overcome . For instance , “ there was not an existing feasting policy on campus that would allow us to cook and prepare our feast food under the proper protocols ; hence , we had to cater that part of the ceremony and call it a ‘ community supper ’ rather than a feast .” Policies regarding personal and event smudging also proved difficult . JoLee says , “ We were , however , able to meet with the appropriate administrators , resulting in new and revised policies now being drafted to make this event and other cultural events on our campus easier to hold in the future .” Of the U of R ’ s openness , JoLee says , “ Overall , the University is open to making the necessary changes . I believe it is really a matter of those of us who know what needs to be done to take the lead in making the necessary recommendations to do so .” JoLee continues , “ There are new initiatives , with FNMI faculty , staff , students , and allies working together to identify exactly what those key issues are and making recommendations to support those changes .” |
As with all new initiatives , there are difficulties to overcome . JoLee points out , “ Change is difficult for many people . Often there is a fear behind the change . However , if we persevere and move in a genuine and compassionate manner , and do so in ceremony as with this Feast and Round Dance , then things will move as they should .”
JoLee has already experienced blessings from this event : The highlights were working with undergraduate students , “ they were amazing and we had over 50 student volunteers from a variety of cultural backgrounds ,” and “ connecting with some amazing female elders whom I now consider as part of my personal support system and I will be part of theirs as well .” Dr . Janice Huber , Faculty of Education , brought two children to the event . They offered their thoughts : “ I loved the Round Dance because I was learning the First Nations culture through it ”( Christine , age 10 , non-First Nations ancestry ). And , “ In the Round Dance , it ’ s like when you are holding hands , you
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are meeting new people , and it ’ s like a family and a connection in the world across all people ” ( Ellee , age 9 , non-First Nations ancestry ). Janice was also grateful for the experience , saying , “ In my journey as a teacher , a parent , and a person who is living upon stolen land , and benefitting from doing so , I know I have many responsibilities ; I also know that by participating and making relationships , I have and will continue to learn , which I very much desire .”
For future events , JoLee explains that the grant received from RUAS is a capacity-building grant . The intention is to partner with the Indigenous Students ’ Association and mentor them to take on the ceremony in years to come . JoLee is also aware that “ many faculty will use this event in the future as a teaching and learning opportunity for non-Aboriginal students .” As JoLee says , “ Bringing any type of ceremony to campus is a win-win for everyone .”
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Photo credit : Shuana Niessen |