JOURNEYS: Camosun Stories
of Indigenization

ABOUT BUKWILA:
The welcoming figure Bukwila is a larger-than-life-sized
carving dedicated to and depicting the Dididaht Whaling
Chief Bukwila. Bukwila is wearing a Nuu-chah-nulth hat
traditionally worn by high-ranking individuals. The hat has
a large open brim which tapers inward to form a smaller
pointed shape at its top, and is painted reddish brown,
perhaps to signify the material (red cedar) that the hat
would usually be made of. Bukwila extends his right hand
outward and holds a rattle in his left hand. He sits on top
of a grey and black painted whale, whose eyes are visible
on the left and right sides of the carving. The Chief’s face
is painted green around his nose and mouth, silver-grey
across his cheeks and the bridge of his nose (under his
eyes), and his forehead is speckled with green and black.
The wooden carving is mounted on a cement cylinder that
has a dedicatory plaque attached to its front.

ABOUT THE ARTIST:
Art Thompson was born in 1948 in Whynac, an isolated reserve of the
Ditidaht (Nuu-chah-nulth) located in the south-western region of the Pacific
Coast on Vancouver Island. His father and grandfather were both carvers,
producing totem poles, masks, and finely crafted canoes. Thompson began
drawing at an early age. At twelve he awakened to his cultural heritage
through his initiation into the Tloo-Kwalla, or Wolf Society. Thompson’s
work was greatly influenced by fellow Nuu-chah-nulth artists, Joe David
and Ron Hamilton. Thompson attended the Camosun College Visual Arts
program from 1970 – 1972, and continued his fine arts education at Emily
Carr College of Art and Design (now Emily Carr University) working with both
two- and three-dimensional art forms. It was at Emily Carr that Thompson
started producing silkscreen prints – the art form for which he perhaps
received the most acclaim during his artistic career. Printmaker, carver,
teacher, and mentor, Thompson’s work is featured in galleries and museums
across Canada (including the Royal BC Museum, University of Victoria, and
Canadian Museum of Civilization) and internationally (American Museum of
Natural History, International Festival of Masks, Canadian High Commission
in Singapore). In addition to his prominence as a leading visual artist and
key figure in the revitalisation of traditional West Coast First Nations art,
Thompson was respected for his knowledge and practice of traditional
Nuu-chah-nulth songs, dances, and history. Thompson attended the Port
Alberni Indian Residential School, and like many of his peers suffered abuse
in the school. As a result of his experiences, Thompson acted as a powerful
advocate seeking justice for those who were exploited and harmed in the
Canadian residential school system, later in his adult life. Thompson passed
away from cancer in 2003.

TERRITORIAL ACKNOWLEDGEMENT
Camosun College campuses are located on the traditional territories
of the Lkwungen and W SÁNEĆ peoples. We acknowledge their welcome
and graciousness to the students who seek knowledge here.

TABLE OF C ONTENTS
MESSAGE FROM
Sherri Bell ������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 6
MESSAGE FROM
Dawn Smith, Nuu-chah-nutlh ������������������������������������������������������������������������������������������������������������������������������ 7
COLLEGE EXECUTIVE
John Boraas ������������������������������������������������������������������������������������������������������������������������������������������������������������������ 8
LEARNING SERVICES
Sybil Harrison �������������������������������������������������������������������������������������������������������������������������������������������������������������� 10
SCHOOL OF BUSINESS
Suzanne Thiessen ����������������������������������������������������������������������������������������������������������������������������������������������������� 12
FACILITIES
Shane Johnson ���������������������������������������������������������������������������������������������������������������������������������������������������������� 13
CHILD CARE SERVICES
Chivonne Graff ���������������������������������������������������������������������������������������������������������������������������������������������������������� 14
SCHOOL OF HEALTH & HUMAN SERVICES
Early Learning and Care ���������������������������������������������������������������������������������������������������������������������������������������� 15
SCHOOL OF ARTS & SCIENCE
Andrew Bryce ������������������������������������������������������������������������������������������������������������������������������������������������������������� 16
Kelly Pitman ���������������������������������������������������������������������������������������������������������������������������������������������������������������� 17
Nicole Kilburn ������������������������������������������������������������������������������������������������������������������������������������������������������������� 18
Brenda Petays ������������������������������������������������������������������������������������������������������������������������������������������������������������� 19
SCHOOL OF TRADES & TECHNOLOGY
Steve Walker-Duncan �������������������������������������������������������������������������������������������������������������������������������������������� 20
SCHOOL OF HEALTH & HUMAN SERVICES
Joan Humphries �������������������������������������������������������������������������������������������������������������������������������������������������������� 21
HUMAN RESOURCES
Anita Ferriss, Daryl Thomson, Merry Watts ���������������������������������������������������������������������������������������������� 22
INDIGENOUS EDUCATION & COMMUNITY CONNECTIONS
Dianne Biin ����������������������������������������������������������������������������������������������������������������������������������������������������������������� 24

MES SAG E FROM

Sherri Bell
Camosun College has embraced and valued our relationship with Indigenous community and learners
for many years. The Indigenous Education Department recently celebrated its 25th anniversary of work
to fully indigenize the college, which has been underway for the past 10 years.
Over the past two years, Camosun has focussed on developing an action plan to respond to the Call
to Action in the Truth and Reconciliation Report; the support of this initiative within the college has
been truly remarkable and, I believe, a reflection of the depth of our commitment and passion to learn
and to educate. I am delighted to see a growing awareness of indigenous ways of knowing and being
throughout our college community – it is enriching our lives and our daily work.
I believe that all Canadians need to deepen their understanding of our history in order to reconcile
our past and move forward as a country. Part of that understanding comes from the sharing of stories;
personal reflections can be so very impactful. I am grateful to all the contributors to this anthology –
your willingness to share is such a gift to us all!

