system, she is familiar with the support young people need today and is determined to give back to her community by supporting them in an environment where they are loved and their culture is welcomed and celebrated.

She says being able to grow and get educated in her community was the greatest experience she had – one that was not afforded to her relatives, but one she wants to ensure younger generations would be able to experience once again.

Finding out she was a recipient of the Mínwastánikéwin Award pulled at her heartstrings, she said. Because of the award, she was able to complete her program with no financial barriers and she could focus on her family – something she is extremely grateful for.

These systems have shaped Guimond’s family for a long time, including her own experiences in the child welfare system, but she is breaking that cycle and finding ways to support the young people in her family so those impacts, and that legacy, don’t continue any further.

Camille Munro is a Nursing student from Winnipeg with status in Fox Lake Cree Nation and familial roots in Churchill, Manitoba. Her own family has been deeply impacted by the 60’s Scoop – of her thirteen aunties and uncles, twelve were taken and placed in foster care or adopted out to white families. Some of them had run away from those homes and they eventually found each other, which Munro credits to their resilience and determination.

Because of their will to find each other again, Munro grew up with her cousins – an opportunity she says she wouldn’t have had otherwise. Today, her own children are growing up alongside their cousins and relatives in a big, tight-knit family, which Munro says is something the whole family takes pride in.

As she got older, she began to truly understand the impacts that Residential and Day Schools had on her family and the way those impacts affected their experiences. When she started learning about her family and her culture later in her life, she came to know the extent of the impacts of the unresolved trauma in her family. She herself attended several different schools as a child, including a Christian private school and a Catholic private school, and later struggled with substance abuse as an adult.

She started her sobriety journey eight years ago when she began learning more about her culture, and she practiced the knowledge her mom gave her – she participated in Ceremony, learned teachings from Elders, and engaged in a lot of self-reflection on how to move her life forward in a good way.

Her biological mother passed away in January of this year when Munro had been recovering from her own major surgery in December – she was managing funeral expenses and the sacred fire for her mother all while juggling assignments and exams at school during her recovery period. Finances were tighter for her than they ever were. She says the award came to her at a time when she really needed support.

Munro is a single parent to four children and became a young mom at 18. She’s the sole provider for her children, so any financial support she earns goes to her family. She says funds like these are what keep the lights on in her home and food in the cupboard while she’s attending school full time.

Munro says her family has been invaluable to her journey. Her kids have been huge supports for her academic journey – her eldest daughter is her right hand and Munro says there’s no way she could have done it without her help. Her father passed away in June, and she says it’s been challenging to deal with the grief, but she pushes through it all with the support of her family.

Munro is chasing her dream of becoming a nurse and says she made a lot of connections during her time at the College. She gravitated towards her Indigenous peers who had shared a lot of common experiences, and her instructors were incredibly supportive of their academic journeys.

“We need to take up more space in these places – we have to fight, but it doesn’t mean we don’t belong there. I have my ancestors behind me. I want people to know that it’s never too late to chase your dreams. Use medicine, take care of yourself, go to Sweats. Learn about your family, your traditions – learn to be proud of your heritage and culture, take back your identity and learn your truth. You don’t have to wait,” said Munro.

Guimond and Munro, and many other Indigenous students, have faced barriers that so many others don’t even have to think about when they decide to go to school. That is why awards like this exist. It is an acknowledgement of those barriers and a response to “set it right.”

Getting an education on their terms and taking power back is how Guimond and Munro are ensuring that the future is better for themselves and their communities, their young people and their loved ones.

RRC Polytech recognizes its role as an education institution to advance Truth and Reconciliation and is honoured to support these two recipients and all Indigenous learners in their academic journeys.

To learn more about the Mínwastánikéwin Award, see the Awards, Bursaries and Scholarships catalogue.

Mi – no Bi – MAH – di – zi – win: The Good Life

Over the course of three weeks in three-day blocks each week, staff and faculty at RRC Polytech had the opportunity to learn Anishinaabemowin and experience Anishinaabe ways of being with the guidance of gekinoo’amaaged, instructor, Corey Whitford of Sandy Bay First Nation and gichi-Anishinaabe, Elder, Paul Guimond of Sagkeeng First Nation.

