Corey Whitford, Anishinaabemowin instructor at RRC Polytech, is featured in Photographic Memories: Student Life at Assiniboia Residential School, a four-part documentary series available on Bell Fibe TV1.

The series explores a rare collection of photographs taken by students at Assiniboia Residential School and the stories they continue to tell. Through the perspectives of former students, family members and intergenerational Survivors, the documentary reflects on the lasting impacts of the Residential School System while highlighting resilience, strength and the importance of Indigenous teachings and culture.

In Episode 3, Searching for My Auntie, Whitford shares photographs from his Auntie Jeannette Houle’s youth to better understand her life and the experiences that shaped her. Whitford credits her with inspiring his love of language, conversation and storytelling, values that continue to influence his work as an educator today.

As a member of Sandy Bay Ojibway First Nation, Whitford has taught Anishinaabemowin at RRC Polytech for the past eight years and at the University of Winnipeg for the past two years. Beyond the classroom, he leads immersive language camps, works as a translator and interpreter, and recently launched Aanikoochige Language Education Inc. to support the growth of Anishinaabemowin speakers in First Nations communities.

Photographic Memories: Student Life at Assiniboia Residential School was produced by the Assiniboia Residential School Legacy Group and Electric Monk Media. Public screenings are planned, and the series will also be released on the Assiniboia Residential School Legacy Group YouTube channel later in December.

Watch the trailer here.

Show your support for Truth and Reconciliation by wearing an Orange Shirt on Tuesday, September 29 on campus

Phyllis Webstad, whose orange shirt was taken away when she attended Residential School in the 1970s, started the Orange Shirt movement by sharing her story. Since 2013, the Orange Shirt Society has raised awareness of the impacts of Residential Schools and the work Survivors and their families do to heal Indigenous communities. In 2021, September 30 had been declared the National Day for Truth and Reconciliation and recognized as Orange Shirt Day to honour Residential School and Day School Survivors, their families and communities, and the children who never came home.

Read about the different RRC Polytech Orange Shirt Designs from past years:

2022, Peatr Thomas: RRC Polytech launches new Orange Shirt Day design by local artist Peatr Thomas

2023, Leticia Spence: Grad unveils new Orange Shirt Day design to inspire hope and strength

2024, Erin Ringland: Family and nature strong influences for Digital Media Design grad

2025, Dasia Chatkana: Walking Towards Truth – student creates annual Orange Shirt Design to honour Residential School Survivors

Visit the Campus Store at Notre Dame or the Exchange District Campuses to purchase your shirt, or order online at the Campus Store’s website. Every Orange Shirt purchase at RRC Polytech goes towards the Mínwastánikéwin Award, a $1000 bursary awarded a full-time Indigenous student each year.

Take part in a week of learning, reflection, and connection through Indigenous teachings, storytelling, and experiences. This year’s events will include in-person sessions led by Knowledge Keepers, staff, and special guests, along with self-guided opportunities curated by departments across the Polytech.

Truth and Reconciliation and Community Engagement Week invites us all to deepen our understanding of Canada’s history and the ongoing impacts of colonization on Indigenous Peoples. It’s a time to listen, learn, and take meaningful steps together toward reconciliation, healing, and stronger relationships rooted in respect and truth.

Sessions without a registration link don’t require registration – just show up!

Monday, Sept. 28

Tuesday, Sept. 29

Wednesday, Sept. 30

All RRC Polytech campuses are closed for the National Day for Truth and Reconciliation.

Community events

Orange Shirt Day Healing Walk and Powwow hosted by Southern Chiefs’ Organization
9:30am Healing Walk begins at Oodena Circle at the Forks
1pm Grand Entry for Pow Wow at the Canada Life Centre downtown.

Manitoba Children’s Museum at the Forks
11am – 3pm
Artist Workshop with Alice RL, Educational Teepee & Language Activities, Partner Features and Local Treats.

The Canadian Museum for Human Rights
10am – 5pm
Free admission for the museum and family-friendly games of Canoes and Rapids at 11am and 2pm.

