AC57 Schedule – Saturday, October 18

Event Time: 9:00 a.m.–10:15 a.m.

Presenters: 

• A. Boulanger
• M. Day-Osborne
• V. Demontigny
• S. Neff
• P. Ningewance
• G. Welburn
• Moderataor: R. Littlebear

Event Time: 9:00 a.m.–10:15 a.m.

Presenters: 

• H. Souter
• K. Pyle
• J. Dormer
• D. McCreery
• G. Welburn
• M. Kolodka
• D. Delorme
• M. Patterson
• C. Leeming
• R. Dejarlais
• and more

Event Time: 11:30 a.m.–12:00 p.m.

Presenters: 

• Paul L.A.H. Chartrand, I.P.C. (Indigenous Peoples' Counsel) of Canada's Indigenous Bar Association, is one of twelve children in the family of a Metis trapper, fisherman and carpenter from St.Laurent, along Lake Manitoba.
  
  His elementary and high school education were with the local Franciscan  missionary nuns in St.Laurent, which was an historic mission to serve the First Nation and Metis communities of the region. A graduate of the University of Winnipeg in 1974, he later earned law degrees in Australia and Canada and spent a career as a law professor and advisor on the subject of state-indigenous relations.
  
  He organised the first Metis Languages conference in Winnipeg in 1985 where participants identified four languages. He has made a range of proposals to government bodies for the retention of Metis and other languages. [131]

Abstract

This presentation will provide commentaries on the French Michif as spoken in St. Laurent Manitoba since the 1940s by a native speaker who is not a linguist but a retired law professor with a keen interest in the language.

In addition to examples of the pronunciations, and flexible and dynamic expressions in the language, references will include the mixed and shifting cultural and social values of the community and of Canadian society; examples of local stories and humour; as well as the speaker's attempts to promote the language since the first Michif Language Conference in Winnipeg in 1985, including a publication on the Metis National Anthem composed in 1815 by Pierrich Falcon, an ancestor of local families. He will mention some of his proposals for effective language retention approaches.

Some of the more puzzling aspects of the language include words, songs and names of unknown origin. Might someone in the audience be able to help?

Event Time: 12:00–12:30 p.m.

Presenters:

• Derrick M. Nault

Event Time: 11:00 a.m.–11:30 a.m.

Presenters: 

• Mskwaankwad Rice is a recent Linguistics PhD graduate of the University of Minnesota and is currently a Banting postdoctoral researcher at Lac Courte Oreilles Ojibwe University. He is from Waasaaksing First Nation and is a learner/new speaker of Nishnaabemwin (Ojibwe language) whose language reclamation work includes in-depth documentation of L1 speech.
• Claire Halpert is Associate Professor and Director of the Institute of Linguistics at the University of Minnesota-Twin Cities. Since 2020, she has been involved in research efforts focused on Ojibwemowin, including 2 NSF-funded projects, and works closely with the Ojibwe People’s Dictionary.

Abstract:

This talk discusses our experiences using a children’s-book-reading task with first speakers of Ojibwe, focusing in particular on I’m a Frog! (Willems 2013). Our approach is rooted in both narrative collection methods (eg. Berman and Slobin 1994) and storyboard techniques for targeting specific grammatical constructions (Burton and Matthewson 2015).  Our task begins with spontaneous/unelicited narration like traditional methods, but speakers are asked to imagine that they are reading the book in Ojibwe to children, rather than simply narrating. After 1-2 read-throughs, the researcher follows up with the speaker page-by-page.  This method achieves multiple ends. First, speakers find it a more natural task than storyboarding, helping them acclimate to linguistic research. Speakers respond to the prompt and the artwork by offering rich descriptions of details in the drawings, meta-commentary on the story, and other elements of reading to children. The narratives that speakers give us are thus rich spontaneous texts, which are valuable for language documentation. Finally, the story allows targeted investigation of individual/stage-level distinctions, change-of-state, and verbs of seeming and pretending; other Willems books afford targeted investigations of other hard-to-elicit constructions. We therefore advocate for this method, and these particular texts, as one that can yield valuable documentary and analytical results. More importantly, this task is effective at establishing new research relationships and could be undertaken by non-linguists beginning language work with family or community members. To that end, we describe our next steps: work-in-progress with an Ojibwe children’s book artist to create culturally-specific materials for story tasks.