Sherri Bell
President

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Showcase Anthology: Stories of Indigenization

M E S SAG E F R O M

Dawn Smith, Nuu-chah-nutlh
I am grateful for the opportunity to be working at Camosun College, as the Education Developer
for Indigenization and Sustainability, particularly given my own academic interests in advancing
Indigenous self-determination and worldviews within post-secondary education. Having said that I am
absolutely thrilled to be involved in the publication of Journeys: Camosun Stories of Indigenization
The chance to gather and listen to stories of Indigenization from the diverse and multiple perspectives
of Camosun staff has taught me that Indigenization, as a process, varies from one individual/
department/program to the next. As you read through these stories you will begin to see that there is
no one way to Indigenization, but many different and creative ways.
Indigenization is a process that requires leadership and Indigenous mentorship, and I am happy to
have landed in a place where Indigenization is a priority, and as such is led by caring leaders like Sherri
Bell, John Boraas, Ian Humphries, Joan Yates, Sybil Harrison and guided by giving Indigenous mentors,
like Corrine Michel, Janice Simcoe, Tanya Kirkland and others.
My hope is that one of these stories will resonate with you, and help support you in your own
journey to Indigenize your practice. It has been a great honour to have borne witness to stories of
Indigenization and personal growth, but more notably the desire to improve the quality of good
education for everyone here at Camosun.
All My Relations,

Dawn Smith
Education Developer, Indigenization and Sustainability

Professional, Scholarly & Creative Activity

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C O L LEGE EX ECUTIVE

John Boraas
Vice President, Education
BIOGRAPHY
John Boraas is the Vice President Education at
Camosun College, a role he has held for six years.
Prior to that he was Dean of the School of Access and
Director of Indigenous Education since 1998. John
began teaching in post-secondary education to
students seeking to re-enter an educational pathway
and ultimately providing leadership in remote
northern communities, primarily to First Nations.
John holds an MEd from the University of Victoria
and is a candidate in the PhD program in Education
at UBC. He has served as chair and member on
numerous provincial committees as well as a board
member on several community organizations
including Literacy Victoria. Most recently he was
awarded the Peter Gzowski National Award for his
contributions to the area of adult literacy.
Community work includes service on boards such as
Aids Vancouver Island, libraries, and as a volunteer at
a variety of community agencies.

Indigenization is a call to thoughtful and generous actions
and considerations as I do my job. Indigenization is a call
to recognize we are all learners, and as such mis-steps
and mistakes are part of our journey. How do I forgive my
own mistakes and help turn them into learning and growth
opportunities for the people with whom I work. How do I
provide space for myself and for the college to celebrate
our work together?
Camosun is a college with tremendous heart. Indigenization
is a reflection of that good heart – it is a reflection of
commonly held values, and it gives us a chance to collectively
create better learning experiences for Indigenous students
most certainly, but ultimately the changes we are making

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Showcase Anthology: Stories of Indigenization

result in better learning experiences for all students. As

to consistently communicate care for this place and its people. I

we individually examine Indigenization it is my hope that it

am human and do not always get it right.

helps us all to recognize the gifts it can bring – generosity
that benefits us all, learning that considers the whole
person, services that respond to the whole person, teaching
approaches that provide lived experiences.

I encourage everyone to read some materials that explore
the strengths of Indigenous scholarship and thinking or
culture. Whether you read Monique Gray-Smith’s “Speaking
Our Truth: A Journey of Reconciliation”, or “The Four R’s –

What have I done to Indigenize my work? I have made a

Respect, Relevance, Reciprocity, Responsibility” by Kirkness

commitment to listen intensely and a commitment to consider

and Barnhardt. For me, the exploration of the scholarship of

all information available, and its impact on the whole college.

Indigenization has been important in framing Indigenization as a

Also a commitment to consider students access to the college

gift and an opportunity as well as a responsibility.

and how frightening it is to many students. I am commitment

L EAR NING SERV IC ES

Sybil Harrison
The next significant milestone on this journey was attending
the Indigenous Knowledges: Local Priorities, Global Contexts
Conference at UBC in 2012. This international conference
brought together librarians, archivists and indigenous
scholars from Canada, USA, Australia, New Zealand and
Finland (Sápmi) to explore approaches to providing access
to traditional knowledge. It was at this conference where
I was inspired to shift my thinking about libraries. One of
the speakers was a Clyde Tillo the young man featured in
the film Cry Rock. Clyde returned to his traditional territory
of Bella Coola where, at the time, less than fifteen Nuxalk
language speakers and storytellers remained. He became
fluent in his language, and has become a recognized leader
in language revitalization and storytelling. He talked about
the relationship between the land, stories, and language,
and how storytelling in the language of your ancestors allows
you to understand your place in this world. Clyde suggested
to the librarians at the conference, that the land is a library:
the rocks, mountains, islands and streams tell the stories of
generations. While it now seems obvious, this comment
I started at Camosun in 2008 and the most important gift I’ve
received in my time here is an enhanced understanding of an
indigenous ways of knowing and being. This journey began
when I took TELŦIN TŦE WILNEW, in 2009. It was in reading for
this course I made some realizations about residential schools I
had never made before.
For part of my childhood I lived in Hope, the traditional
territories of the Sto:lo people. My parents would occasionally
take us to the Catholic Church at Shxw’Ow’Hamel, just outside
of town. The congregation was entirely adults and I remember
asking my parents where all the kids were. It wasn’t until recent
years that I made the connection— there were no children

10

shifted thinking I held about my profession of 25years. A
library is not just a place to hold the books —but it’s a place
where community comes together to share old stories, and to
create new ones. The library is not just a building, the library is
a concept and a reflection of the community we serve.
Until that point, my journey towards understanding
indigenization was focussed on my own learning. I was like a
sponge taking in new ideas, asking lots of questions, reading
and thinking. I realized the next step in this journey was to
reciprocate and in a respectful and authentic way share my
learning. I also began to appreciate the privilege I held at the
college, and that I was in a position where I could influence.

because they were in residential schools. As a child I sensed a

I chose to use my influence by inviting Richard Wagamese,

sadness in that community, I now realize how this sadness was

the late Ojibway writer, to be the keynote speaker at

trauma that has impacted generations.