Staff, now gikinoo’amawaaganag, or students, learned what it means to live authentically with the land, the seasons, and each other – what Anishinaabeg, the people, call Mino Bimaadiziwin, or the good life.

Whitford and Elder Guimond shared stories and memories, thoughts and feelings in a mix of Anishinaabemowin and English to expose students to the distinct cadences and inflections of either language. Much of Anishinaabe culture and history is rooted in the land, which Whitford heavily integrated into the course delivery – the pilot program was scheduled for early summer, so the Immersion Camp centred around the preparation for Sundance.

The first block comprised of storytelling and Teachings shared by Elder Guimond and Whitford to teach students about seasonal protocols associated with the six traditional Anishinaabe seasons and to associate Anishinaabemowin expressions with their meanings through experiential techniques, actions and gestures.

Whitford utilized the spaces at Notre Dame Campus to demonstrate that connection to space the language has – he guided students to the tiipii, or wigiyam, outside F Building and the Medicine Wheel Garden and the Sweat Lodge area, where Elder Guimond shared Teachings and histories about the traditional structures. Whitford outlined the next block deliveries in relation to the wigiyam and the Sweat Lodge, explaining how by the time the Immersion Camp came to a close, students will have helped prepare both a wigiyam and lodge for the Sundance in Sagkeeng First Nation in June.

“Corey taught us all the fundamentals of speaking, understanding the Anishinaabemowin alphabet and pronunciation, and the Teachings from Elder Paul about the wigiyam, the Buffalo Teachings, the Teachings about the Sweat Lodge, and Sundance Ceremony were incredible. The many sharing circles and discussions were community-building at its finest – we truly felt like family at the end of 9 days,” said Gerald Sereda, instructor.

Whitford coordinated several activities to relate the nature of Anishinaabe culture to participants – including the rope exercise, which he learned from an Inuk teacher. A thick rope is tied together at the ends to create a circle, which participants hold and lean back to create tension. A woman is lifted onto the rope, and walks around in a circle, touching the heads of the people holding the rope as she walks by. The exercise is meant to represent the strength that the community has, particularly men in the community, have and use and share to hold up the women in their lives.

Marie Rogge, instructor, says that the experience of walking the rope was spiritual and emotional.

“I was a bit speechless after stepping off the rope, but now wish I’d thanked the guys more and encouraged them to be strong for all the women in their lives – their grandmothers, mothers, wives or partners, daughters, friends, colleagues… Because we need each other to be all Creator meant us to be so partnerships, families, communities, colleges, businesses and nations can be strong and healthy,” said Rogge.

The second block took place in Sagkeeng First Nation where students engaged in land-based learning and walked through raising a wigiyam. Students went out on the land to harvest cedar and birch before stripping the trunks of their branches, leaves and bark to prepare as poles, then returned to the Sundance grounds to set up the wigiyam under Whitford’s guidance.

Students returned to Sagkeeng First Nation for the third and final block, where they washed and prepared buffalo skulls for Sundance while learning the significance of the practice with two women from Sagkeeng.

“Participating in the washing of the buffalo skulls in preparation for Sundance felt incredibly special. Using cedar water to wash the skulls was a powerful and spiritual experience, one that almost defies words. I am on my own grieving journey, and being able to participate in this ceremony was impactful and healing for me,” said Haley Pratt, Navigation Coach.

The Immersion Camp closed with a Sweat Lodge Ceremony in the lodge that students helped build with Elder Guimond and Whitford.

Jonah Schroeder, a recent graduate of Whitford’s Introduction to Anishinaabemowin class this past spring, says that learning the language has been indispensable in creating new friends and the Immersion Camp was the perfect opportunity to practice the language with new learners.

“It feels good to be in a community of fellow language learners, with great diversity in our life journeys and in our individual knowledge of Anishinaabemowin. We all support each other and have a special place in the circle we share,” said Schroeder.

He shared that during one of his walks through downtown Winnipeg, he passed through Central Park, where he says is a lively hub of kids playing soccer and friends sharing stories in an assortment of languages. An Anishinaabe man and his wife seated at a picnic table said something to Schroeder in Anishinaabemowin, not expecting him to respond – instead, Schroeder gave him a friendly greeting: “Boozhoo, boozhoo! Aaniin ezhi-ayaayeg?” Hello, hello! How are you two?