FortWhyte Alive Truth and Reconciliation Day 2026
9am – 5pm
Waived admission for Indigenous-led programing to expand knowledge of Indigenous history and culture.

Thursday, Oct. 1

Friday, Oct. 2

Truth and Reconciliation and Community Engagement Week returns to RRC Polytech this September, creating opportunities for learning, reflection, and meaningful engagement around Indigenous histories, perspectives, and reconciliation. As part of the week-long professional development series, community leader, educator, and former Manitoba MLA Kevin Chief will visit RRC Polytech to discuss his new memoir, With a Name Like Chief: Reflections on Recovery and Identity Through the Seven Sacred Teachings.

The memoir traces Chief’s journey from a childhood in Winnipeg’s North End to leadership roles in public service and community advocacy. Throughout the book, themes of identity, resilience, recovery, and belonging are explored through the lens of the Seven Sacred Teachings of the Anishinaabe.

Personal stories shared during the discussion will offer insight into the impact of culture, community, and self-discovery on Chief’s path to healing and leadership. Attendees can expect a thoughtful conversation that aligns with the goals of Truth and Reconciliation and Community Engagement Week by encouraging learning, dialogue, and reflection.

• Event Details
  Monday, September 28 – 12:00 p.m. to 1:30 p.m.
  Roundhouse Auditorium (Manitou a bi Bii daziigae) 319 Elgin Avenue

A copy of With a Name Like Chief will be provided to the first 200 attendees.

Students, employees, and members of the broader Winnipeg community are all welcome. An opportunity to hear directly from one of Manitoba’s most respected Indigenous leaders makes this a meaningful addition to the week’s programming and an invitation to continue the work of truth, reconciliation, and community engagement together.

If you have any questions, please contact Carla Kematch, Director, Truth and Reconciliation and Community Engagement at cakematch@rrc.ca. 

Giigido Mikinaak and Ever Sacred Enterprises qualify for the semi-finals at Pow Wow Pitch

We’re excited to celebrate two entrepreneurs from the Mittohnee Pogo’ohtah community who have been selected as Pow Wow Pitch semi-finalists! They’re earned recognition for businesses that create opportunities for cultural connection, language revitalization, and community impact.

Giigido Mikinaak, founded by Mittohnee Pogo’ohtah entrepreneur Shyla Niemi, is creating innovative Indigenous language-learning tools designed to make language revitalization more accessible and engaging. The business was inspired by Niemi’s own experience navigating language loss and cultural reconnection as a second-generation cut-off First Nations woman.

“I had a lot of doubts about my identity growing up without my culture, and I’ve found I’m not alone. If you’re cut off from your culture, it can really impact your mental health – but studies show that people reconnecting with their language really improves their confidence and happiness. I wanted to contribute in that way,” said Niemi.

Its first product is a card game that teaches numbers and common phrases in Anishinaabemowin, with a unique feature that sets it apart from traditional learning resources: QR codes embedded in the instruction booklet link directly to audio recordings from fluent speakers, allowing players to hear proper pronunciation while they play.

Niemi hopes to expand the game into Ininimowin and other Indigenous languages, develop additional learning tools such as workshops and digital resources, and get the game into schools and classrooms where young people can learn language through play.

Chantel Henderson, who is joining the next Mittohnee Pogo’ohtah cohort this fall, has also been selected as a Pow Wow Pitch semi-finalist for her business, Ever Sacred Enterprises.

The idea grew from an earlier concept called The Ceremony Bus, which aimed to help urban Indigenous people access ceremonies and cultural gatherings outside the city by organizing rides from Winnipeg to various locales around the province. She refined the concept through entrepreneurship training and business development programs she attended over the past year into a guided cultural tourism business focused on helping people experience Pow Wows in a respectful, meaningful, and accessible way.

