Role

Reporting to the Development and Consultation team lead, Leah is responsible for assisting graduate students and faculty in incorporating Indigenous perspectives within their existing programs and curriculum.

Biography

Leah describes herself as tri-cultural – Dakota/Anishinaabe/Metis – with ancestry that is connected to the Sagkeeng and Long Plains First Nations, both located in Manitoba. Leah’s Spirit name is “nagweyaab ikwe, nindizhinikaaz.” Translated from Anishinaabe, it means “Rainbow woman.” These cultural roots have contributed to the philosophical base that assists her with her artistic and educational praxis in teaching and learning. Leah believes that teacher and learner can create a Red Intersectionality (See conclusion below) of Indigenous and Western education that encourages respect, relationship building and reconciliation.

Red Intersectionality means the following:

The following quotes come from scholars and wisdom keepers who reflect on the importance of considering Indigenous knowledge systems in discussions of intersectionality:

Conclusion

Since intersectional thinking pays attention the complexity of difference, it may help to prevent assimilation, generalization, and loss of Indigenous ways of knowing that can be at risk when researchers attempt to link Indigenous and Western approaches to knowledge creation.  In turn, intersectional theory gains insight into the effects of colonialism by paying attention to Indigenous ways of knowing.  Taken from: https://www.criaw-icref.ca/images/userfiles/files/Fact%20Sheet%203%20EN%20FINAL.pdf

As the Indigenous Initiatives Educator, Leah believes that this position plays an integral role in the development of cultural resources and programming for staff, instructors, graduate students  Indigenous education. This leadership role is an important one for it involves the Indigenous knowledges and understandings (epistemologies) of practices and methods to support learning that assist in the full development of a learner’s potential.

Leah’s teaching experiences include being a sessional instructor in the School of Art at the U of M as well as having worked as a community-based art teacher at the Winnipeg Art Gallery, Indigenous and non-Indigenous community-based organizations and various educational institutions provincially and nationally. Leah’s skills and abilities have also been valuable at diverse Indigenous educational events across Canada. She is one of the founders of the Urban Shaman Contemporary Art Gallery located in Winnipeg and has been a lecturer in the Wendy Wersch Memorial Lecture Series (2016), sponsored by Mentoring Artist and Women Artist (MAWA), as well as a presenter at the Women’s World 2011 Global Feminist Conference held in Ottawa. Her lecture and presentation were both based on her thesis “Spirit Menders: the expression of trauma in art practice by Manitoba Aboriginal women artists” (2010). Leah has also appeared in various art publications as author and artist and has been recognized as a co-author on the Faculty of Engineering’s research-into-practice paper entitled “Engineering Education Re-interpreted Using the Indigenous Sacred Hoop Framework” (2019).  Presently, Leah has been interviewed and accepted to be on the Indigenous Knowledge Keeper Advisory Council with and by Dr. Suzanne Morrisette,  Faculty, from the Ontario College of Art and Design (OCAD), Toronto, Ontario, for her contributions and knowledge about Indigenous artistic community practice and histories based in Winnipeg, Manitoba.

Education

B.A., B.F.A. (Honours), B.Ed., M.A.

Publications

Peer-reviewed Journals

Master of Arts Thesis:

Spirit Menders: the expression of trauma in art practices by Manitoba Aboriginal women artists (2010). University of Manitoba, Winnipeg, Manitoba. Artist: Art Piece-Trickster: Aboriginal Studies10: Aboriginal Perspectives-Education Duvall House, Edmonton, Alberta (2005).

Writer: “The Iconology, Manitou(s) and Metaphors of Josh Kakegamic”, Gallery 111, School of Art, University of Manitoba, Winnipeg, Manitoba (2004).

Feature Artist: “Essay-Aboriginal Artists: Defying Expectations, Writer, Cathy Mattes, Canadian Dimension Magazine, (January/February 2007). Writer, Essay, “Reclaiming Our Stories”, Art exhibition, Mother’s, Mother’s, Mother, Southwestern Gallery of Manitoba, Brandon, Manitoba, (2008).

Co-Author, “Engineering Education Re-interpreted Using the Indigenous Sacred Hoop Framework (2019).” University of Manitoba, Faculty of Engineering, Winnipeg, Manitoba.

Collections

“Celebration Wall”, Health Canada, Ottawa, Ontario, (2005). “Cheque and Cash Indian”, Province of Manitoba, Provincial Art Collection, Winnipeg, Manitoba (2005).

“Elements”, New Directions for Children, Youth, Adults and Families, Winnipeg, Manitoba (2005).

Grants

Grants, Scholarship & Fellowship

Artist In Residence: ARTSMARTS- (2011) -(2 Grants)-Manitoba Arts Council, Winnipeg, Manitoba. Graduate Studies, National Aboriginal Achievement Foundation -(3)-Scholarships, (2007-2009).

Awarded Graduate Scholarship: Cohen, Berdie and Irvin In Peace and Conflict Studies (2010), University of Manitoba, Winnipeg, Manitoba and various scholarship awards from Indspire, Toronto, Ontario, a national Indigenous charity that invests in the education of Indigenous people in Canada.