Conversations Day in 2013. The story he shared that day was

Showcase Anthology: Stories of Indigenization

a deeply human and courageous account about the power of
stories and books and the power of story to inspire and heal.
When Richard passed away in 2016 I received several calls
from Camosun colleagues thanking me for bringing Richard to
Camosun, His gift continues to give, he motivated many to tell
their stories, and inspired us to listen deeply to others. In his
book One Story, One Song he wrote:
“All that we are is story. From the moment we are born
to the time we continue on our spirit journey, we are
involved in the creation of the story of our time here.
It is what we arrive with. It is all we leave behind. We
are not the things we accumulate. We are not the
things we deem important. We are story. All of us.
What comes to matter then is the creation of the best
possible story we can while we’re here; you, me, us,
together. When we can do that and we take the time
to share those stories with each other, we get bigger
inside, we see each other, we recognize our kinship –
we change the world, one story at a time…”
Richard Wagamese in One Story, One Song (2011)

His writing continues to be a guide for all I do.
And, my journey continues. I now reflect on my role as an
ally, and how my actions might support reconciliation. I seek
beacons along the way to light my journey. When I need that
light, I visit the women’s drumming circle in Na’tsa’maht.
Suzanne, Doreen, Christine, Grace Anne and Alli always open
their circle to me. I stand with them and look up to the sky
and feel the power of the drum and of women’s voices. It’s a
moment of peace, and I’m always overcome with gratitude for
being part of this community. We are one.

S C H OOL OF B U SINESS

Suzanne Thiessen
BIOGRAPHY

the core of my cultural heritage as a Haida and Canadian, person.

Gasán uu dáng gíidang? Susanne’s (Sah Sen)

I seek to embody these philosophical principles, which are inter-

ancestry traces its roots through Haida and Scottish

related elements in our worldview, in the curriculum I present to

lineage. She acknowledges her relationship as a

students and in my teaching practices. These principles are those

guest on the traditional territories of the Lkwungen

that Haida people believe are the foundations of a strong and

(Esquimalt and Songhees) on which she works. She

healthy existence on both an individual and collective level. In the

is an experienced educational leader with success

Haida world, it is understood that you cannot separate the land

in academic leadership, research and teaching

and water; they depend on each other to make the whole. An

in higher education. Her teaching focuses in

ancient Haida saying, “everything depends on everything else,”

Leadership Development, Strategic Human Resource

drives this point home. In the same way, you cannot separate ed-

Management, Indigenous Management, Diversity

ucation from a way of life, for without this context it has little mean-

Management, Cross Cultural Awareness and Inclusion,

ing. We must recognize that education is cultural, social, spiritual,

Program Evaluation, and Curriculum Development.

physical and political, and needs to be responsive — through par-

She has applied professional experience in research,
policy development, Indigenous recruitment and
retention, small business management, leadership,
cross cultural leadership and strategic human resource
management in private and public sector settings.
Susanne’s research is focused in the areas of
“Organizational Leadership” & “Human Resource
Management”, looking specifically at diversity,
Indigenous people, and work engagement. Her
dissertation research examines cultural approaches
to work and this relationship to work engagement for
First Nations people.

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My approach to indigenizing education is based in principles at

ticipatory processes — to the diverse cultural values of the people
it affects. This is my basic philosophy to indigenizing my teaching
practices and the wider work I do in the College community. In
essence, these practices support a human centered and applied
approach to learning and leadership in education.
A student-centered approach to teaching reflects the awareness
that teacher and student are connected to learning and to each
other through a unique relationship. This demands that while I
am a deeply knowledgeable - grounded in a body of knowledge,
myself and my students play an equally active role in the learning
process and are expected to actively participate in that learning. I
employ inquiry-based learning as a teaching method that focuses
on student investigation and hands-on learning. My role moves

Susanne is passionate about teaching and learning

between that of a facilitator, providing guidance and support for

and in supporting and inspiring new leaders whether

students through the learning process; leading by example while

it is in the classroom, in the office or in the community.

demonstrating to students, best processes; and as a delegator,

She believes that knowledge is powerful and that

acting as a resource to students while fostering a sense of

we can create/reclaim vibrant holistic communities

autonomy in the learning process. I practice cooperative learning

through empowering learners and helping new

as another method of teaching and classroom management

leaders find their own voice. Through leadership

that emphasizes group work, a strong sense of community

learning and practice, we transform ourselves and

and respectful interaction with one another. This model fosters

enrich our perspectives, which allows for more

students’ academic and social growth and includes teaching

meaningful and enriching interactions with others.

techniques such as discussion, writing and reciprocal teaching.