Ever Sacred Enterprises is designed to serve both Indigenous people seeking to reconnect with culture through ceremony and non-Indigenous visitors who want to attend Pow Wows while honouring traditions with understanding and respect. The business plans to offer day-trip experiences to Pow Wows and other ceremonies outside Winnipeg, provide cultural guidance and orientation, and develop partnerships with First Nations communities and tourism operators across Manitoba.

At the heart of the business is the goal of addressing the cultural disconnection many Indigenous people experience because of distance, lack of transportation, or the impacts of colonial history.

“This is in honour of my parents who were Day School Survivors [in Fairford and Fort Alexander]. I grew up in the city disconnected from culture, language, and ceremony. Now, I want to bring it full circle by helping others reconnect like me,” said Henderson.

Henderson hopes to create opportunities for Indigenous peoples to return to ceremonies, reconnect with their communities, and strengthen those cultural ties. Looking ahead, her vision includes securing a passenger van, creating employment opportunities for Indigenous drivers and tour guides, and developing sponsorship programs that help community members attend Pow Wows who otherwise may not be able to afford the trip through partnerships with First Nations communities, businesses, and organizations across Manitoba.

These entrepreneurs are using business as a tool for greater impact, from helping people learn Indigenous languages to creating pathways for cultural reconnection through ceremonial access across Manitoba.

Congratulations to both entrepreneurs on this exciting achievement. The entire RRC Polytech community is cheering you on as you continue your Pow Wow Pitch journey!

To cast your vote for either business in the Peoples’ Choice Award, visit the Pow Wow Pitch website. Voting closes September 10, 2026, at 11:59 p.m. Eastern Time, or at 10:59pm in Winnipeg (Central Time). 

In 2025, RRC Polytech began offering two new professional development opportunities for staff and faculty to expand their journeys in Truth and Reconciliation – tours of the Witness Blanket at the Canadian Museum for Human Rights and the National Indigenous Residential School Museum in Portage la Prairie.

On tours of the museum, participants view footage recounting the Portage la Prairie Residential School’s history, which features Survivors sharing their stories and the journey to make the building a place of truth. Museum tour guides take the participants through different rooms curated with historical objects sourced from Residential Schools all over Canada and explain their uses within the context of students’ experiences.

Every story comes from a Survivor, or the families of Survivors, to contextualize the exhibits and the histories shared throughout the museum. Each room features different artifacts to illustrate the quality of life at Residential Schools.

Plastic dishes of fake oatmeal and dry bread demonstrated the kind of nutrition offered to students. Fine china with fake cuts of meat, vegetables, and fruits show what the priests and nuns ate three times a day every day. This exhibit was just one of many that participants walked through to learn more about daily life in Residential Schools.

After participants tour the classroom exhibits on the main floor, guides lead them outside to explore the museum grounds, which include the Golden Eagle Memorial and a community garden.

The Portage la Prairie Residential School was founded in 1886 and the school’s building closed 89 years later in 1975. In 1981, Long Plain First Nation obtained the land as part of an outstanding treaty land entitlement and opened as Yellowquill College three years later. Yellowquill College moved to Winnipeg in 2000 and the building was converted into an office space. In 2005, the former school was designated as a Provincial Heritage Site and later in 2020, it was designated as a National Historic Site where it became the National Indigenous Residential School Museum we have today.

After a recent tour, participants also visited the RRC Polytech Portage Campus to eat lunch and come together in a Sharing Circle led by Knowledge Keeper and instructor Marilyn Dykstra. Each person processed the experience by sharing what they knew and felt during the tour and how the stories impacted their understanding of Residential Schools, racism, and intergenerational trauma.

Haley Pratt, Navigation Coach, Indigenous Education, says that she didn’t learn about Residential Schools until she went to university – which is true for many earlier generations of Canadians due to gaps in curriculum.

“It really opened my eyes. What I learned back then was so shocking, I wanted to know everything I could,” says Pratt. “Even when going to the museum, there’s always more to learn. It’s an experience that everyone should have, to understand Indigenous history and help reduce discrimination. Learning from a textbook is one thing, but being there surrounded by the physical history of those stories is completely different.”