References

Berman, Ruth and Dan Slobin. 1994. Relating Events in Narratives: A Crosslinguistic Developmental Study. Lawrence Erlbaum Associates, Publishers.

Burton, Strang and Lisa Matthewson. 2015. Targeted Construction Storyboards in Semantic Fieldwork. In Methodologies in Semantic Fieldwork.

Mayer, Mercer. 1969. Frog, where are you? 

Willems, Mo. 2013. I’m a Frog! Hyperion Books. 

Event Time: 1:30 p.m.–2:00 p.m.

Presenters:

• Matthew Windsor (SIL) is a linguist working for Mishamikoweesh in Kingfisher Lake First Nation. He works with local speakers of Anihshininiimowin to support community-led language and culture initiatives.

Abstract:

This paper presents the first full description of a dedicated instrumental applicative in Ojibwe, first noted by Todd (1970: 188). The instrumental suffix 
-(w)aake adds a secondary object to an ai verb, producing a new ai+o verb that means ‘use it for Ving’.

In Anihshininiimowin (Oji-Cree), this construction is fully productive. It typically indexes materials or instruments that are either topical to the discourse or else the head of a relative clause (‘wood used for making fire’).

Historically, the instrumental applicative developed from the combination of benefactive -aw and antipassive -ke, probably originating in verbs of making. This pathway appears unique among the world’s languages, though it does resemble known cases of antipassives developing into applicative markers.

Within Ojibwe, examples can be found in Southwestern, Northwestern and Algonquin (Pikogan) dialects. Cognate instrumental suffixes occur in Swampy Cree, Innu, and Naskapi. Functional equivalents also appear in a few Algonquian languages, such as Meskwaki and Old Nipissing Algonquin.

This work is part of a larger project to document Anihshininiimowin being carried out in Kingfisher Lake First Nation by a local indigenous organization, Mishamikoweesh corp.

References

Todd, Evelyn. 1970. A grammar of the Ojibwa language: The Severn dialect. University of North Carolina at Chapel Hill (PhD Thesis).

Event Time: 2:00 p.m.–2:30 p.m.

Presenters:

• Marcella Jurotich

Event Time: 2:30 p.m.–3:00 p.m.

Presenters:

• Katherine Tu

Event Time: 3:30 p.m.–4:30 p.m.

Presenters: 

• D. Lothian
• D. Torkorno
• A. Fay

Event Time: 4:30 p.m.–5:00 p.m.

Presenters:

• Amy Dahlstrom

Event Time: 5:00 p.m.–7:00 p.m.

Event Time: 10:30 a.m.–11:00 a.m.

Presenters

• Robert E. Lewis Jr. (“dokmegizhek”) is an enrolled member of the Citizen Potawatomi Nation. He is a Potawatomi language teacher and an advocate for the Potawatomi language and the Potawatomi Confederacy. He works as the curriculum and instruction manager in the Language and Culture Department at the Prairie Band Potawatomi Nation. He is secretary-treasurer and on the board of Bodwéwadmimwen Ėthë ték (The Center for Potawatomi Language), a Wisconsin-based nonprofit organization that seeks to preserve and promote the use of the Potawatomi language. Robert conducts research as an independent researcher.

Abstract

Variation in the inverse in the conjunct order in Potawatomi

This paper presents a comparison of the conjunct transitive animate verb conjugations in Johnston Lykins’ and Maurice Gailland’s translations of the Gospel According to Matthew into the Potawatomi language (Lykins 1844; Gailland n.d.) and analyzes their use of the inverse marker. This paper uses the version of the translations that appear on Smokey McKinney’s website (McKinney 1997).

The two translations were compared by first copying the same verse and McKinney’s English translation. I then identified all instances of a transitive animate verb conjugated in the conjunct order. There are approximately 181 instances.

The most striking finding is that Lykins’ translation makes more use of the inverse plus an inflectional suffix (e.g. Te'pe'nmukwiIn ‘the Lord thy God’ (Lykins 1844: Matt 4:7)) compared to Gailland (n.d.) and Hockett (1939, 1948). Meanwhile, Gailland’s translation makes use of portmanteau morphs (e.g. Tepenimug ‘the Lord thy God’ (Gailland n.d.: Matt 4:7)), on par with Hockett (1939, 1948). These findings are in line with Oxford (2023)’s predictions for the inverse cross-linguistically – the inverse is used for combination of 3obv>3 as well as 3>2pl and 3>2sg. Furthermore, contra Neely (2024)’s claims for the modern day equivalents, Lykins’ inverse use is clearly not a passive, as there are instances of it with third person subjects (e.g. kikane' ke'ko e'ne'nmukwiIn, “thy brother hath ought against thee” (Lykins 1844: Matt 5:23)). These findings suggest that the inverse was used more widely in the conjunct order in Potawatomi than Charles Hockett’s often cited documentation suggests (Hockett 1939).

