Lori Campbell Sarah Gunawan Questioning the Canon

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Lori Campbell Sarah Gunawan Questioning the Canon

questioning the canon lunchtime conversations at design at riverside environment + technology sarah gunawan practice in education Sarah Gunawan holds a Master of Architecture from Lori Campbell is Nitāpihtākosisān, Métis: Nēhiyaw (Cree) and Scottish. Her rel- the University of Waterloo atives are from Treaty 6 territory in northern Saskatchewan. She holds under- where she has also served as lori graduate degrees in indigenous studies and psychology, a Master’s degree in an Adjunct Lecturer and adult education from First Nations University of Canada, and is currently work- Studio Instructor. She is cur- ing towards a PhD in social justice education at the University of Toronto. rently the Reyner Banham Lori is the current director of the Waterloo Indigenous Student Centre. She Fellow at the University of brings a background that includes a blend of student services, teaching, research Buffalo School of Architec- campbelland administration. ture and Planning where her Previous to her role research and teaching repo- as director, Lori lec- sition architecture as an en- tured at the Universi- vironmental prosthetic for ty of Regina, First Na- aging bodies. Her work is tions University of published in Lunch, The Ex- Canada, and Sas- panded Environment, and The Site Magazine. She has presented at conferences in Toronto, Cambridge, and Florence on katchewan Polytech- issues ranging from the integration of synanthropic animals in suburban communities to the dual meaning of rep- nic. She was the Co- resentation as action and decision. Previously, she has worked for architectural practices in Canada, the U.S., and ordinator of the In- Europe including Lateral Office (Toronto), KVA Matx (Boston), and Taktyk Landscape Urbanism (Brussels). digenous Students’ Centre and was awarded the Region- al Centre of Expertise in conversation on Education for Sus- in conversation with treaty lands, tainable Develop- with ment, in partnership global stories with the United Na- galt publication tions University for her work in indigeni- 2018.03.12 zation. 2018.03.15 12:30 P.M. 12:30 P.M. SCHOOL OF ARCHITECTURE OF THE UNIVERSITY OF WATERLOO WATERLOO | ARCHITECTURE supported by CAMBRIDGE ART GALLERIES_DESIGN AT RIVERSIDE 5o th ANNIVERSARY LECTURE SERIES WATERLOO | ARCHITECTURE ARCHITECTURE 5o th ANNIVERSARY LECTURE SERIES WATERLOO | 5o th ANNIVERSARY LECTURE SERIES WATERLOO | 7 MELVILLE STREET SOUTH_CAMBRIDGE ONTARIO.

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Lakehead University Knowledge Commons,http://knowledgecommons.lakeheadu.ca Electronic Theses and Dissertations Electronic Theses and Dissertations from 2009 2012-11-10 A Seventh fire spark preparing the seventh generation : what are the education related needs and concerns of students from Rainy River First Nations Horton, Robert Animikii http://knowledgecommons.lakeheadu.ca/handle/2453/295 Downloaded from Lakehead University, KnowledgeCommons A Seventh Fire Spark Preparing the Seventh Generation: What are the Education Related Needs and Concerns of Students from Rainy River First Nations? by Robert Animikii Horton "Bebaamweyaazh" Waabizheshi Dodem A thesis submitted to the Department of Sociology, Lakehead University, in partial fu lfillmentof the requirements for the Masters of Arts Degree Spring 2011 11 Abstract: This study examines factors that impact high school completion for Rainy River First Nations students living on-reserve in the Manitou Rapids community in Ontario. Utilizing traditional community knowledge as a guiding framework and a qualitative inquiry guided by Indigenous research ethics and Anishinaabe protocols, open-ended interviews were conducted with three key informants and six young people who resided on-reserve during schooling years to discuss their educational experiences, needs and concerns. Based on these interviews, this study brings First Nations student voices and experiences to the forefront to show that on-reserve First Nations high school completion is influencedby significant challenges that are related to the trauma and history of colonization in Canada. F orrnerstudents discussed concerns and challenges in the intertwined areas of the school, family, community, and culture. The research reflections reported in this study prompted the development of a framework for a partnershipmodel of educational support which incorporates the Anishinaabe Seven Grandfather Teachings.
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