Knowing what Residential School Survivors endured and being able to relate those stories with the environment and the historical evidence captured in documents and artifacts helped many people understand why and how Residential Schools affected so many people and families.

Beyond the abuse students faced at the hands of priests, nuns, and government officials, the cultural genocide embedded into policy – an execution order to “kill the Indian in the child” – fundamentally stripped away everything with which Indigenous children understood the world, themselves, and their families. Without the connection to their families and the land, children learned what was imposed on them through the schools. Children learned worthlessness, punishment, and deprivation. They learned that the people that would hurt them would not be held to account.

Entire generations of people went through a system designed to change them. For millennia, Indigenous Peoples navigated these lands as part of them – everything they needed to exist and thrive was learned from one generation to the next in symbiosis with the land, water, and animals.

Residential Schools intentionally broke that ancestral cycle on a great scale. Without their languages, their communities, and their identities, Indigenous children had to adapt to the new society with what they learned in the schools. The sacred Ceremonies and Medicines that supported physical, mental, emotional, and spiritual wellbeing were cut away. Many former students turned to whatever was available to ease or express their pain and loneliness.

Such conditioning, passed on from student to child, has contributed to disproportionate rates of addiction, suicide, houselessness, mental illness, incarceration, and crime among Indigenous Peoples throughout Canada. Residential Schools were but a cog in the machine designed to assimilate and eliminate Indigenous Peoples – along with the Indian Act, the buffalo runs, the reserve and pass systems, and the Sixties’ Scoop, among many others.

Victoria Iroawuchi, Career Advisor, WIL, says that she learned a lot about Residential Schools in the course of her education and the tour put a lot of her knowledge into perspective.

“With the maltreatment that happened in those schools leading to intergenerational trauma, it made me understand why some Indigenous students I work with, when they get offers to work at crown organizations, why they don’t immediately accept offers with institutions like that,” said Iroawuchi.

The National Indigenous Residential School Museum is dedicated to teaching people the history of Canada’s Residential School system and looks forward to curating more exhibits to share students’ stories. Canadians can learn about what was glossed over or neglected in history books, and Indigenous people can learn about the stories their families don’t talk about due to pain, fear, and shame.

For members of the RRC Polytech community, understanding the intergenerational effects of the Residential School system is essential to curbing preconceived notions about Indigenous Peoples. Our commitment to Truth and Reconciliation and improving the post-secondary education experience for Indigenous learners start with each and every one of us – instructors and support staff that work with students every day, administrative staff that shape and promote our institutional culture, and decision-makers that chart the course for our future.

If you’d like to register for the National Indigenous Residential School Museum Tour in Portage la Prairie, go to HRIS > My Portal > My Learning > Learning Library > More > search “Residential School”.

Jamie Wilson, VP, Indigenous Strategy, Research and Business Development, went on CJOB to talk about the release of Our Roadmap Forward Report as part of Overcoming Barriers for Indigenous Students Project along with alumni Joey Laquette, Plumbing, and Hevyn-Lee Martens, Social Innovation and Community Development. Joey and Hevyn-Lee shared their college experiences on-air and discussed the community they found at RRC Polytech.

Our Roadmap Forward – Ensuring the Success of Indigenous Students focuses on addressing systemic barriers and improving outcomes for Indigenous learners at RRC Polytech. The report builds on the Overcoming Barriers for Indigenous Students project, launched in 2022, and reflects extensive community-guided research, conversations, and data analysis. This work identified 73 root factors influencing the success of First Nations, Inuit, and Métis students, highlighting the need for coordinated, system-wide change.

The report is organized around five priority areas – essential life needs, funding and enrolment, academic readiness, student experience, and institutional culture – and outlines both current and future actions.

The Indigenous Staff Spotlights celebrate the voices, experiences, and career journeys of Indigenous faculty and staff at RRC Polytech.

