Allan McLarin

I have been lecturing at La Trobe University for 6 years, teaching mainly in the areas of outdoor education teaching and curriculum development, outdoor education concepts, education theory, outdoor education issues. In the practical areas I teach some rock climbing, bushwalking and cross country skiing and also enjoy these activities in my leisure time. Prior to working at La Trobe I lectured at the University of Melbourne (Hawthorn campus) in the Graduate Diploma of Education (Physical Education, Health Education and Outdoor Education Methods). My tertiary teaching experience has been underpinned by 12 years of teaching in secondary schools in Victoria, Australia and post graduate studies in Outdoor Education and Education. My current research interests are quite eclectic but are based in the areas of outdoor and environmental education in schools and in the broader community. I am becoming increasingly interested in the concept of community education, community action and leadership and have been recently involved in working with adults on community leadership projects. The role of outdoor experiential learning in this community leadership development process has been powerful and is one which I want to explore in my paper for the conference and, perhaps, as a PhD study.

Anne-Marie Mawhiney has been on faculty with the School of Social Work at Laurentian University since 1980. Brought up in a family of educators she learned at a young age various theories and pratices that fostered student-centred and experiential learning. Anne-Marie taught for 19 years in French and English and learning to teach in a second language (French) meant that she needed to develop teaching strategies that drew on students' knowledge and experiences. This led her to small group experiential exercises that she developed. She was also involved in the development of the Native Human Services programme, a social work programme that educates mainly Aboriginal social workers using a bi-cultural competancy model. THrough her involvement in the early stages of this programme she developed learning strategies for working across and within different cultures. In 1991 She spent six weeks at the University of Bristol, UK studying their Action and Inquiry Learning Method. Since then she has been applying this method to her teaching at the undergraduate and graduate levels.

This is my short story -my short history. Traditionally, we introduce who we are through the introduction of our family before us. My mother, Susan Caprian, and my mother's grandmother, Annie Caprian, are Okanagan. They lived all their lives on the Spaxomin Indian Reserve.

My father, David Shuter, and my grandfather and grandmother, Tim and Lily Shuter, are Nlaka'pamux. They lived all their lives on the Springs Indian Reserve. I am an Okanagan/Nlaka 'pamux Indian. I have been blessed with three children. Nicola, my oldest daughter, is currently pursuing a Bachelor of Education degree at the University of British Columbia., Vancouver. My second daughter, Stephanie, is completing her Grade 10 in Merritt. My son. Brian. joined hands with the Creator/God less than one year ago. My children are my greatest mentors and my leaders. It is through their guidance, I am where I am today.

Professionally, education and educational experiences surround my life. I've worked within the public school system and the band school system. Within the public school system,. as a Native Support Worker, I counseled and tutored students. This experience, along with my children, motivated me to further my education. In 1990, I received my Bachelor of Education degree from the University of British Columbia. Following this, I taught grades four to seven, then I worked as a child care worker. Currently, I am the director of the Upper Nicola Band Headstart Program - Scecm'ala? House. As a community member, I am involved with education and building a healthy community. It is the bridge between family and community that brought me to the Master's of Education -SFU program. I value education and life long learning. I am committed to making a positive difference for our future, our children. These values I bring with me to New Zealand.

I am intrigued with the success of the Maori language nests and I want to learn more about the program, the challenges, and the successes. Our Okanagan language is an endangered language. Within the band school and the headstart program, we have made attempts to teach our language, motivate adults and children to learn our language, and work towards fluency. I am not the only person interested in the Maori language and culture. I bring with me -Stephanie (my daughter), Scotty Holmes (my companion),. Laura Manuel ( elder and language instructor), and Sharon Lindley (language speaker). In addition. will bring along either a 'friend of Stephanie or a friend of my son, Brian. We all have an avid interest in exploring the Maori way of life. Laura Manuel and Sharon Lindley are involved with the Okanagan language and culture. Both are fluent Okanagan speakers. They are interested in learning more about the language programs and perhaps using the programs within our community systems. They are concerned about the survival or our language and seeking and implementing ways to maintain and build the number of speakers. Scotty is involved with our band's politics. He has a wealth of experience in working with the First Nation's politics, along with provincial (British Columbia) and federal (Canada) politics. He is interested in learning more about the Maori politics - contrasting, comparing, and transforming new ideas. My daughter Stephanie and the friend we bring along with her are just fascinated with the idea of travelling abroad and being absorbed within a different language and culture. We choose to bring them along to experience authentic education from learning from others, rather than the four walls that surround any classroom. It is the life long educational experiences that really count and that make dreams become reality.

Travelling to New Zealand is not an experience I desire to do alone. It is an experience that must be shared with my family and other people in my life. I am grateful to Simon Fraser University ) especially Carolyn Kenny, Aukland University and the New Zealand government and education systems, for making this trip possible. Through the passion of learning from others, we will share a wealth of experiences and history. We will learn from one another.