Showcase Anthology: Stories of Indigenization

FACIL I T I E S

Shane Johnson
I am uncertain why I have been chosen to be part of this
project, but I am humbled and agreed to participate. Whereas
in many areas of the college that teach and have directives it
makes sense why an indigenization approach can been seen
and directed and documented. In my department of grounds,
I have not had any official direction nor would our department
necessarily be part of such an effort. There is still so far to go,
and I only know enough to know that I don’t know very much.
I can only speak in my voice and so I’ll begin. In certain
capacities I am very primed to make transitions towards a more
indigenous perspective. In high school I began questioning
everything, and began critical thinking and deconstruction.
I identified as an anarchist, in particular my vehicle into the
world of politics and anarchism came through the 1990’s punk
scene in Victoria. In which I was exposed to harsh critiques of
nationalism, colonialism, and capitalism. Issues like Gustafson
lake and Oka were presented from a more thorough and
potent source than mainstream media. I began reading books
by authors like Ward Churchill, and studying the real history
which has occurred here in Canada and on the continent of
North America, and anywhere colonialism occurred. This was
a critical shift in breaking the standard indoctrination I received
in public school and I never looked back.
Coming from those ideas and with a passionate interest in
nature and natural things, has made perhaps some of the
rewarding and fruitful events in grounds happen for me.
Being able to participate in the pitcooks, and to get to plant
and maintain the native plant garden at Natsamaht. My

BIOGRAPHY

ongoing interest and enthusiasm for native plants has allowed
me to spend time there and keeps me dreaming of always

Shane M. Johnson, I’ve been at the college for

improving. I can only assume that my role and interests in the

almost ten years. I have been living on W SÁNEĆ and

grounds and in particular the native plants, is why I was asked

Lekwungen territories since 1994. I love the island,

to participate in the spotlight. I am very grateful for many of

and do many outdoor activities. I am really into

my experiences here at the college and most of that center

wildflowers and climbing mountains and spending

around activities that occurred around or through Natsamaht.

time in the last remnants of old growth forests. I have
a wonderful daughter who is 13 now.
Professional, Scholarly & Creative Activity

13

C H IL D CARE SERVICES

Chivonne Graff
Senior Educator
Chivonne’s first experience engaging with the topic of
residential schools and colonization was during the course
that addressed personal and professional issues.
She remember feeling a myriad of emotions...disgust,
betrayal, shame. She says ‘I felt like there was something
terribly wrong in our country, and that this insidious secret
permeated and stained all the things I loved about Canada.
I deeply believed that until this piece of our history was
cracked wide open and reconciled, we could not achieve
true unity and serve as a model to other nations. I wasn’t
sure what my role in reconciliation could be at that time.’
She adds, ‘when a friend completed her Masters examining
cultural safety in our local school district, I read it and knew,
without hesitation, that the process of reconciliation and
decolonization must begin in the early years.’ She initiated
dialogue with the Manager, ELC faculty, and colleagues
around what the responsibilities were as Early Childhood
Educators. In 2016, Child Care Services secured funding

BIOGRAPHY

through the President’s Innovation Funds. The team

Chivonne Graff is the Senior Educator at the

embarked on a project in collaboration with the Early Learning

Lansdowne Toddler & Preschool Centres at

and Care faculty and Eyēʔ Sqȃ’lewen called Indigenization and

Camosun. She is also Camosun alumni having

Reconciliation in Child Care Services. Issues explored several

completed her training in Early Childhood Care

goals that are still in progress today:

and Education in 1995.

1. Identifying ways to help CCS be more welcoming and
relevant to Indigenous families;
2. Identifying ways to prepare CCS staff to better
understand and co-exist with Indigenous children,
families, and students;
3. Identifying ways to help CCS respect and
acknowledge Indigenous worldviews;
4. Identifying ways to help CCS better understand
colonization, reconciliation and our role in it.
She concludes by saying ‘we (children, staff and families) have
begun a learning journey of understanding more deeply the
effects of colonization, our shared history, and the importance
of reconciliation. It is the responsibility of each of us.’

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Showcase Anthology: Stories of Indigenization

S CHOOL OF HEA LTH & H U M AN S E RVI C E S

Early Learning
and Care
thinking and on-going process encourages us to listen deeply to
the local knowledge of place, to the lessons from the land and
to place itself. Listening deeply guides our process and helps us
develop a “curriculum” that fits for here.
One of the ways this occurred for the program was with a
project we lovingly refer to as the ‘wool project’. Our aim
was to support students learning about themselves, their
community and the experience of learning and valuing
Indigenous knowledge and teaching.
As we embarked on this project, one instructor noted “I feel
quite excited about the possibilities of the project…and a little
nervous. How will the students respond?” This prompted us as a
team to challenge ourselves to reflect:
• What do we notice as we head into a project that
is not carefully delineated?
photo by Charisse Mariveles

BIOGRAPHY
The Early Learning and Care team consists of a dynamic
collective. It reaches far beyond the teaching Faculty
and originated by many before us. We are honoured
be part of dedicated group and are strong influenced

• What are thoughts about being away from the
college environment?
• What do we notice about the students’ responses
that might be different from being in a classroom?
How do we feel about not being in a classroom?
• What surprises are there? What are the
disappointments?

The Early Learning and Care program is taking steps towards
challenging colonial legacy within education. We are moving
forward by taking action: we are deliberately and thoughtfully
reflecting on and rethinking about the way we are learning
with students.

We started this journey by watching the NFB film Cowichan
Knitters, this project then took us into the community to visit
and learn with Elders May and Skip Sam. The students and
instructors were welcomed to May and Skips home to wash,
card, tease and spin wool. They heard stories of what wool
and knitting meant to the Skip family and their culture. We
were enveloped by the spirit of generosity and this humbling
experience allowed relationship to develop, and ideas to
bud. This learning was brought back to the classroom and on
to practicum placements. An ELC student Stephanie shared a
teaching about wool, “the wool reacts to how you are feeling,
responding”. This was such a nice concept for us to think about,
how might our own feelings/inner state influence the wool, as of
course it influences learning and caregiving.

