All children in Canada, whether Francophone or Anglophone, in cities or remote communities, have the right to knowledge. This includes not only Western academic traditions but also Indigenous languages, worldviews, and traditions. However, opportunities for quality Indigenous education in French remain scarce.
To address this gap, the Kiskêyihtamowin colloquium was organized as part of the ACFAS congress. "Kiskêyihtamowin" is a Cree word meaning "savoir" (knowledge). This unique gathering brought together researchers, educators, students, and Indigenous and non-Indigenous leaders to rethink Indigenous education in both English and French.
The colloquium affirmed that Indigenous pedagogies, languages, and knowledge should be central in all classrooms across the country. The event began with a purification ceremony (smudge) and a Cree honor song. This set the tone for a pedagogy rooted in spirit, narrative, and the land.
Throughout the day, speakers explored the wounds caused by colonial education systems, including residential schools and linguistic loss. They also highlighted the resilience and renewal within Indigenous nations. Jean-Luc Ratel (Université Laval) discussed the challenges faced by young Naskapi students transitioning to post-secondary education.
Lily Bacon and her team at UQAT are working to "anicinabenisation" their teacher training program. This involves integrating elders, knowledge keepers, language, and culture. Patricia-Anne Blanchet (Université de Sherbrooke) and colleagues are training future teachers to recognize their cultural blind spots through pedagogical cultural humility.
Marie-Ève Chartrand (Université d'Ottawa) demonstrated how Indigenous ecological knowledge can enrich climate education. Yvette Mollen and her team presented digital tools to promote the Innu language among children. The colloquium concluded with a panel emphasizing that Indigenous education benefits everyone by transmitting values of respect, reciprocity, and relationship.
The event highlighted the importance of language, including both Indigenous languages and the language of instruction. Francophone students have been marginalized in accessing Indigenous knowledge. The Kiskêyihtamowin colloquium marks a step towards true educational justice, fostering a future open to all children.