NITEP Stories: Marny Point
August 2024
Marny Point, BEd’92, MET’04, is from the Musqueam Indian Band and is a NITEP Program Coordinator & Instructor from the Vancouver field centre
What inspired you to get involved in Indigenous teacher education?
I encountered a disheartened high school student and realized there needed to be a change in the school system. I found NITEP and enrolled immediately. We need more Indigenous instructors to advance decolonization and promote change in schools today.
How does NITEP contribute to the broader aims of decolonization and reconciliation in education?
NITEP nurtures each student’s personal vision, platform and determination of decolonization, reconciliation, and ways of sharing and teaching for incorporation into their own careers.
How has your involvement with NITEP impacted you personally?
Initially, NITEP allowed me to find my voice and empowered me to heal, convert weakness and stand up and challenge not only the stereotypical compartmentalization of the institution, but society’s box for Indigenous women as a whole. I didn’t have to be radical or aggressive; I just had to nurture the gift within every student I taught – instill in them that they have every right to aspire to reach every goal and dream they had for their lives and even their children’s lives. I still get excited every September, realising we have more teacher candidates who will soon be in the field, making a difference and creating change.
What guidance would you offer educators aiming to cultivate inclusive learning environments?
The first objective is to understand they are establishing a relationship; walk in a good way and have an open mind. Educators must acknowledge the history of this country and give honour to the learning journey.
What are your thoughts on the future of Indigenous education?
Indigenous education is on the rise. I always share with my students a passage from Chief Dan George’s 1967 speech, A Lament for Confederation: “Oh Great Spirit! Like the Thunderbird of old I shall rise again out of the sea; I shall grab the instruments of the White man’s success – his education, his skills, and with these new tools I shall build my race into the proudest segment of your society.” It is with this education that our Indigenous students can grow past the horrors of our past and move forward, creating a brighter future for our Indigenous youth as they work to Indigenize curriculum.
Is there anything else you would like to share about NITEP?
NITEP is celebrating 50 years this year. I think it is successful is because its founders embraced the pedagogical values of respect, reverence, reciprocity and reconciliation, and the program still ensures that it nurtures the talents and gifts of each of its students. It is important that our program establishes a family ‘home away from home’ environment that allows each student to weave in Indigenous ways of knowing as they learn their teaching requirements.
This interview has been edited and condensed for clarity.
Visit the Celebrating 50 Years of NITEP page.
NITEP Stories: Jennifer Anaquod
July, 2024
Jennifer Anaquod, BEd’12, Dip Ed’13, MEd’15, of the Muscowpetung First Nation, is a NITEP alum and current faculty member from the Vancouver field centre
What attracted you to NITEP?
The culture and a search for a sense of belonging
How has NITEP impacted Indigenous communities in British Columbia?
NITEP has created an incredible family of educators who are creating change across British Columbia. As a NITEPer, we know that once a NITEPer, always a NITEPer. I love seeing the good work being done by alums in all sectors of education across BC.
How has your involvement with the NITEP program influenced you, or what are you currently engaged in?
As an alum and current faculty member, NITEP taught me the importance of wrap-around services for students. This continues to influence the work I do as I strive to work collaboratively as opposed to in the silos that can exist in educational institutions.
What advice would you give individuals contemplating participation in NITEP?
To just go for it. Whether you want to be a teacher or not, it opens so many doors.
How do you envision the future of Indigenous education?
When I re-imagine education, I envision institutions where Indigenous education is part of the foundation; I envision Indigenous ways of knowing and being woven in as tightly as systemic racism has been.
Please share a favourite memory from your time in the program.
There are so many memories that it’s hard to pick one. NITEP has celebrated my successes long after I graduated. In my second year, I had my son, Jonathan. Every one of my cohort members stepped up to be aunties and uncles. I left Jonathan with one of my cohort members when he was about three months old to take a test and came back to a whole circle of aunties and uncles sitting around him and watching him sleep. Knowing I can still count on these people today is my favourite part of NITEP.
Learn more about Jennifer Anaquod’s story here.
This interview has been edited and condensed for clarity.
Visit the Celebrating 50 Years of NITEP page.
NITEP Stories: Shannon Leddy
August 2024
Shannon Leddy, MA’97, BEd’05, is a member of the Métis nation and a faculty member who worked in the Vancouver field centre from 2018-2022
What inspired you to get involved in Indigenous teacher education?
I am an Indigenous educator who has worked in the Vancouver School District. I know what Indigenous teachers can face in the field, and I wanted to help prepare them well for it.
How does NITEP contribute to the broader aims of decolonization and reconciliation in education?
NITEP is one of the most beautiful programs I have ever had the pleasure of working with! Having a strong Indigenous presence in the office, on the Faculty, and in our classrooms makes such a huge difference in how we consider teaching and learning from Indigenous perspectives. Our voices matter, and NITEP helps strengthen them.
How has your involvement with NITEP impacted you personally?
I loved teaching in the NITEP program because it was one of the few parts of my job that didn’t require a lot of decolonizing work up front – we could just get down to teaching and learning, which was always a relief. I also adore my NITEP colleagues, and knowing them continues to enrich my life and gives me a safe-space feeling on campus.
What guidance would you offer educators aiming to cultivate inclusive learning environments?
You have to do the work of decolonizing in order to engage in Indigenous education practices effectively and meaningfully. Keep an open stance, and remember that it’s okay to make mistakes, but we also have to learn from them.
What are your thoughts on the future of Indigenous education?
The future is so bright! There are so many wonderful educators coming out of the NITEP program and taking up spaces in classrooms throughout the province – this fills me with hope! There are also an increasing number of excellent teaching resources out there developed by Indigenous educators, showing others that the ways we think about the world are really important and highly accessible.
Is there anything else you would like to share about NITEP?
I love it.
This interview has been edited and condensed for clarity.
Visit the Celebrating 50 Years of NITEP page.
Bannock and Tea | Staff Social | September 3, 2024
Event Description
Dean Jan Hare warmly invites all Faculty of Education staff to our community gathering to celebrate the start of the 2024-25 academic year. This is a wonderful opportunity to reconnect with colleagues, welcome our new team members, and share in the excitement of our collective journey ahead.
Enjoy a delightful spread of bannock, smoked salmon pâté, freshly brewed coffee, and a selection of teas.
Date and Time
Tuesday, September 3, 2024
11:00 am – 12:00 pm
Location
Room 2414 (fourth floor lounge), Neville Scarfe Building
2125 Main Mall, Vancouver, British Columbia, V6T 1Z4
Special Accommodations
We strive to make our events accessible to everyone. Please contact us at info.educ@ubc.ca for any special accommodations or questions.