We have entered into a dialogue with each other, allowing
principles of Early Childhood Education speak to the wisdom
we hear from elders, from material in TELŦIN TŦE WILNEW, from
our own research and explorations. Welcoming place into our

The ripple effects of this project are still being felt, as a program
we have committed to taking on a project each year that threads
through more than one course, has a community component,
and gives voice to Indigenous people, place and culture.

by our relationships in communities. Thank you for the
opportunity to give voice to the many people who have
inspired and challenged us to re-think our ways of being,
know and doing.
For further information, please contact Jeanne Puritch,
Program Lead for Early Learning and Care

Professional, Scholarly & Creative Activity

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S C H OOL OF ARTS & SCIE N C E

Andrew Bryce
Digital Communication
BIOGRAPHY

I am concerned that we will forget. Canadian society seems to have a
short attention span, and I worry that as the years go by our treatment of

Andy worked for more than 15 years

Indigenous people will be forgotten by the non-Indigenous. But if there’s

in the broadcast news industry,

to be reconciliation then the stories must be remembered, and must be

doing everything from producing

acknowledged as part of our history.

award-winning documentaries
to presenting the weather on
newscasts. He began teaching parttime at Canadore College in 1993. In
1998 he moved to the United Arab
Emirates where he taught video and
audio production at Dubai Men’s
College. He has a degree from Trent
University, and is an alumnus of the
Electronic Film Media Program at

The commissioners of the Truth and Reconciliation Commission are also
concerned about our society’s amnesia, and that’s why they made education
one of their calls to action. In its executive summary, the commission quotes
Senator Gerry St. Germaine (Metis) who said, “While we cannot change
history, we can learn from it and we can use it to shape our common future....
This effort is crucial in realizing the vision of creating a compassionate and
humanitarian society, the society that our ancestors, the Aboriginal, the
French and the English peoples, envisioned so many years ago—our
home, Canada.”

the Banff Centre, School of Fine

As the Chief Medical Officer for the Department of Indian Affairs in 1907, my

Arts. Andy has a hands-on approach

great-grandfather, Dr. Peter H. Bryce, was the first person to systematically

that gives students an opportunity

record health abuses in residential schools, and for many years afterwards he

to stretch their imaginations while

lobbied for improved living conditions for Indigenous people. His reasoning

exploring the medium.

was based on sound scientific principles. He showed how the narrative of the
day that Indigenous people were physically inferior to Europeans, was false.
Instead he showed how high death and disease rates among Indigenous
people were the result of the living conditions imposed on them by the
federal government.
Unfortunately this is not just a story from the past. More than 100 years
after Peter Bryce’s report, Dr Cindy Blackstock of the First Nations Caring
for Children Society successfully argued in front of the Canadian Human
Rights Tribunal that the federal government discriminates against Indigenous
children by inadequately funding social, educational and health programs.
This is why we have to remember the stories of people like Peter Bryce before
we can move forward to reconciliation. We have to overcome the amnesia to
see ourselves in the right perspective.

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S CHOOL OF ARTS & SCIE N C E

Kelly Pitman
English Department
How can this english teacher contribute to Indigenization? One principle of

BIOGRAPHY

critical thinking is to distinguish fact from inference and speculation, so I can

Kelly Pitman was raised in Calgary

contribute to indigenization by addressing historical facts: the land was stolen

in the Treaty 7 region in Southern

or tricked away from the people who lived on it; policy and law has devalued

Alberta, which includes the Siksika,

or ignored the rights and experiences of Aboriginal people; government-

the Piikuni, the Kainai, the Tsuut’ina

mandated programs have been racist in theory and practice and have caused

and the Stoney Nakoda First Nations,

immense and lasting harm. As Mandee McDonald, a Swampy Cree/Metis

including Chiniki, Bearspaw, and

scholar, says, “The fact is that colonization is unjust and ongoing [and] . . . is

Wesley First Nation. The City of

the root cause of the oppression and social suffering of Indigenous peoples.”

Calgary is also home to Métis Nation

All Canadians should know this.

of Alberta, Region III. Kelly has lived
on the traditional territories of the
Lkwungen and W SÁNEĆ peoples
since 1993 and has worked in the
English department at Camosun
College since 1999.

Another principle of critical thinking is seeking to understand perspectives,
so I can contribute to indigenization by interrogating the way that Canadian
identity has been constructed and by welcoming the perspectives of
Aboriginal people. This is especially important to me because teaching
English has been fundamental to colonization. The history of language and
literature is a history of power, exemplified by the attempted eradication of
Indigenous languages by the settlers from whom I descend. I can help to
mitigate historical silencing of Indigenous perspectives by including the work
of Aboriginal thinkers in the learning community.
I hope that once we establish the historical facts, we can more easily listen to
Indigenous perspectives with open minds and hearts.
Teaching stories is a way to facilitate this listening. A favorite of mine is “Joe the
Painter and the Deer Island Massacre” by Thomas King. It is about a comically
earnest townsperson who competes for the town pageant prize by staging
a reenactment of the founding of his town. It’s about the past but also about
the way we represent the past. Joe is hilariously incapable of dishonesty and
produces a pageant like no one expects. The townspeople in the story are
not ready for the spectacle that unfolds, but the students in the classroom,
equipped with facts, do seem ready for it and more ready, I hope, to think
about the future too.
I still have a lot of work to do and many questions to ask, but this is where I
am right now.

Professional, Scholarly & Creative Activity

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S C H OOL OF ARTS & SCIE N C E

Nicole Kilburn
Anthropology Department

BIOGRAPHY
I am an anthropologist, specializing in archaeology,
and have taught at Camosun for 15 years. I have worked
in the Indigenous Studies Program for over a decade,
where I have had the opportunity to build important
relationships with my indigenous colleagues and the
elders that support the students and the work we do
at the college. I appreciate the support that I have
received from Eyēʔ Sqȃ’lewen over the years to make
introductions in community so that I could create my
own connections to elders and knowledge keepers
that are my guides and teachers. These connections are
critical to building partnerships in local communities
to model indigenous collaboration in field projects for
students in the Archaeology Field Assistant Program.

