indigenous.uwinnipeg.ca

Indigenous Honorary Doctorates - Dr. Leslie Spillett

Boozhoo - Giizhiigo ubwiikwe – mukwa doodum

I was given the name Painted Sky Woman and I am related to the Bear Clan

I am truly honoured and humbled by this honorary degree and to have this opportunity to address today’s graduates.

One of our teachings is that the Honour of One is the Honour of All - so that while my fellow honourees, graduates and I are being recognized for our individual achievements – we also know - that fundamental to these achievements - are all of those people who, along our journey, shaped and protected us, loved, nurtured and inspired us, and stood by us so that we could be successful in the goals that we set.  There have been so many people who have touched my spirit, influenced me and shaped who I am, and I am grateful for every one of you.

I also believe that while I stand here before you today, standing behind me are my ancestors – my parents, grandparents and great parents as well as those spiritual helpers to have continued to guide and protect me. 

Our teachers tell us that we are still here as distinct indigenous cultures, in spite of quite formidable odds, not because, as some history would have us believe, our ancestors were without those structures or foundations that are essential characteristics of civilization. We are here today - because we continue to be sustained by those very sophisticated institutions and practices that are embedded in those vast systems of knowledge and values that have sustained our peoples and all life forces - from a time before memory, and that have been handed down, generation to generation.

Those Elders tell us that we are all “the best of the best of the best of our peoples.”

It is important to acknowledge today that these knowledge systems are now beginning to be understood and accepted as an important part of the collective knowledge system of our human family, including by many academic institutions. Today, students, Indigenous and non – Indigenous, are able to enrich their scholarship in a variety of faculties through course work related to Indigenous knowledge. This has been achieved largely by Indigenous scholars and leaders who have been unrelenting in their efforts to bring about institutional change within the academy. It is also the result of leadership in these institutions who have had the vision and wisdom to grasp the significance of embracing indigenous knowledge systems, not just from an archaeological or historic perspective - most often from a Western perspective, but as critical to understanding the interrelationship of human relationships with the rest of the natural world.

The University of Winnipeg has been at the forefront of this enterprise. As a member of the Indigenous Advisory Circle for the University of Winnipeg Masters in Development Practice program, I am witness to the commitment of all stakeholders at the table to design a learning experience that integrates traditional and western knowledge systems, with the ultimate goal of producing scholars equipped to engage in new partnerships with indigenous peoples and communities.  These new partnerships and ultimately new paradigms, will shatter those long held ideologies of cultural superiority, often manifested in the notion “we know what’s best for you” which has produced so much damage historically and sadly that continues to distort relationships into the present.  

The University of Winnipeg and its leadership has been at the forefront of this movement – not only through its initiatives related to ensuring greater accessibility for those who have been structurally excluded but to also ensure that when the doors are opened to them, they can see their cultures reflected through relevant curriculum, teaching staff and strategic partnerships, to name only a few. Dr. Axworthy and his team have certainly set the standards for others, and while these initiatives have been relatively new, the long term impact on the social, environmental and economic well being of this entire community will be enormous. Miigwetch to Dr. Axworthy and his leadership team and particularly to Jennifer Rattray, the Associate Vice-President of Indigenous, Government, and Community Affairs for your vision, passion and action in this critical work.        

Growing up in Northern Manitoba in the 1950’s or later attending a Catholic run boarding school, I do not recall learning anything  about my people, our history or our culture that was not reflected through a western lens.  Indeed my most early memory - and one that is indelibly embedded - is an image in a Grade 6 text book on Canadian history. In illustrating the relationship between the early settlers and indigenous people, there was an image of two priests clearly staked and being burned alive and a group of obviously savage heathens Indians dancing around the fire.    But most of all there was nothing at all – as if my Indigenous descendants had vanished and left nothing of value to contribute to justify being acknowledged or studied.  

In preparing my own children to attend school, and knowing that there had not yet been a significant shift in the education paradigm, I told them about the importance and significance of all peoples systems of knowledge but that what they would be learning in their schools, would primarily reflect the body of knowledge of one particular group of people – those of European and Euro Canadian ancestry.  Throughout their secondary school experience and even into their post secondary experience I would frequently remind them that they have come from peoples who also have significant and comprehensive knowledge systems including literature, science, medicine, agriculture, architecture, art, philosophy, engineering, theology, psychology, law and certainly education.

It has been my job as a parent and as a helper in our community, to open up to my children and to others, that other system of knowledge. Our university curriculum is rooted in Traditional Knowledge and Practice – in our lodges where our ceremonies are held; in our intimate and profound relationship with the land and our unique understanding of universal laws; and in our professors - those Elders and Traditional Leaders who have continued to practice and to teach ancient wisdom and knowledge.

Another critical influence that has contributed to my development in critical thought has been the social justice movements that I have been a part of for over thirty years. I have learned about the art of negotiation, conciliation and economic justice in the trade union movement and on picket lines; the critical importance of racial and gender equality in working with the families of Missing and Murdered Indigenous Women and girls and the feminist movement; the struggle for human rights and dignity in the Anti Apartheid and other Anti Racism and anti colonial Movements, and in particular the American Indian Movement, and of the necessity, to stand in defence of our planet from exploitation and destruction.

Through all of that, I have learned that I too am following in the footsteps of my ancestors; to leave this world knowing that I made a small contribution to building a vision of a new world where resources are distributed based on need and not greed, where human beings live in a sustainable and harmonious way on this beautiful earth planet we call our Mother and where all can live in dignity and peace.

On this beautiful day that our Creator has given us to do our work, I wish all of the graduates today my congratulations and very best wishes. Miigwetch, Ekosi, Thank you.