Selected References

Buszard-Welcher, Laura. 2001. Can the Web Help Save My Language? In The Green Book of Language Revitalization in Practice. Leiden, The Netherlands: Brill.

Gailland, S.J., Maurice. n.d. Gospels of Sundays and Feasts in the Potawatomi Language, MIS 3.0106, NA 7. St. Mary’s and Sugar Creek Missions. Jesuit Archives & Research Center, St. Louis, Missouri, May 23, 2025.

Hockett, Charles. 1939. The Potawatomi Language. Yale University.

Lykins, Johnston. 1844. The Gospel According to Matthew and the Acts of the Apostles; Translated into the Putawatomie Language. William C Buck, Printer. Louisville, KY.

McKinney, Smokey. 1997. Smokey McKinney’s Prairie Band Potawatomi Web. https://www.kansasheritage.org/PBP/homepage.html

Neely, Justin. 2024. Paper presented at the Potawatomi VTA Conjunct and changes to this system. First Americans Museum, Oklahoma City, Oklahoma.

Oxford, Will. 2023. The Algonquian Inverse. Oxford Studies of Endangered Languages, Oxford University Press.

Event Time: 11:00 a.m.–11:30 a.m.

Presenters:

• Amy Dahlstrom

Event Time: 11:30 a.m.–12:00 p.m.

Presenters:

• Arden Ogg
• Aaron Fay

Event Time: 12:00 p.m.–12:30 p.m.

Presenters:

• Aaron Fay

Event Time: 1:30 p.m.–2:00 p.m.

Presenters:

• Antti Arppe
• Felipe Bañados Schwerter
• Rose Makinaw

Event Time: 3:30 p.m.–4:00 p.m.

Presenters:

• Richard A. Rhodes is professor emeritus at University of California, Berkeley. He spent much of his career studying Ojibwe, especially the Odawa dialect. He has also contributed significantly to the documentation of other endangered languages, including Michif and the Mixe-Zoquean language Sayula Popoluca. The focus of his work has ranged from morphology and descriptive syntax to lexical semantics and lexicography. Currently he is working on historical linguistic questions in Algonquian and on 19th-century documents in Ojibwe.

Abstract:

The Cree dialect continuum stretches from Alberta to Labrador. It comprises eight dialects, from West to East: Plains, Woods, West Swampy, East Swampy/Moose, Atikamekw, East, Naskapi, and Innu Aimun. Plains Cree is the most studied variety and is generally used to stand in for the whole family in comparative Algonquian (e.g. Bloomfield 1946, Pentland 2023). Since the family is, for the most part, phonologically conservative, the fact that Plains Cree is not Proto-Cree is only of minor consequence for the reconstruction of Proto-Algonquian. But granting Plains Cree a privileged status creates a distorted of dialect relations within the family. In this paper we will examine the phonological history of the Cree family from Proto-Algonquian to Proto-Cree to current dialects. We will show that the long-held view that Cree dialects should be classified primarily on the basis of palatalization and the reflexes of PA *r (Rhodes & Todd 1972, Wolfart 1973) is mistaken. A closer look reveals that the deepest divisions are reflected in the development of sibilants and sibilant clusters. As shown by the Atikamekw reflexes (Beland, 1978, Brousseau, 2024), Proto-Cree retained a wide range of contrasts in sibilants that is completely obscured in Plains Cree.

PA s ns hs ʔs š nš hš ʔš

Proto Cree s hs hs ss š hš hš šš

Atikamekw s ss ss ss š šš šš šš

Plains Cree s s s s s s s s

The fact that all varieties other than Atikamekw share the development h[sib] > [sib], indicates that Atikamekw is the first to split off. The next splits are defined by the palatalization of k before front vowels and by the merger of Proto-Cree *š and *s. The former defines an intermediate dialect that yields modern East, Naskapi, and Innu, which we will call Eastern Cree. The latter is found peripherally in modern Plains, Woods, and West Swampy, and in Naskapi and Innu Aimun. The one variety that does not share either innovation yields East Swampy /Moose Cree. Eastern Cree varieties develop sequences involving hC differently. Outside of Plains and Woods, Cree varieties split in the development of Proto-Cree *r. Almost all other phonological innovations cross dialect boundaries: mergers of Proto-Cree *e·(with (*i· or *a·), the reflexes of PA/Proto-Cree *rk, and right edge erosion. Proto-Cree retained Proto-Algonquian final vowels, as shown by East Cree animate plural, -ač < PA *-aki, because the final vowel had to still be in place when the palatalization that created Eastern Cree occurred.