The three struck up a conversation in a mix of English and Anishinaabemowin, discussing their families, their homes and communities; why the couple were in Winnipeg, and why Schroeder was learning the language.

Schroeder says they must have chatted for twenty minutes before the new friends parted ways.

“I have been trying to learn Anishinaabemowin for a few years on my own, but it is in community where the language really comes alive. We need to hear the sounds and feel the words. It opens doors…or perhaps better yet, it builds relationships – it creates family. At least, this has been my experience over and over again, and this story is but one example,” said Schroeder.

“Together, we all learned to motivate our activities using our relationality techniques –  we used our head to think; heart to feel;  and hands to do the task-at-hand; to present each activity in an Anishinaabe lens,” said Whitford.

Glossary

Thanks to RBC’s generous support for student-focused events, this year’s third and final RBC Reaction by Collision event of the academic year was designed to meet the needs of Indigenous students at RRC Polytech.  Each year, RBC supports three Reaction by Collision events, with one specifically dedicated to Indigenous students. The Indigenous Career Fair took place on March 21 in the North Gym at Notre Dame Campus, which welcomed hundreds of students from across the College.

Over thirty employers were invited with specific job openings and opportunities for students to explore and consider for their future careers and to evaluate what the job market looks like in the current economic landscape. Students had access to the RBC Headshot Lounge, where they could take professional headshot portraits for their LinkedIn profiles and other professional bios.

Valeri Kelly, a Nursing student, says the Indigenous Career Fair was a great opportunity to network with employers and create connections for her future career, even though she’s a second-year student that wasn’t necessarily looking to be employed at the moment. She said she had plenty of opportunities to share her resume and LinkedIn with interested employers.

“One that really stood out to me was Naawi-Oodena; it wasn’t specifically for any healthcare-related jobs, but part of what they’re recruiting for is to fill the space at the new friendship centre. It was really cool, because there could be an opportunity to have a health clinic there, which I could be part of once I become a nurse practitioner,” said Kelly.

Having spaces that are culturally-inclusive to engage Indigenous employees is important for the success of Indigenous people not just professionally, but personally and spiritually.

Joey Laquette, a Plumbing student, is an R-Crew member that helps newer students navigate the College environment from a student-focused lens. He filtered in and out of the Indigenous Career Fair, bringing students down from the Indigenous Support Centre.

“It was good to see how well-organized it was, as that helped people navigate the booths easier. I noticed that quite a few students were a little shy to make that first connection. I encouraged students to put themselves out there, and started the conversation with some employers with them,” Laquette said.

Creating opportunities for Indigenous students is integral to enacting the College’s commitment to reconciliation. To walk the path of reconciliation is to walk alongside students and make sure they have access to the same opportunities as every other student in a way that not only accepts, but celebrates Indigenous values, cultures, and ways.

Matthew Paul, a College Transition student, says the employers he connected with made a strong effort to show him their resources and supports to engage Indigenous employees.

“A couple of them really stood out when they gave me their emails and said to contact them if I needed help – they actually went above and beyond, when they could’ve just given me a pamphlet. They even said that if I do decide to apply, to say in the application that I met them at the Career Fair so we could connect again,” said Paul.

At noon, the event kicked off with a panel discussing recruitment and retention for Indigenous employees, how each organization promotes employee engagement through cultural programming and support, and how Indigenous leadership at the executive level impacts the quality of experiences for Indigenous employees.

The panel featured Herb ZoBell, VP, Commercial Financial Services, Indigenous Markets of RBC, Clarke Garrioch, Senior Software Developer of IG Wealth Management, and Charity Lepage, Director, Technical Solutions of Canada Life.

“Whether they are new to the job market or are seasoned professionals, the success of Indigenous employees is influenced by a number of supports which leading employers should strive to provide,” said Herb ZoBell. “Access to education and training opportunities, rotational programs, a supportive cultural environment, mentorship and networking opportunities, peer supports, and awareness initiatives aimed at addressing cultural knowledge gaps and unconscious biases – these are just some of the ways RBC empowers and supports the careers of our Indigenous employees.”

