Through interactions with NORTEP faculty and her co-op students, Hemingway discovered that the support system she was offered – first as a university student living with her sister and brother-in-law, and then immediately when she started her first job in the North – was something built into the tightly woven, family-oriented northern mindset, and reflected at NORTEP. The learning environment was not only emotionally and financially supportive, but also students received encouragement and mentoring to pursue further opportunities, such as graduate studies. For example, Rosalie Tsannie –Director of Education for the Hatchet Lake Band near Wollaston until mid-2007 when she was elected as Wollaston Lake Chief – completed her degree at NORTEP, interned with Nancy McKay at Pre-Cam School in La Ronge, and went on to pursue a master’s in education, graduating at the same time as Hemingway. Tsannie is also working on a doctorate with a specialty in languages, about which she has many conversations with Keith Goulet, a fellow doctoral candidate. “I see something like that (Tsannie’s career path) as having far-reaching and long-term effects,” both on her and on her community, Hemingway says. NORTEP “really brings out people who have a natural inclination towards leadership and academics.” To create and sustain this supportive school culture, NORTEP has had to make a judgment call, and negotiate the criteria for its student body. Given the historic exclusion of Aboriginals from the design of mainstream university programs, it is doubtful that a program that was distinctively Aboriginal could have been created if the emphasis, and student selection, in the first decade had not been predominantly Aboriginal by conscious design. NORTEP’s policy has been a study in patient determination and focus, rather than ideological rhetoric. By selecting northerners, with preference to Cree and Dene speakers, NORTEP has created a graduate population of whom more than 90% are of Aboriginal ancestry. This proportion represents an affirmative action direction for the North, without being totally exclusive. By adopting ‘northern’ as a key criterion for admission, rather than ancestry, and by preferring speakers of Aboriginal languages, NORTEP has steered a course which is weighted towards change. It has been developmental in that the ‘northern’ and ‘language’ criteria yielded a student body that for many years consisted exclusively of First Nation and Métis persons. In time, however, other northerners were admitted (without changing the criteria). By waiting until the early to mid 1990s, before non-Aboriginals were admitted, NORTEP was able to establish an academic learning culture that honoured and was distinctively centered upon the languages, culture, and history of First Nation and Métis peoples. Once this identity was strong and clear, NORTEP’s admission of non-Aboriginal northerners became a statement of confidence and strength, reflecting the traditional values of generosity and sharing that are so conspicuous amongst northern Aboriginal peoples. The fact that 91% of the NORTEP graduates are of Aboriginal ancestry – a higher proportion than the northern population in general – reflects both a determination to effect change and, at the same time, the recognition that northerners are all “working together” towards common goals. Ultimately, non-Aboriginals, by sharing in the distinctive NORTEP program, themselves became part of the change process.
10 |