Browsing by Author "Daniels, Belinda"

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Open Access
Ē-pī-wīcihtāsowin ahpō ē-pī-wīchisowin: non-indigenous learners in Indigenous language-learning spaces
(Taylor and Francis Group (Routledge), 2024-01-27) Daniels, Belinda; Ratt, Tammy; Custer, Andrea; Sterzuk, Andrea; Griffith Brice, Melanie; Fayant, Russell
While the 2019 implementation of Bill C-91 An Act respecting Indigenous languages is still unfolding and the impact it will have remains to be seen (Bliss et al., 2020; Fontaine et al. & 2019), there is much to be hopeful about for the future of creating new speakers of Indigenous languages in the territory colonially known as Canada. For example, the most recent Canadian census indicates that the number of Indigenous language speakers who learned their language as a second language continues to rise. In 2021, 27.7% of Indigenous language speakers learned it as their second language; this share increased from 24.8% in 2016 (Statistics Canada, 2023). Yet, along with these developments, come some ethical considerations. Are Indigenous languages in Canada languages for everyone or are they languages that should be learned only by Indigenous peoples? And if we accept or encourage Indigenous language-learning by non-Indigenous Canadians, are there parameters that might need to be implemented? At first, these questions might seem strange to anyone who has ever learned another language or worked in language education. In many present-day societies, learning of other languages can be seen as a way to improve social cohesion (Lo Bianco, 2009). Indeed, Canada has heavily invested in English and French second language education programs as a way to improve tensions between English-speaking and French-speaking Canadians (Hayday, 2005). Yet, we begin this paper from the position that there are contextual differences and considerations between learning an Indigenous language as a member of an Indigenous nation or community and learning an Indigenous language as a non-Indigenous person.
Open Access
Indigenous Language Revitalization and Applied Linguistics: Conceptualizing an Ethical Space of Engagement Between Academic Fields
(University of New Brunswick, 2022-04-07) Daniels, Belinda; Sterzuk, Andrea
This conceptual paper examines the relationship between two academic areas: applied linguistics and Indigenous language revitalization. While the two domains have shared interests, they tend to operate separately. This paper examines: 1) possible reasons for this separateness; 2) mutually beneficial reasons to be in closer conversation and 3) changes necessary for the creation of an ethical space of engagement (Ermine, 2007) between these academic areas. We write from distinct positions: Belinda, a nēhiyaw woman working in Indigenous language resurgence and Andrea, a white settler woman working in language issues related to settler-colonialism. Drawing from our joint and individual experiences, we explore how these research fields can complement each other as well as intersect to create richer interdisciplinary knowledge.
Open Access
koskon âtâyohkan: Healing the integration of intergenerational trauma and addictions
(Faculty of Graduate Studies and Research, University of Regina, 2023-12) McNab, Marlene Joyce; Farney, Jim; Coates, Ken; Camillo, Cheryl; Boyer, Yvonne; Turner, Tara; Daniels, Belinda
This qualitative research delved into the recovery experiences from substance use disorder among nine Indigenous participants with co-occurring intergenerational trauma (IGT). Prompted by the health disparities Indigenous people face, particularly from the lingering trauma of the Indian Residential School (IRS) system, the study aimed to understand the intersection of IGT with addiction recovery. The absence of culturally congruent treatment initiatives in current approaches necessitates this exploration. Utilizing the Nêhiýaw Methodological Framework grounded in phenomenology, participants’ narratives were summarized, unveiling their lived experiences of trauma and its intergenerational impacts. The discovery of the recovery processes, termed “miskamowin,” is illustrated through three pathways: pîkwêyihtamowin describes the anguish linked to intergenerational trauma and addiction, koskon âtâyohkan is the shift towards Indigenous trauma care, and miyo pimâtisiwin is the pursuit of a good life mindful of intergenerational cycles. Findings highlighted the inadequacies of Western policy approaches and treatment models in addressing the unique challenges Indigenous communities face. Participants favoured Indigenous-centric solutions, underscoring the importance of culturally informed recovery processes. As a response, the research proposes the “Ôskimacîtahowin: A New Beginning” model—a holistic approach rooted in Indigenous wisdom, traditions, and ceremonies. This model emphasizes the necessity of a policy shift towards Indigenous-led, community-based, and spiritually anchored treatments, aiming to create a trauma-informed future for Indigenous people in Canada.