The Indigenous Career Fair is an expression of the work RRC Polytech does to empower Indigenous students – and with RBC’s support, it’s an opportunity to use our platform as an educational institution to provide new, lasting, and impactful connections between Indigenous students and organizations that will benefit Indigenous students, their families and communities, and industry at large.

RBC is a proud supporter of Indigenous achievement in post-secondary education and the workforce. Every year, the RBC Reaction by Collision event series features at least one event created to offer enriched experiences for Indigenous students at RRC Polytech. In 2022, the RBC supported Indigenous Culture and Entrepreneurship and in 2023, they supported Food, Fashion and Music; both events demonstrated Indigenous talent and entrepreneurship.

RBC’s support extends beyond experiential events to actual programs offered through the School of Indigenous Education – in 2022, RBC gifted RRC Polytech with $450,000 to finance the Pathway to Information Technology Programs for the next three years, which gives students the opportunity to launch a foundational education in IT for a tuition of just $500. Pathway students have access to wraparound supports that provide mental, emotional, physical and spiritual wellness through the School of Indigenous Education. For many Indigenous students, these support systems are extremely beneficial to their academic success.

Matthew Paul sewed his third ribbon shirt with his peers in the Indigenous Support Centre as part of the course curriculum in College Transition. Being able to immerse himself in his culture has been essential in his educational journey, and he says he’s looking forward to graduating from his first post-secondary program this spring.

A few years ago, Paul was encouraging his daughter Joanna to graduate from school after he noticed that she was struggling to find motivation to complete assignments and participate in class.

Joanna responded with: “Why? You didn’t graduate. So, why should I?”

Her question had a resounding impact on Paul, and he realized that he needed to set an example for his daughter if he truly wanted to encourage her to pursue education. He enrolled at Urban Circle to obtain his grade 12 credentials, and the emphasis on Indigenous wellness and ways helped him to engage with the coursework far better than he could when he was in public school.

After he graduated, he could finally answer her question:

“Look – if I can do it, you can do it, too.”

That same year, Paul intended to continue his education through post-secondary. However, he encountered issues with his funding which delayed his launch into college for a year, and again was delayed the following year when the COVID-19 pandemic struck.

In fall 2024, Paul was finally able to enter College Transition to help him get accustomed to a post-secondary learning environment.

At first, he was scared. He was intimidated coming into a learning environment as a mature student when many of his peers were in their early twenties and still learning how to navigate the world as adults.

Now, he’s in the Indigenous Support Centre at Notre Dame Campus almost every day, chatting with students and staff. He feels confident in cracking the first joke with somebody, breaking the ice with new people – Paul says a lot of younger people he meets in the centre are shy, and he feels responsible for helping them feel more comfortable and helping them learn that it’s okay to laugh, joke and talk.

Now that he’s a high school graduate and a current college student, Paul says he’s proud to see Joanna still working hard in her own high school. The encouragement he gives her now is the same encouragement he learned himself: for him, it’s not about getting the best grades.

“Sometimes, you only get 50 per cent but as long as you tried, that’s what matters. Sometimes something won’t click right then and there, but you learn to figure it out. If you try your hardest and you still fail, well – that’s just life. With failure comes greater achievements in life later,” said Paul.

Prior to his return to school, Paul was living on assistance to support himself as a single parent caring for his daughter. He says it was a hard cycle to get out of because of the caveats that come with using social assistance programs.

“If you’re in school or you make any income, you get cut off, even though you might need that little extra support,” said Paul.

Paul says that College Transition helped him find the confidence he has in himself now, and he can identify his strengths and celebrate his own accomplishments.

“Before I came here, it felt so weird being able to say something good about myself. I always got told, ‘you can do it,’ and ‘why are you stopping yourself?’. It was like there was another me stopping myself,” said Paul.

Paul says that after College Transition, he’s considering the Pathway to Business, Creative Communications and Digital Technology Programs to learn how to run a business.

For a long time, Paul wanted to help others through his work, but wasn’t sure what that might look like. He says that he can see himself pursuing solutions to food shortages and the costs of groceries in northern communities.

Now that Paul’s a student again, he is not only encouraging his daughter to pursue education, but others that might be considering returning to school as well.

“Just do it – I was so scared to come here at first, but there was no reason to be. I grew from that. No matter how old you are, you still have a lot to learn,” said Paul.