Each story is an opportunity to recognize the success and contributions of our Indigenous colleagues while sharing their reflections and advice. By showcasing these diverse career pathways, the Spotlights highlight Indigenous excellence within our community and inspire colleagues, students, and future members of RRC Polytech to envision their own possibilities.

Brikena (Bri) Dibra

Job Title: Indigenous health and wellness instructor
Department/Team: Nursing
Preferred Pronouns: she/her
Nation: First Nations status

1. What inspired you to join RRC Polytech?

One of the biggest inspirations for joining RRC Polytech comes from my grandparents and the sacrifices they made for our family. Both of my grandparents attended residential school and experienced significant hardship and trauma. Despite everything they endured, they worked tirelessly to ensure that our family was cared for and had opportunities they never had. They carried the weight of their own pain while continuing to love, support, and provide for future generations.

Growing up, my family was impacted by intergenerational trauma, and life was not always easy. My grandparents adopted me and raised me with love, strength, and traditional teachings. They taught me the importance of perseverance, kindness, and caring for others. In our family, looking after one another is a responsibility and a gift. From a young age, I helped care for my younger brother and cousins, and those experiences taught me how to nurture, support, and advocate for others. Those lessons ultimately inspired me to pursue nursing.

I joined RRC Polytech because I wanted to make a difference for Indigenous peoples and communities. I wanted to show other Indigenous students that we belong in these spaces, that we are capable of achieving our goals, and that our voices, cultures, and knowledge are valuable. Through education, I hope to honour my grandparents’ resilience and continue the work of supporting Indigenous health, wellness, and future generations. Their strength and teachings remind me everyday that no matter what challenges we face, we can keep moving forward and create positive change for our communities.

2. What has been most rewarding about your work?

One of the most rewarding parts of my work has been teaching students to challenge stereotypes and avoid making judgments about Indigenous peoples. I encourage students to look inward and critically examine their own values, assumptions, and biases rather than simply accepting what they have heard or witnessed. Through reflection, dialogue, and evidence-informed learning, students begin to understand that many assumptions about Indigenous peoples are rooted in misinformation, colonialism, and systemic racism.

I am particularly passionate about teaching anti-racism frameworks, such as the CPR RACISM framework (Holly Graham, 2024), which provide students with practical tools to recognize and respond to racism in healthcare settings. I want future nurses to have the courage to speak up when they witness discrimination and to advocate for patients who may be vulnerable. Cases such as Brian Sinclair remind us of the devastating consequences that can occur when racism and assumptions go unchallenged within healthcare systems.

What I find most meaningful is seeing students develop the humility to question their own perspectives and recognize that there are often multiple truths and experiences within the same story. Watching students grow in their understanding of cultural safety, empathy, and advocacy gives me hope for the future of healthcare. Knowing that these future nurses may help prevent harm, improve patient experiences, and provide more equitable care is one of the greatest rewards of my work.

3. What supports, resources, or relationships have been most meaningful in helping you succeed in your role?

The supports and relationships that have been most meaningful in helping me succeed in my role have been the people around me, particularly my chairs and my Indigenous colleagues. Their guidance, encouragement, and belief in the importance of Indigenous education have helped me navigate challenges and continue growing as an educator.

My Indigenous colleagues within both the nursing department and Indigenous Student Support Services have been especially important. They understand the unique responsibilities that come with Indigenous education and advocacy, and they have provided mentorship, collaboration, and a sense of community. Their support has reminded me that I am not doing this work alone and that we are all working toward the shared goal of creating a more culturally safe and inclusive learning environment for students.

These relationships have also been a source of motivation. Seeing the dedication of my colleagues to supporting Indigenous students and advancing reconciliation inspires me to continue this work, even when it is difficult. Their knowledge, lived experiences, and commitment to Indigenous success have helped shape my own teaching and leadership practices. Together, we continue to create spaces where Indigenous students feel seen, supported, and empowered to succeed.