The second section of the paper will reconsider the Cree contribution to our understanding of Proto-Algonquian. Five sound changes characterize the development of Cree from Proto-Algonquian. PA *ł > t, PA *Cy > C, PA *ĕ > ĭ, PA *NC > hC, PA *łk > sk, PA *ʔ > s /__C. The identification of the first member of clusters has been an issue from Bloomfield’s time. We will examine what Proto-Cree might offer to the debate. Proto-Cree shows s where Bloomfield reconstructed x as a place holder. Assuming with Goddard (1994) that x is properly reconstructed as s leads to an interesting possibility that *ʔC which yields Proto-Cree *sC might better be analyzed as PA *sC.

Lastly, we will look at the archeology. Starting with the Laurel Culture as the Cree homeland (Denny, 1992), we will trace the spread of Cree into the present locations reflects and the interrelations between that spread and the linguistic history.

References

Béland, Jean-Pierre. 1978. Atikamekw morphology and lexicon. Ph.D. thesis, University of California, Berkeley.

Bloomfield, Leonard. 1946. Algonquian. Linguistic structures of Native America, ed. by Harry Hoijer et al., pp. 85-129. Viking Fund Publications in Anthropology 6. New York.

Brousseau, Kevin. 2024. “Preaspirated Sibilants in Proto-Cree”, paper read to The Conference on Proto-Algonquian in Honour of the late David H. Pentland, Berkeley. CA, October, 2024.

Denny, J Peter. 1992 “The entry of Algonquian language into the boreal forest.” Paper read to the Canadian Archaeological Association, London, Ont., May 1992.

Goddard, Ives. 1994. The west-to-east cline in Algonquian dialectology. Actes du 25e Congrès des Algonquinistes, ed. by William Cowan, pp. 187-211. Ottawa: Carleton University.

Pentland, David H. 2023. Proto-Algonquian Dictionary: A Historical and Comparative Dictionary of the Algonquian Languages, in 4 Volumes. Algonquian and Iroquian Linguistics 25.

Rhodes, Richard A., & Evelyn M. Todd. 1981. Subarctic Algonquian languages. Handbook of North American Indians, ed. by June Helm, v. 6: Subarctic, pp. 52-66. Washington: Smithsonian Institution.

Wolfart, H.C. 1973. Plains Cree: A grammatical study. Transactions of the American Philosophical Society, n.s., vol. 63, part 5, Philadelphia.

Event Time: 2:30 p.m.–3:00 p.m.

Presenters: 

• Antti Arppe
• Felipe Bañados Schwerter
• Cameron Duval
• Arok Wolvengrey

Event Time: 3:30 p.m.–4:00 p.m.

Presenters: 

• Theresa Sinclair is a retired Anishinaabemowin educator, a Language Keeper, and member of the Hollow Water First Nation and the Language Coordinator for HWFN Language Preservation Project.
• Westin Sutherland is a Heritage speaker of Anishinaabemowin. He is very passionate about preserving the language in many different ways, shapes and forms, as well as very passionate about teaching it.
• Elena "Helen" Koulidobrova is an Associate Professor in Applied Linguistics at Central Connecticut State University.
• Liliana Sánchez is a Full Professor at the University of Illinois Chicago. Together, Helen and Liliana serve as co-PIs on an NSF-funded project examining evidentiality in Indigenous languages.

Abstract:

The pandemic affected Indigenous communities in many ways, fostering community-internal practices [1] while increasing the vulnerability of Language Keepers [2],[3]. In response, several Nations partnered with non-Indigenous scholars to re-envision language reclamation [4],[5]. This report highlights an ongoing collaboration between the Language Program leadership of a Manitoba Anishinaabe Nation (Hollow Water First Nation, HWFN) and a non-Indigenous research team, at both macro (team) and micro (individual) levels.