Language reclamation is foundational to reconciliation – for many Indigenous people, learning to speak in their languages is not only an educational endeavour on its own, but is part of a larger healing journey. Culture is integral to identity, and language is integral to culture.

Tabitha Harper, Indigenous Social Entrepreneurship student, says that that she knew minimal Anishinaabemowin prior to taking the course, but being able to practice and learn with other students helped her to feel more confident with incorporating the language in her life. In addition to her classmates, Harper says she speaks with her niece in the language and they learn from each other. While she’s proud to be able to freely engage with one of her cultures, she says that the colonization of Turtle Island needs to be acknowledged as a source of pain for many Indigenous people.

“For me, I recognize the implications of having to learn my language in a classroom, and it is a hard part of our history to confront. The language path is a healing path – it’s learning about yourself and your own path,” said Harper.

Instructor Corey Whitford says now that the second cohort is wrapping up, he has realized that the students that have come through his classroom have made profound impacts on the way he teaches Anishinaabemowin and Anishinaabe ways. He lets the students share what it is that’s most important to them when they are learning the language.

“I’m not an instructor or teacher per se — more to the point, I am a guide. If you show interest, I’ll show you how to walk through that interest. What we’re doing is identifying what students are interested in learning, what they want to know in the language. I might have developed the course, but the students are the ones who make it,” said Whitford.

Whitford says he teaches to meet the needs of students – whether they’re cultural, spiritual or social. He says that he recognizes that teaching and learning are reciprocal.

Alice McKay, who had taken the evening course, is an Ojibwe immersion teacher currently on maternity leave. She says that, as an early childhood teacher, it’s important to see Indigenous teachers teaching Indigenous students.

“Introducing ourselves in our language, one of the first questions you ask a fellow Indigenous person is: ‘who’s your mom?’ ‘Who’s your dad?’ This is how we relate to each other, how we build connections with each other – we know each other through our relationships. I believe wholeheartedly that Indigenous people should be teaching Indigenous children their languages,” said McKay.

McKay says that a lot of the young students she has taught experience systemic oppression, which often manifests through the child welfare system, and many students don’t necessarily know the familial and territorial connections to properly introduce themselves in their language.

“I would take that responsibility upon myself to help these kids find out who they are and where they come from, so they could introduce themselves – so they can have that family connection, that cultural connection,” said McKay.

Language is inherently cultural, and learning language through a cultural lens is integral to an enriched experience for students on their own journeys, especially journeys that involve a lot of healing and self-reflection.

Introduction to Anishinaabemowin, as a standalone course and as an elective in second-year Social Innovation and Community Development, has helped over 100 students strengthen their cultural understanding and their language skills.

Barrier-free access to language education is foundational to cultural reclamation and reconciliation. CWB Financial Group recognized the generational impact this course has and as they strive to create inclusive spaces for success and growth, they partnered with RRC Polytech to ensure students that take Introduction to Anishinaabemowin in Winter and Spring 2024 have free tuition. They prioritize community investments focused on removing barriers for those pursuing skill development and learning and mentorship opportunities.

For more information and to register for Introduction to Anishinaabemowin, generously supported by CWB Financial Group, visit the Program Explorer page.

CWB Financial Group Supports Introduction to Anishinaabemowin (Ojibwe Language) at RRC Polytech.

“Boozhoo! Anang Makwa Dizhninikaaz. Peguis ni doonjii.”

Hello! My Spirit Name is Star Bear. I am from Peguis First Nation.

This is the introduction that Wyatt Sutherland learned to greet people with in Anishinaabemowin. Sutherland, a second-year Business Administration student from Peguis First Nation, has family members who are fluent in Anishinaabemowin. He took the opportunity last spring to attend RRC Polytech’s pilot course for Introduction to Anishinaabemowin to better understand his mother tongue among fellow learners.

RRC Polytech launched the pilot course Introduction to Anishinaabemowin in April 2023, which took place at Manitou a bi Bii daziigae at the Exchange District Campus, the name of which means Where Creator Sits – Brings the Light in Anishinaabemowin. Students learned basic greetings, alphabet systems and cultural and linguistic protocols over eight weeks.

