SE Valley Times

Mona Tolley, an Indigenous Education Advisor from the University of Ottawa and a member of Canada's Kitigan Zibi Anishinabeg First Nation, delivered a presentation at Rio Salado College in honor of Native American Heritage Month. The event was organized by the college's DEIB Council.

Tolley began her talk by sharing her name in the Anishinabeg language and discussing the significance of the symbolism on her ribbon skirt, which tells a story passed down through generations about how strawberries came to be for her people. She highlighted the importance of cultural transmission through rituals and folklore reinforced by music, dance, and clothing. "If I didn't tell you about it, you might just say 'oh, that's pretty'," she noted.

Tolley also spoke about her work with both the University of Ottawa and as part of the Cree school board. Her role involves designing curriculums that incorporate Indigenous frameworks to address unique cultural perspectives and challenges faced by Indigenous students. "Many Indigenous people like myself have gone through the Western educational school system and we've had to do double the learning,” she explained.

During her presentation, Tolley touched on topics such as the Jay Treaty, which grants Native Americans and First Nation Canadians rights to freely cross the northern border—a right significant for maintaining tribal connections historically rooted in intermingling and trade.

Emphasizing that Native culture extends beyond food and fashion, Tolley stated: "We had our own education system, we had our own economics, laws, social structures." She discussed bridging these traditional systems into contemporary contexts.

Tolley shared insights into practices like moose hunting among her tribe—though not essential for survival today—as a means of preserving knowledge transfer. "It's the teachings that are important to us," she said. Hunting serves as communal bonding where every part of the animal is utilized.

She also underscored ceremony and crafting in education as vital avenues for knowledge transfer within many Indigenous tribes. The educational process is not merely aimed at achieving a good life but involves creating one.

Storytelling was another key element discussed by Tolley; she highlighted its role in fostering close relationships between teacher and student: "You can recognize where they are in their learning."

The history of residential schools in Canada and the U.S., aimed at forcing Indigenous assimilation by punishing native language use while ignoring their history and culture, was addressed by Tolley. This repression spurred a resurgence in Indigenous education as activists fought for legislation granting autonomy over their educational systems.

A land-based approach called experiential learning was another focus area for Tolley who advocated organizing school calendars around seasons allowing students extended time off for family activities connected to nature.

For Tolley “indigenizing” education has broader benefits beyond students alone: “We can model well-being for all—not just people but also land animals.”