Kettle and Stony Point First Nation: A Narrative of Indigenous Language Revitalization and Digital Indian Day School Histories

Jordan George; Jackson Pind; Benjamin Farmer Lacombe

doi:10.18733/cpi29730

Authors

Jordan George Kettle and Stony Point First Nation
Jackson Pind Trent University
Benjamin Farmer Lacombe Independant Scholar

DOI:

https://doi.org/10.18733/cpi29730

Keywords:

Kettle and Stony Point First Nation; Language revitalization; Indigenous History; Indian Day Schools; Digital Archives

Abstract

This article explores the intersection of Indigenous language revitalization and digital archival resources, in the context of ongoing efforts to preserve and share the histories of Indian Day Schools in Canada. The Indian Day School system is a lesser known but significant part of the country’s colonial history, which subjected Indigenous children to cultural assimilation and abuse. This research highlights the importance of integrating Indigenous languages into digital storytelling as a means of reclaiming cultural heritage and fostering intergenerational healing. We emphasize the need for collaborative efforts among Indigenous communities, scholars, educators, and technology experts to build ethically responsible and culturally sensitive digital resources that celebrate Indigenous languages and honour the resilience of Indian Day School survivors. Ultimately, this article calls for greater recognition of Indigenous knowledge systems and the integration of technology as a catalyst for Indigenous language preservation and cultural resurgence.

Author Biographies

Jordan George, Kettle and Stony Point First Nation

Jordan George is a member of the Chippewas of Kettle & Stony Point First Nation (CKSPFN), Ontario, Canada, where he works for the administration as a Communications Specialist, advising administrative and political leadership on consultation, duty to consult, economic development, and community engagement. Jordan George is also active in building the CKSPFN Anishinaabemowin Language Revitalization program that has found renewed momentum as a result of the Indigenous Language Act. ORCID: https://orcid.org/0009-0001-7014-5091

Jackson Pind, Trent University

Jackson Pind is a mixed Settler-Anishinaabe Historian of Indigenous education who focuses on the history of Indian Day Schools in Ontario. Dr. Pind is currently an Assistant Professor, Indigenous Methodologies at the Chanie Wenjack School of Indigenous Studies at Trent University. He was also an editor of Spirit of the Grassroots People: Seeking Justice for Indigenous Survivors of Canada’s Colonial Education System (MQUP, October 2020).

Benjamin Farmer Lacombe, Independant Scholar

Benjamin Farmer Lacombe, MEd, is an Ontario Certified Teacher of history, biology, mathematics, French, and English. He has conducted research at the crossroads of digital history, inquiry-based learning, and user experience design. Benjamin Farmer Lacombe returned to the classroom after defending his Master of Education thesis, and is currently teaching design and robotics at the Benjamin Franklin International School in Barcelona.

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