“Even after completing the course, I use my flashcards and practice with my brother. Now that I know where to access language resources and how to use them, I feel much more confident,” said Sutherland.

Sutherland, with his classmates, learned how to greet people with their given names and Spirit Names and where they’re from—a traditional way to connect with others in the language. They learned over 140 vocabulary words and phrases that created the base upon which further language knowledge could be built.

Barrier-free access to language education is foundational to cultural reclamation and reconciliation. CWB Financial Group recognized the generational impact this course has and as they strive to create inclusive spaces for success and growth, they partnered with RRC Polytech to ensure the next cohort of students in Introduction to Anishinaabemowin have free tuition. They prioritize community investments focused on removing barriers for those pursuing skill development and learning and mentorship opportunities.

Corey Whitford, Anishinaabemowin Instructor, delivered lessons in the Sandy Bay dialect while acknowledging and honouring the various regional differences and dialects among the many Anishinaabemowin-speaking communities throughout Manitoba and surrounding areas.

“That first cohort really shaped the way that I teach my classes now,” said Whitford. “I’ve learned that you have to really engage the senses, to keep that retention. I’ve taken my classes to the Manitoba Museum, Giizhigooweyaabikwe Park or Painted Sky Woman Park, and I’m amazed every time by just how immersed they are in the content—not just the language itself, but the cultural and traditional knowledge.”

Whitford says his lesson plan includes going on field trips, dabbling in art with painting jars, playing traditional and contemporary games, sharing and preparing recipes, and listening to and singing songs. He teaches the course as an evening course on a registration basis and as an elective in the Social Innovation and Community Development program. He credits his grandmother, Kookum Victoria, with his inspiration and motivation to share the language with as many people as possible in as many ways as possible.

“Kookum Victoria was an extraordinary orator—Elders would call on her for her prayers, she was a poet. Her words were comforting and colourful, they expressed something beautiful that couldn’t have had the same weight if they were articulated in English. It was her gift,” Whitford said. “I can’t wait to see the next generation of poets. I want to help them get there.”

Whitford says he plans to continue to evolve the course as it progresses and hopes to one day also offer Introduction to Anishinaabemowin in live hybrid classes to reach more students.

Sutherland says his favourite aspect of the introductory course was the sense of comradery that bloomed from the small class and interactive lessons. He’s looking forward to the future progression course, Conversational Anishinaabemowin.

“Humour and joy are a huge part of the culture, despite the focus that exists on Indigenous hardship—we’re still here, and we get through trauma through our relationships and humour,” said Sutherland.

As a life-long learner and as an Indigenous person, Sutherland hopes that future Introduction to Anishinaabemowin students seize the opportunity to embrace the cultural depth that comes with reclaiming language.

“Try to be in the moment. The beautiful thing about learning the language is that: respect is inherent. There are no words for ‘you’re welcome,’ because thanks is always given,” said Sutherland.

For more information and to register for Introduction to Anishinaabemowin, generously supported by CWB Financial Group, visit the Program Explorer page.

November 8 is known as Indigenous Veterans, Day.

Many Canadians recognize and honour November 11 every year to mark the armistice signed between nations at the end of World War I and the sacrifices that Canadians have made in armed conflict in the last century. It’s a solemn legacy that many Canadians regard with great pride and sorrow.

In 1994, Indigenous veterans advocated to be acknowledged after being excluded from recognition in Remembrance Day activities, despite the service they provided to Canada during wartime. Since then, November 8 has been observed as National Indigenous Veterans’ Day, a lesser-known observance to specifically recognize the contributions and sacrifices of Indigenous soldiers.

Before his career in education and post-secondary leadership, Jamie Wilson, Vice President, Indigenous Strategy, Research and Business Development at RRC Polytech spent nine years serving in both the US and Canadian Armed Forces – he says that his time in the military was the most formative time of his life and one that influenced his position as a leader today.

Wilson, who’s from Opaskwayak Cree Nation, grew up in a non-military family, but says his community has a proud history of serving during times of war.

“It’s an honourable thing to put your community ahead of yourself for the greater good. There are still young people back home that look to pursue military service—I’d support anyone that wanted to pursue it,” said Wilson.

Wilson had already earned his teaching credential in education when he began considering a career in the military.