For years, HWFN collected data on linguistic and cultural practices, showing that its distinct dialect is not well represented (e.g. “double vowel” system with voiced consonants). Land-based and language education remain separate in the curriculum, though culture and language are inseparable [6],[7]. Language use has drastically declined, and projections suggest that the Hollow Water variety may disappear within ten years. To address this crisis, HWFN partnered with linguists, data scientists, and educators to design a path for community-level language shift.

The collaboration developed procedures for reclamation and data sovereignty. Using semi-structured interviews from [8], ten different varieties of Anishinaabemowin were documented (Elder). This dataset: (i) preserves living speech and language attitudes; (ii) enables examination of generational differences in minoritized and Heritage languages [9],[10]; and (iii) provides a foundation for curricular design, since most materials overlook local varieties.

The continued need for collaborations between Indigenous Communities and settler-allies is clear. We note the collective need to make stakeholders aware of the urgent need for language preservation/reclamation, thus translating into the need for designated statutory funding as well as curricular requirements for Indigenous language education.

Event Time: 4:30 p.m.–5:00 p.m.

Presenters:

• S. Thompson
• S. Henderson

Event Time: 10:30 a.m.–12:00 p.m.

Presenters:

• Boozhoo aaniin, my name is Westin Sutherland! I am a second language speaker of Ojibwe, and I will be walking us through all the possible steps on how to create Indigenous language dubbed media

Event Time: 12:00 p.m.–12:30 p.m.

Presenters:

• John-Paul Chalykoff

Event Time: 1:30 p.m.–2:30 p.m.

Presenters:

• Dr Lorena Fontaine, Department Head, Indigenous Studies, University of Manitoba
• Gazheek Morrisseau-Sinclair, Community Learner, Technology Consultant
• Aandeg Muldrew, Assistant Professor, University of Winnipeg
• Patricia Ningewance, Assistant Professor, University of Manitoba
• Dené Sinclair, Community Educator, Manitoba Indigenous Cultural Education Centre

Memorial Time: 2:30 p.m.–3:00 p.m.

Event Time: 3:30 p.m.–4:00 p.m.

Presenters: 

• Mskwaankwad Rice is a recent Linguistics PhD graduate of the University of Minnesota and is currently a Banting postdoctoral researcher at Lac Courte Oreilles Ojibwe University. He is from Waasaaksing First Nation and is a learner/new speaker of Nishnaabemwin (Ojibwe language) whose language reclamation work includes in-depth documentation of L1 speech.
• Claire Halpert is Associate Professor and Director of the Institute of Linguistics at the University of Minnesota-Twin Cities. Since 2020, she has been involved in research efforts focused on Ojibwemowin, including 2 NSF-funded projects, and works closely with the Ojibwe People’s Dictionary.

Abstract:

This talk discusses our experiences using a children’s-book-reading task with first speakers of Ojibwe, focusing in particular on I’m a Frog! (Willems 2013). Our approach is rooted in both narrative collection methods (eg. Berman and Slobin 1994) and storyboard techniques for targeting specific grammatical constructions (Burton and Matthewson 2015).  Our task begins with spontaneous/unelicited narration like traditional methods, but speakers are asked to imagine that they are reading the book in Ojibwe to children, rather than simply narrating. After 1-2 read-throughs, the researcher follows up with the speaker page-by-page.  This method achieves multiple ends. First, speakers find it a more natural task than storyboarding, helping them acclimate to linguistic research. Speakers respond to the prompt and the artwork by offering rich descriptions of details in the drawings, meta-commentary on the story, and other elements of reading to children. The narratives that speakers give us are thus rich spontaneous texts, which are valuable for language documentation. Finally, the story allows targeted investigation of individual/stage-level distinctions, change-of-state, and verbs of seeming and pretending; other Willems books afford targeted investigations of other hard-to-elicit constructions. We therefore advocate for this method, and these particular texts, as one that can yield valuable documentary and analytical results. More importantly, this task is effective at establishing new research relationships and could be undertaken by non-linguists beginning language work with family or community members. To that end, we describe our next steps: work-in-progress with an Ojibwe children’s book artist to create culturally-specific materials for story tasks.

References

Berman, Ruth and Dan Slobin. 1994. Relating Events in Narratives: A Crosslinguistic Developmental Study. Lawrence Erlbaum Associates, Publishers.

Burton, Strang and Lisa Matthewson. 2015. Targeted Construction Storyboards in Semantic Fieldwork. In Methodologies in Semantic Fieldwork.