What do indigenization and reconciliation mean, and what do
they look like in practice? Working with indigenous colleagues
both on campus and in local communities is helping me answer
these questions. What I have learned is that indigenization is
about more than curriculum, it’s a philosophy. It reminds me that
teachers are learners too, and knowledge keepers are generous
in coaching us in how to bring indigenous content and ways
of learning into the classroom in respectful ways. At its heart,

done. If reconciliation is about building a new relationship and

I believe indigenization is about relationship building, which

walking our shared path in a good way, we can practice it by

takes time and effort to nurture but is incredibly rewarding. I am

engaging students in these activities and exploring what this

honoured to teach archaeology students how to do good work

can look like. It’s impossible to describe the feeling I get every

in partnership with local indigenous communities; our annual

year when, in the dark (and sometimes in the rain), I help to

applied project in the Archaeology Field Assistant Program

light a fire on the lawn of the Young Building for the annual pit

models the value of building rapport and trust throughout

cook. As colleagues, students and elders gather for a day of

collaboration. Students gain a rich appreciation for the deep

land-based learning led by local knowledge keepers, I know I

heritage of Lekwungen and W SÁNEĆ territories by combining

am participating in acts of reconciliation.

scientific inquiry and cultural knowledge, and recognize that
working together and supporting the interests and needs of
communities creates opportunities for meaningful work to be

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Showcase Anthology: Stories of Indigenization

S CHOOL OF ARTS & SCIE N C E

Brenda Petays
Visual Arts Department

BIOGRAPHY
Brenda Petays recently earned a PhD in Performance
Art from the Akademy of Human & Performance
Art Aktions, Berlin, Germany & Victoria BC. Brenda
teaches Drawing, Painting and Printmaking at
Camosun College. Her recent exhibitions and
performances include: International Mokuhanga Print
Exhibition & Conference, Donkey Mill Art Center
Hawaii, 2017. Shide, Performance, Suwa Shrine, Lake
Kawaguchiko, Japan 2017. Just Like a Braid, 1000
Braids installation, Batey Library, Camosun College,
Just like a Braid

2017. Bearing Witness, Media Art and Performance,

Paper, Cotton, Wool, Acrylic, Magnetic Tape,
braided, on driftwood, 2016-2107, Brenda Petays

2017 MediaNet, Victoria, BC.
I give thanks that Camosun Collage is taking seriously this

In the spirit of this land I choose to braid 1000 braids, with a

opportunity to work toward reconciliation.

wish for reconciliation

I recognize the spirit of this Place, the Land and the Water and

I have come to understand the value in knowing my heritage

the Plants and the Animals and the Ancestors. I recognize and

and other cultural traditions and how these are intertwined in

am grateful for the Indigenous scholarship I have received

daily life, just like a braid

from Peter Morin, Corrine Michel, Judy Elk, Nadia Myre,
Elyse and Emilio Portal and Martin Brokenleg. Working
with indigenous elders and teachers has asked of me to
decolonize my classroom and create a curriculum based in
ecological, restorative and nonviolence practices.

There are 3 strands
One strand is for culture – ancestors, land and language
One strand is for education – healing, spirit and energy
One strand is for community – relationship and respect with
each other and nature
Each strand is as important as the next

Identity questions are questions that every person has the
right to know. Who are my people, where did my people

I come from a settler background. My Finish ancestors

come from to get here? Where are my people now? What

homesteaded in Treaty 4, the traditional territory of the Cree

happened to my people? When and how? What are my

and Saulteaux First Nations in southeast Saskatchewan. Treaty

people like culturally? What have my people contributed? I

4 was established between Queen Victoria, and the Cree and

have a responsibility in understanding how lives and privileges

Saulteaux First Nations band governments in 1874. Thereafter

emerge from colonialism and how I might live in conciliation.

the traditional ways of using and attending to the land were
sacrificed to capitalization, racism and inequality.

In Japan, traditionally, it was believed that if one folded 1000
origami cranes, one’s wish would come true. The origami

Is this what did my ancestors invited me to continue? Or did

cranes have become a symbol of hope and healing during

they want me to imagine a different relationship, in which the

challenging times. As a result, it has become popular to fold

people and the land are good medicine for each other.

1000 cranes (in Japanese, called “senbazuru”)
Professional, Scholarly & Creative Activity

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S C H OOL OF TRA DES & TE C HN O LO GY

Steve Walker-Duncan
Culinary Arts Department

BIOGRAPHY
Born & raised on the Lower Mainland and began
cooking professionally in Victoria. Travelled to Europe
in 1986 where an award winning cooking style
created opportunities to work in the UK, Spain and
The Netherlands before returning to Canada in 2003
to join the faculty at Camosun College Culinary Arts
Department. Owned and operated a number of culinary
businesses in Victoria as well as presenting the popular
television series Flavours of the West Coast and coauthored an accompanying book.
Master’s Degree in Education, BC Professional Instructor
Diploma, ITA Cook Assessor, Certified Chef de Cuisine
(CCC), Red Seal Cook, National Vocational Qualification
(NVQ)
•
•
•
•
•
•
•
•

Program Chair, Camosun College Culinary Arts Program
Canadian Culinary Federation (CCFCC) Victoria branch vice-president
Growing Young Farmers Society - board member
Growing Chefs – chef educator
Go2 Cook Program Advisory Committee - Province of
B.C. - advisory board member
Queen Elizabeth II Diamond Jubilee Medal (2012)
Paul Harris Fellow - Rotary Foundation of Rotary
International, Victoria Harbourside Club (2011)
Chef of the Year - CCFCC Victoria (2009 & 2010)

that landscape through culture, sustainable practice, and
respect for all forms of life.
This perspective guides me through the variety initiatives I am
currently working on, both within the college and beyond, by
allowing me to contemplate the complexities of each situation. The predominant culture in many areas of society as we
know it tends to focus on specific components of a challenge