In 1992, Wilson Sundanced in North Dakota with an Indigenous man whom he learned served in the US Special Operations—Wilson recalls being surprised that this laid-back, down-to-earth, traditional  dancer willingly served in the US military while remaining true to who he was. Hearing about his fellow Sundancer’s experience reignited Jamie’s lifelong interest in joining the military.

Under the Jay Treaty of 1794, Wilson, as a First Nations person, could travel and work in the United States with the same rights as a US citizen. Wilson spoke with a recruiter and joined the US army in 1994. He completed his basic training at Fort Benning, Georgia and was assigned a contract to attend selection with the 75^th Ranger Regiment – a light infantry unit and special operations force within the United States Army Special Operations Command where he ended up spending two years serving. He says in that time, he experienced the toughest training conditions that forced him past his limits—limits he didn’t know could be exceeded.

“There were periods where we’d train constantly, for days straight—with a cumulative of 4-5 hours’ sleep the whole time. Going sometimes to the point of hallucination—some guys were walking and sleeping at the same time.”

Wilson noted that had he not Sundanced prior to joining the military, the experience would have been far more grueling.

“I used to do full Sundance for four full days—no eating or drinking water the whole time. I remember my military buddy, after the Sundance, was like ‘let’s run down to the [Missouri] river for the final ceremony; it’s only two miles away.’ We were dehydrated and hungry (I lost about 20 pounds in 4 days each time I danced), but I agreed—we ran there, and that made me realize the mental strength we have: you’re capable of more than you think.”

After returning to Canada, Wilson joined the Canadian Forces as a reserve infantry officer based in Edmonton for seven years. Looking back, Wilson acknowledged the hardship that soldiers go through to serve having experienced it firsthand in both the US and Canadian militaries, and the particular adversity that Indigenous soldiers and veterans have faced throughout history.

Wilson says that the leadership demonstrated in the military was more diverse than he expected—some of the best leaders he had were the ones that defied his expectations. Wilson says their abilities to serve as leaders were evidently forged from their abilities to support the people around them.

“It taught me to lean into myself more, to be more confident in who I am. It taught me to be a better parent, brother and leader. I learned to let myself make mistakes—they put you in uncomfortable situations to force you to grow and adapt. To be a good leader, you have to know how to be a good follower—you have to learn how to support those around you,” said Wilson.

For Wilson, National Indigenous Veterans Day and Remembrance Day is about recognizing the sacrifice of men and women who put their lives on the line.

“Whether it is serving overseas or local issues like flooding or fire, soldiers, sailors, airmen and women answer the call and exemplify selflessness by putting the greater good ahead of one’s self and personal needs every day to serve those around them.”

Many people express their support for National Indigenous Veterans Day by wearing beaded poppies created by Indigenous artists. Wilson encourages the community to show support by wearing a beaded poppy while also making a donation the Royal Canadian Legion, as every donation made for the yearly poppies goes toward programs that support veterans.

A History of Indigenous Veterans Serving In Canada

It wasn’t until 1994 Indigenous veterans and their families advocated for their recognition that Canadian society became conscious of the mistreatment that Indigenous soldiers faced when they returned home: Canada expropriated immense amounts of reserve lands during wartime, some of which was awarded as farmland to non-Indigenous veterans for their service; Indigenous veterans were often denied full veterans’ benefits and support programs afforded to non-Indigenous veterans; some were forced to “enfranchise” (meaning they became Canadian citizens with all the rights and privileges of citizens if they gave up their Indian Status and their identities).

Today, Indigenous people are recognized and honoured at all levels for their contributions to Canada during war. November 8^th sees hundreds of ceremonies and vigils around the country to acknowledge the history that encompasses the Indigenous experience in the Canadian military.

Learn more about National Indigenous Veterans’ Day on the Library blog or check out these resources:

• Indigenous Veterans – Veterans Affairs Canada
• First Nations in Canada (rcaanc-cirnac.gc.ca)
• Civilization.ca – History of the Vote – Chronicle, A spotlight on 1920-1997 (historymuseum.ca)
• Why some Indigenous people chose to go to war for Canada | Folio (ualberta.ca)
• Indigenous Veterans Day Resource (trentu.ca)
• Support for Veterans (legion.ca)