4. What advice would you share with new Indigenous staff starting their careers here?

My advice to new Indigenous staff is to be proud of who you are and the knowledge, experiences, and strengths you bring with you. Build relationships with colleagues and mentors who support you, and do not be afraid to ask for help when you need it. Remember that your voice matters, your perspective is valuable, and your presence helps create positive change for future Indigenous students and communities. Most importantly, take care of yourself and celebrate the impact you are making, even when the work feels challenging.

5. What Indigenous book, podcast, artist, business, or initiative would you recommend to others?

I would recommend exploring the scholarly work of Indigenous scholars who are advancing Indigenous health, cultural safety, and anti-racism in meaningful ways. One resource I often recommend is the work of Holly Graham and colleagues on the CPR RACISM framework, which provides practical guidance for recognizing and responding to racism in healthcare and educational settings. Indigenous-led scholarship helps us better understand the impacts of colonialism while offering pathways toward reconciliation and culturally safe practice.

For something more lighthearted and entertaining, I recommend watching the TV show Acting Good. Filmed in and around Brokenhead Ojibway Nation, the series showcases Indigenous humour, community, and contemporary Indigenous life in a way that is both funny and relatable. It is a great example of Indigenous storytelling and representation in Canadian media.

If you are interested in sharing your story, please complete the online form here: Indigenous Staff Spotlights Submission Form

For questions or support, contact Indigenoustalent@rrc.ca.

We look forward to celebrating your journeys!

Thomasena Downes-Mitchell, Manager, Indigenous Student Recruitment, shares her experience at Harvard University.

I had the honour to attend Harvard University from May 4th, 2026, to May 8th, 2026, to attend their Executive Education program called “Leading People and Investing to Build Sustainable Communities.” Harvard University has a partnership with AFOA which allows Indigenous people from around the world to attend Harvard’s campus to learn from one of the best universities on Turtle Island.  

It was a transformative experience where I was able to collaborate and connect with 88 Indigenous thought leaders from Canada, the United States of America, Australia and New Zealand. Classrooms can be equalizers, what I mean by that is that it didn’t matter what job titles we had, whether we worked in recruitment or if we were running our Nations at home or abroad, everyone was humble, kind, engaged, and ready to learn.  

What kinds of things did you learn that surprised you? 

How down to earth everyone was including Harvard professors and personnel. The professors had a fantastic sense of humor, and one of them was born and raised in Winnipeg, Manitoba, and grew up in Fort Richmond. I asked him how he ended up going from Winnipeg to Harvard, I asked him if he took a wrong turn, and we had a good chuckle.  

There could have been egos the size of Mount Everest, but it was the complete opposite. I can honestly say that it felt more like a warm embrace. In a time when lateral violence and intergenerational trauma dominate the news, politics and sometimes our workspaces, attending Harvard University was the antithesis of that; it was intergenerational excellence. An Indigenous gentleman wore a shirt that said, “I am my Ancestors wildest dream” and I second that, as we all are – regardless of color.  

I learned that it costs 6 billion dollars to run Harvard University each year. 2.5 billion comes from their endowment, which is a little bit less than what tuition contributes. I learned that the person who manages Harvard’s endowment earns 10x’s more than Harvard’s President on a bad day. Staggering amounts of money. Also, graduating with a university degree from Harvard increases your chances by 50% to be hired by the top 1% employers in the USA.  

I witnessed Maori people greeting our Professor David Ager by pressing their noses and foreheads together. It’s called the hongi. It symbolizes the sharing of the ha (breath of life) and unity between two people, effectively connecting the manuhiri (visitor) with the tangata whenua (people of the land). 

What is your key takeaway? 

Believe in yourself. Despite any self-doubt, or nay-sayers, or even sometimes when life gets us down. Even with that in front of us, we need to progress and move forward. Be the champion of your own success. We only get one chance in life, so it’s important to make the best of it. Never in a million years did I think I would attend Harvard University but through the work of our Indigenous relatives, these opportunities are available to us. Seize the opportunity and walk with your head high even in prestigious Ivy League rooms as we all have a voice and something to share.  

Anything. Is. Possible.  

Our. Voices. Matter.  

You. Matter.