Please note that this post speaks about residential schools and the meaning behind Orange Shirt Day and the National Day for Truth and Reconciliation. At Redefining Traditional, we acknowledge that the land in which we work from at the The University of Toronto has been, for thousands of years, the traditional land of the Huron-Wendat, the Seneca, and the Mississaugas of the Credit. Today, this meeting place is still the home to many Indigenous people from across Turtle Island and we are grateful to have the opportunity to work on this land. Learn more about which lands you may reside on at and their histories, visit: https://native-land.ca/ or https://www.whose.land/en/
Here in Canada, September 30th, we commemorate Orange Shirt Day, a day intended to raise awareness on the centuries long impact Canada’s Residential School System has had on Indigenous communities, knowledge, traditions, and beyond. Orange Shirt day comes from the experience of Phyllis Webstad (Stswecem’c Xgat’tem First Nation), who was six-years-old when she first arrived to a residential school. On her first day of arriving at the school she was stripped of her new orange shirt. You can learn more about Phyllis’s story and the importance of the orange shirt here: https://www.orangeshirtday.org/phyllis-story.html
By J. Sparks – Redefining Traditional Project Team Member
As the start of another academic year approaches, tuition, books and material fees begin to mount and money management becomes top of mind for many postsecondary students, especially for those with family responsibilities. When I enrolled in graduate school as parent, not only did becoming a student effect our household schedule and routines, it also impacted our family budget. If you are presently facing the task of doing it all and paying for it all too, below are a few financial tricks and tips that I have found helpful during my postsecondary journey with kids.
This is a re-post from the Intersections blog at the Family Care Office at the University of Toronto (learn more here!). While this post is based around Earth Day activities, all of these incredible tips can happen any day of…
By J. Sparks, Redefining Traditional Project Member
When I was a single, childless, undergraduate student, breaks from class and the time in between classes was when I explored the campus, had a mid-day power a nap in the library or checked-in with my friends over a coffee (or a beer). After becoming a parent, my on-campus breaks from class, didn’t really feel like breaks at all. Breaks became precious windows of time that I had to maximize. Windows of ‘child free’ time in which I needed to prepare for the family responsibilities I would resume promptly after returning home from school. Brief opportunities to check-in with the babysitter, prepare bottles, grab a few family essentials and/or groceries for the family meal I knew I would have to quickly assemble post-class.
Written by Kaitlyn Corlett
This National Indigenous Peoples Day and throughout National Indigenous History Month, I’ve been thinking a lot about what this means to me. While days of recognition are significant and obviously important, as an ally to communities, I often ask myself ‘What next?’. Not for the communities themselves, but rather for myself. What’s next for me in active allyship – and what can I do in my life, circle of influence or with folx I engage with?
By J. Sparks – Redefining Traditional Project Team Member
As both a graduate student and a parent of school aged children, the beginning of summer marks the end of the school year for my whole family. It’s a time when we all assess the academic year completed and make plans for the school year to come.
This year, in response to the COVID-19 pandemic, my university shifted all of it’s classes online. My children also became engaged in online public schooling. After a year like no other, assessing what we have done and where we will go academically – as a family – has been a challenge. Out of necessity, we have all adapted to online learning and established new ways of connecting with our schools, communities, extended family and friends.
For over a year now, my family has lived, worked and learned all together from home. We have made virtual learning work for ourselves and for our children.
It has been an adjustment. It has not been easy. We have survived. We have succeeded.
By J. Sparks – Redefining Traditional Project Team Member Welcome (and welcome back) to Redefining Traditional – a community and information hub for post-secondary students who are also parents, and to those who are supporters of student parent communities. My name is J. I am a university student and a…
This post is a community re-post from the Futurity Blog, with thanks from the Family Care Office from the University of Toronto. Originally posted on March 8th, 2021 by Corrie Pikul-Brown There are no national studies on medical students who…
Our land acknowledgements series highlights important stories and teachings from each of the Redefining Traditional team members – Heather, Shamim and Kaitlyn. Through these posts, we aim for our community to think about how land acknowledgments are immensely important, and to ensure we engage in teachings about specific cultures beyond a day or month of recognition. We also highlight important questions to support our community so that an acknowledgement moves beyond a ‘script’ and towards an ongoing conversation.
Our final post in this series is by Shamim Ahmed! Our previous two posts are from:
By Heather Watts
At the start of the 2020-2021 school year, I made the decision to send my son to school in-person. I can remember some of my parent friends asking, “Aren’t you worried about his health?”. Of course. I am also trusting in the processes set forward by his small, community school to keep everyone safe; a process informed by local physicians and scientists.