Over the past two or three years, my understanding of indig-

or project, without broader consideration for how that might

enization has greatly evolved from participation in a variety of

impact other parts of the situation. By adopting an indigenous

interactions across the college community. From these encoun-

attitude, I believe that reflection of those considerations are

ters, I have developed a certain sense of sadness due to the

more likely to occur and therefore result in a better outcome

forfeiture of my own culture and family connections because of

for all involved. When we think about the bigger picture from

my parent’s immigration to Canada in the sixties. Where multiple

the outset, as is my very basic understanding of indigenous

generations of knowledge keepers and active participants exist

learning, then we can avoid making the mistakes that require

in the learning milieu, students young and old are continuously

considerable time and energy to rectify later on. Whether

absorbing and gaining a deeper understanding of the world

they be environmental, cultural, political, or even psycholog-

around them through that wealth of information. In my opinion,

ical issues, we need to open our eyes and see the world in all

indigenization is less about specific groups of people, and more

its complexity, joy and pain, in order that we are able to live

about the awareness of one’s environment and interaction with

happy and harmonious lives.

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Showcase Anthology: Stories of Indigenization

S CHOOL OF HEA LTH & H U M AN S E RVI C E S

Joan Humphries
Nursing Department

BIOGRAPHY
Joan Humphries’ family background, as a settler
woman, is of Scottish and Irish heritage, with
ancestral roots in northern Alberta and the Maritimes.
Joan recently completed doctoral education (Nursing)
at the University of Victoria. Joan’s clinical career in
nursing includes a special interest in perinatal care
for Canadian women, including Indigenous women,
whose experiences are currently the topic of an
academic systemic review that Joan is undertaking.
For many years Joan practiced nursing in a number
of rural communities in British Columbia, which
heightened her interest in supporting the health
of Indigenous peoples. As Associate Chair of the
Nursing Department at Camosun College, Joan is
honoured to support Indigenous students in their
pursuit of a nursing career.

In order to promote de-colonizing the curriculum, Joan

in the nursing program by enlisting Indigenous knowledges

works with Eyēʔ Sqȃ’lewen to support curricular content

to foster strength-based approaches to teaching, learning,

that helps both Indigenous and non-Indigenous students

and nursing practice. Joan participates in various Indigenous

to understand Canadian history, including Euro-centric

initiatives, including committee work with faculty and students

colonization, residential schools, and other realities that

at Camosun College and the University of Victoria. Joan is

have shaped the health and well-being of Indigenous

privileged to participate in transformational approaches to

peoples in Canada. In addition, Joan is supporting faculty

history, teaching, and professional nursing practice, in the

to indigenize teaching methods in the nursing program

context of promoting reconciliation during this pivotal time in

by enlisting Indigenous knowledges to foster strength-

Canadian history.

based approaches to teaching, learning, and nursing
practice. Joan participates in various Indigenous initiatives,
including committee work with faculty and students at
Camosun College and the University of Victoria. Joan is
privileged to participate in transformational approaches
to history, teaching, and professional nursing practice, in
the context of promoting reconciliation during this pivotal
time in Canadian history that have shaped the health and
well-being of Indigenous peoples in Canada. In addition,
Joan is supporting faculty to indigenize teaching methods
Professional, Scholarly & Creative Activity

21

H U MAN R ESOU RCES

Anita Ferriss, Daryl Thomson,
Merry Watts
BIOGRAPHY

Four of Camosun College’s People Plan projects serve as
good examples of how the College’s Human Resources

Anita Ferriss has worked at Camosun for 14 years –

Department is working towards integrating indigenization

10 as faculty chair of the Community, Family & Child

principles into its workplace practices.

Studies Department and 4 as the Organizational &
People Development Specialist. Currently, her key
responsibilities are Employee Leadership, Learning &
Development - including the Respectful Workplace
Education Program, and Organizational Development
– most recently leading the development of the
Capability Framework, a People Plan Project. Other
areas of work include: coaching, consulting, program
development and evaluation, strategic planning
and culture shift. Anita is passionate about people
and is committed to Indigenizing Human Resource
programs and practices. She leads from a strengths
based, appreciative, approach.

Camosun’s new employee onboarding approach was
refreshed in 2015 as it began inviting new employees to
participate in one of two inclusive, relationship-based New
Employee Welcome events that are held each August and
February. Each Welcome session occurs within a circle
format, opens with a territorial acknowledgement offered
by one of Camosun’s elders, involves sharing food together,
and focuses on building relationships through listening,
dialogue, and interaction. At the end of the half-day session,
participants are made aware of how they have experienced
indigenization throughout their Welcome event and,
beginning in February 2018, will be given a New Employee
Handbook that is organized around the four quadrants of
Dr. Martin Brokenleg’s Circle of Courage model: belonging,

Daryl Thomson is Camosun College’s Human Resource

mastery, independence, and generosity.

Strategist with lead oversight responsibilities for the

The Recruitment and Selection project focuses on

projects identified the college’s People Plan. Daryl

strengthening the College’s hiring practices and bringing

had spent most of his 15 year career designing and

consistency to processes, tools and templates. A key

developing human resource-related programs in the

deliverable is a Hiring Toolkit for Workplace Leaders

public sector including stops in Island Health and the

that focuses on best practices and sound principles that

BC Public Service.

reflect the College’s Strategic direction, including the
commitment to support Indigenization. Workplace Leaders
are encouraged to be intentional and thoughtful throughout

Merry Watts is the Program and Policy Development

their hiring process - and consider and apply other ways of

Consultant in Human Resources and the Lead on the

knowing, being, doing and relating as they work through

People Plan Recruitment and Selection Project. Merry

their hiring activities. This includes posting broadly and

has spent over 20 years in the world of Strategic

considering proactive outreach, creating position specific

Human Resources and Recruitment and is passionate

job descriptions and actual and essential qualifications,

about helping workplace leaders to lead successful

considering equivalencies and transferrable experience in the

hiring processes and strives for a respectful and

screening process, integrating the College’s Capabilities and

inclusive experience for all applicants.

maximizing inclusiveness in their approach to assessments
and interviews, and, overall, providing a respectful and
positive experience for all applicants.