Mayer, Mercer. 1969. Frog, where are you? 

Willems, Mo. 2013. I’m a Frog! Hyperion Books. 

Event Time: 4:00 p.m.–4:30 p.m.

Presenters: 

• Abiodun Samuel Ibikunle is a doctoral student in the Department of Linguistics at the University of British Columbia. His research focuses on phonetics, phonology, and African languages, with particular interests in vowel harmony, loanword adaptation, and the phonology–morphology interface. Prior to his doctoral studies, he served as Lecturer in Linguistics at Adekunle Ajasin University, Nigeria, where he taught a wide range of courses in phonology and phonetics. He has presented his work at international conferences, including the Annual Conference on African Linguistics (ACAL), and has published on diverse aspects of African phonology.

Abstract:

This study investigates the phonological adaptation of English personal names into Border Lakes Ojibwe, revealing systematic processes by which speakers integrate foreign names into their native sound system. Drawing on a dataset of 60 elicited name adaptations from a fluent Ojibwe speaker, the research identifies four consistent strategies: segment substitution, vowel insertion (epenthesis), syllable restructuring, and diphthong simplification. For instance, English segments absent in Ojibwe, such as [f], [v], [l], and [r], are consistently replaced with phonologically similar alternatives ([p], [b], [n], [w]), while vowel insertion is used to repair illicit consonant clusters, preserving Ojibwe’s preferred CV/CVC syllable structure. Diphthongs like [oʊ] and [eɪ] are resolved through monophthongization, often involving compensatory lengthening. English stress is also adjusted to fit the native stress pattern of Ojibwe.

These adaptations are analyzed using Optimality Theory, where we show that there is a preference for changing sounds to conform to the sound patterns of Ojibwe are prioritized over maintaining the sound patterns of English. The findings underscore that loanword adaptation in Ojibwe is rule-governed and reflects deep speaker intuitions about phonological structure.

Beyond theoretical implications for loanword phonology and constraint interaction, this study contributes to Indigenous language documentation and revitalization pedagogy. Given that names are among the most frequently used lexical items in social interaction, understanding their adapted forms offers both a pedagogical entry point and a linguistic record of contact-driven change. Ultimately, these name adaptations serve as evidence of Ojibwe’s dynamic resilience in integrating external elements while maintaining phonological coherence.

Event Time: 12:00 p.m.–12:30 p.m.

Presenters:

• Vivian Nash is a member of the Sault Ste Marie Tribe of Chippewa Indians and a Linguistics PhD student at the University of Wisconsin-Madison.

Event Time: 10:30 a.m.–11:30 a.m.

Presenters:

• Annabelle Chatsis
• Inge Genee
• Caroline Russell
• Mary Fox's Blackfoot name is “Mia’nistsitsiiksiinaakii”. Mary inherited her maternal Blackfoot Great Grandmother’s name and her first language is Blackfoot. Mary was born and raised on the Blood Reserve/Kainai Nation. She is with the Indigenous Studies Department with the University of Lethbridge. Mary, as a First Nations Educator, and First Nations Education Cultural and Language Consultant and Advisor with over 35 years of experience is a dedicated professional who has significantly contributed to the education system. She is also a member of the Blackfoot Stand Up Headdress Women. She has a deep understanding of the cultural and linguistic contexts of First Nations communities, which informs her teaching methods and curriculum development. Mary emphasizes language immersion as a core component of educational programs; helping students to understand their cultural identity and heritage.  Mary also believes that indigenous languages are the heartbeat of their respective cultures and healing sources, and key to the revival of languages to ensure that the next generations transmit them to their future children and grandchildren. Mary is also committed and dedicated to Indigenous health and justice, and Truth and Reconciliation in context with the history of Indian Residential Schools, and the impact of the “Residential School Syndrome,” and building positive relationships between Indigenous and non-Indigenous people and communities. This combination of experience, dedication, and advocacy makes her a valuable asset to the education sector.

Event Time: 11:30 a.m.–12:30 p.m.

Presenters:

• Kate Binesigichidaakwe McDonald
• Carol Beaulieu

Event Time: 1:30 p.m.–2:00 p.m.

Presenters:

• Kory Wibberly

Event Time: 2:00 p.m.–3:00 p.m.

Presenters:

• Conor McDonough Quinn

Event Time: 3:30 p.m.–5:00 p.m.

Presenters:

• Wunetu Tarrant