A First Nations scholar and educator, Carolyn Kenny received her Ph.D. in 1987 in the area of Human Development at the Fielding Institute in Santa Barbara, California. She was also awarded by the Santa Barbara Urban Indian Health, Inc. for outstanding service to the aboriginal community. Dr. Kenny previously worked as an administrator in First Nations Program Development at Capilano College. Carolyn Kenny is currently the Editor of the Canadian Journal of Music Therapy.

The author of three books on music therapy, Dr Kenny is interested in poetry, prose, music and dance, and sees the arts as critical to human development. "The arts are so important. In a tribal society, the use of music and dance as healing tools has a long history," says Dr Kenny.

Aside from her teaching and research, Dr Kenny was a key organizer of the conference July 8-15, 2000, "The Revitalization of Aboriginal Societies: Land, Language, Philosophy, Arts" held at Simon Fraser University at Harbour Centre. Dr Kenny supervises First Nations community-based professional development and graduate programs for First Nations students at the university.

A group of her graduate students are giving a series of presentations at the ICEL 2000 Conference.

My name is Debora Todd Draney. I am Metis (Cree, Blackfoot, Scotch and French). Both of my parents were Metis and we originally came to BC from the province of Alberta.

The story of the Metis really begins in Canada with the arrival of the Europeans, however it is important to realize that the ancestors of the Metis were the native peoples who made up the many nations. When the European made contact with aboriginal cultures, various types of interactions occurred, especially during the time of the fur trade. The European fur traders met aboriginal women. Many of them married and had families. These children of these marriages and their ancestors are known as Metis or "mixed blood". We are the result of the blending of two peoples, and we have our own unique culture.

I am married and have two wonderful adult children. My daughter is twenty three and is completing a Bachelor of Social Work degree program at a local aboriginal college. My son is nineteen, has graduated high school and plays major junior hockey. Last June he was drafted by an NHL counsellor. My husband, an Nlakapamux, is from a small band in the interior of BC. Presently he works in the education field as a special teaching assistant in a band controlled school. In previous positions, he has been a chief and on council for his band and has worked as a drug and alcohol counsellor. Both my husband and I have large families which we value and spend as much time with as possible. In the summer, we fish, can, pick berries, and tend to gardens. One of our greatest pleasures is going up into the mountains.

I work as a coordinator and instructor of the Native Indian Teacher Education Program with the University of BC. Presently I am enrolled in the Masters in Education Program with Simon Fraser University. I have worked as classroom teacher (preschool to adults), counsellor, and coordinator, predominately in the area of aboriginal education. I am very interested in experiencing other aboriginal cultures, especially in the areas of culture and spirituality. I would welcome the opportunity to explore the arts of your people and to learn about any counselling and healing programs that you have. I play guitar and sing, love to read and do creative writing, (although I have not taken any formal courses). I am looking forward to spending time with you. This is such a wonderful opportunity!.

I am the proud father of two children, Kieran, 5 and Aidan, 3. My wife Stacey and I live in Vernon in the sunny Okanagan region of BC. I work for the Vernon school district as a teacher in an adult upgrading centre on the reserve of the Okanagan First Nation, and as the technology resource teacher for alternate programmes. Our current focus in alternate programmes is to create a virtual school with full access, on-line courses. Check out our website at www.sd22.bc.ca/altsch

Before moving to Vernon four years ago, we lived in Alexis Creek in the Chilcotin region of BC. There, I taught high school and worked closely with the Chilcotin, Cariboo, and Shuswap First Nations. My educational outlook has been vastly expanded and altered through my involvement with our Med cohort, and my goal is to enter administration in the public school system with a view to facilitating change and broadening perspectives.

In my limited free time I enjoy hockey, softball, hiking, dancing to a good old Irish jig, and laughing with my family.

Diane is a member of the Bear clan; Mohawk Nation of the Six Nations Iroquoian people situated in Ontario, Canada.

For 10 years, she worked as an independent consultant and partner within Tribal Sovereignty Associates; a North American Native consulting firm specializing in the design, development and delivery of community-based educational training programs for Native people. She is currently employed on contract with the First Nations Technical Institute as Coordinator of their Human Services Programs.

Diane has published a book and several articles and manuals related to traditional Native practices and approaches to counselling and learning that includes the recognition and assessment of prior learning through portfolio development.

Founder and Director of Nature Camps, Inc. ( An Outdoor Adventure & Environmental Facility) 26 years old. Founder and Director of Whispering Oaks School, Inc. (A Rural One-Room Schoolhouse, K-8, for ADD/ADHD and Dyslexic boys and girls) School is presently closed. Presented for the past three years at the AEE International Conferences. (Including two papers published in the Conference Proceedings, 1997, 1998) Presented numerous times on the AEE Mid-Atlantic Regional Conferences. Presently on the Board of Directors for AEE.

Taught for 33 years in public and private schools, most recently teaching Environmental Science on the High School level for the past four years.

As indicated throughout the above answers, I have a deep respect for the environment and for folks of all ages, wanting to facilitate a deep understanding for, and care of our environment. And having been taught by children the importance of touching others' lives in meaningful ways.