IRF Project Collections

For decades the land has stood silent. Homes abandoned, landmarks forgotten and a bustling community now desolate. The Crooked Lake Métis Settlement near Marieval, Saskatchewan was once a vibrant place. But generations of hardships, including loss of land, systemic trauma, displacement inflicted by day schools, and reduced access to necessary resources has forced people to leave behind their ancestral community.

Healing isn’t a direct path. It requires twists and turns, bends and breaks, support catered to individual needs, patience and empathy. For Indigenous Peoples with intergenerational trauma due to ongoing systemic factors, access to diverse support routed in cultural, trauma-informed care is essential.

As Indigenous Nations combat issues within their communities such as substance abuse disorders and lateral violence caused by intergenerational trauma, we must remember that we are all connected. The individual, the family and the community are inseparable and what affects one affects us all.

Storytelling has been a fundamental part of Indigenous culture for generations. Yet one of the lesser-known effects of the residential and day school system is that those who did survive were provided very little in the way of actual education. This created a generation of Indigenous Peoples who lacked the critical education and literacy skills necessary to enter workforces, navigate bureaucratic settings or write down their own stories. The shadow of these harmful schools has created an atmosphere of generational distrust in learning institutions to this day.

A new life chapter begins the second a fresh-faced student walks through the doors of their post-secondary institution. Marking the shift from adolescence to adulthood, it can be incredibly daunting for young people to enter such unfamiliar territory. For Indigenous students, especially those traveling from remote communities to urban centres, the experience can be even more challenging. These students need extra support to build relationships and find their community as they adjust to university life.

Considered a cultural mosaic woven together by diverse cultures from around the world, the ethos of Canada has been founded on inclusion, openness and respect. Newcomers arrive with the hope that no matter where they come from, they will be welcomed. However, Indigenous cultures shaped these lands long before settlers arrived, whose traditions survived despite the impacts of colonization. Integrating Indigenous knowledge with educational practices for new Canadians is key in working towards reconciliation right from an individual’s first steps onto this land.

The earth beneath our feet has been travelled by our ancestors for countless generations. Seeds have been replanted, grass has withered and regrown, seasons have come and gone, and Indigenous Peoples have continued to protect, care and honour their sacred lands. As modernity and colonization have taken their toll on traditional territories, the Indigenous Peoples of Xa'xtsa First Nation in British Columbia are looking to reclaim their title of stewards of the land.

As humans, no matter where we find ourselves, we all just want to belong. This is especially true for Métis youth, many of whom have been physically or culturally displaced from their traditional roots. Belonging to a largely misunderstood ancestral group, combined with the complex issue of Métis identity, these young people feel especially isolated as they try to find their place in the world. Providing a pathway to cultural connection is critical to instilling pride in young Indigenous Peoples.