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Capability Framework
The Capability Framework is designed to assist the college to attract, develop, and
support employees throughout their journey at Camosun as well as position ourselves
as an employer of choice and an academic institution of life changing learning.
Storytelling, a narrative visual methodology, employed by traditional indigenous and
contemporary organizations, was employed as a research methodology because it
is one of the most powerful ways of thinking about information akin to artifacts in an
archive. As such, storytelling conveys emotions and builds community with cultural
overtones. Employees were invited to participate in the research by telling their stories
of high point experiences within the college community through focus groups, oneon-one interviews and anonymous submissions.
The framework Identifies core and leadership capabilities unique to Camosun.
Definitions and sample descriptors reflect the common culture of the Camosun
community and focus on knowing, being, doing, and relating in ways that enable
employees to foster an environment that supports students on their path to success as
life-long learners.
Leading for Engagement & Performance: Human Resources Foundational Practices for
Workplace Leaders (LEAP)

Camosun’s LEAP program is designed as a dynamic, leadership development
program that is grounded in the College’s Core and Leadership capabilities with an
emphasis on relational and reflective practice, and consideration for the richness
and diversity of our college community. The goal of the program is to support all
workplace leaders to be successful leading teams by: learning foundational leadership practices; human resource concepts, principles and practices; accessing relevant resources and tools; and, developing effective strategies to engage with, and
support employees to be at their best. Several of the learning activities and materials
in the LEAP program will be designed and delivered using Dr. Marten Brokenleg’s
Circle of Courage as a course design and delivery framework.

I acknowledge the traditional territories
of the Lekwungen and W SÁNEĆ
People and feel privileged to live, work
and play here. I have been a visitor to
this territory since 2002. My children
are first generation Canadians as I came
here from England when I was 5. I have
Irish, English and Indian heritage. My
own journey of Indigenization started
when I was a teenager - unbeknownst to
me at the time. I grew up in Musqueum
Territory in Vancouver and had many
friends who lived on the Musqueum
reserve. I first participated in a cultural
experience when my friend Eugene
was killed trying to break up a fight.
He was 18. We were invited to a wake
at his family home where his body lay
for a number of days before burial.
I remember it like it was yesterday.
My journey has continued over the
years during my career working in
human services, participating in family
reconstructions, healing circles, elders
teachings and long house ceremonies.
I have worked at Camosun College
for 14 years, I0 years as the Chair of
the Community, Family and Child
Studies Department and 4 years as the
Organizational & People Development
Specialist in Human Resources. My
indigenization journey continues and I
am grateful for the many teachings from
colleagues and mentors in the college
and broader community – Robert
Wells, Corrine Michel, Janice Simcoe,
Sandee Mitchell, Ruth Lyall, Wendy
McDonald, Faye Martin, Dawn Smith,
Tanya Kirkland, Dianne Biin and others
who are so generous and patient with
me. My journey is deeply personal and
I am grateful to work with people in an
environment that enables me to embrace
the discomfort of not knowing as I work
to situate myself in the teachings of
indigenization.
With deep gratitude
Anita Ferriss
Professional, Scholarly & Creative Activity

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I N DIGENOUS EDU CATION & C O M M U N I T Y C ON N E C T I O N S

Dianne Biin
Centre for Indigenous Education & Community Connections

Indigenization means I see myself reflected in curricula,
that I come for a living peoples who are recognized as selfgoverning, are active participants in revitalizing culture and
practice and acknowledged as contributors to community
wellness. It also means that the daily interactions I have
with colleagues and peers are meaningful, engaging,
and reciprocal. I no longer feel I must justify my history,
my experience, and my knowledge to others because it is
accepted and valued.
Indigenous peoples are one of the fastest growing populations
in the country and we are determined to build and maintain
successful communities. Camosun can support this success by
ensuring it creates a welcoming atmosphere, acknowledges
the cultural and traditional protocols of place, and provides a
safe space for values, beliefs, and ways of doing to be learnt
and practiced. Indigenization for Camosun is important
because it enables the institution, it’s staff, and learners to build
a stronger community, where all people contribute, are heard,

BIOGRAPHY
Dianne Biin is of Tsilhqot’in First Nation and Slovenian
descent. Born and raised in the southern interior, her
traditional territory, she comes from an entrepreneurial
background. Dianne holds a Bachelor of Arts degree
from Simon Fraser University and a Master of Education
degree from University of British Columbia. She has
taught and worked at Camosun College since 2009
and in 2016, she was seconded to BCcampus to
manage and contribute to the provincial Indigenization
collaborative project.

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and are valued.
My role focuses on sharing experiences and knowledge
and coaching ways to better engage, listen, learn, and walk
alongside Indigenous students and communities. I work
alongside faculty, leaders and staff to explore perspectives
and co-create spaces for sharing and discussion. I encourage
others by modeling how to walk, share, and listen together.

AC K N OW L E D G E M E N TS :
Dawn Smith: Project Coordinator
Sybil Harrison and Ian Humphries: Sponsors
Allan Shook, Karen Weiss, Stephanie Moore

February 16, 2018

Professional, Scholarly & Creative Activity

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