Welcome back to Muses from the North! We had a pause after the publication of the 11th issue due to Dr. Ying Kong’s sabbatical from 2023 to 2024. Despite this break, our readers and authors continued to support the journal. Readers ordered the journal from Amazon.ca, and during this period, we received several submissions from more authors. From these, we selected four pieces for the 12th issue. Three of the authors have already graduated from the University College of the North (UCN). One of them has decided to further her education by pursuing a master’s degree, while the other two are working in Northern Manitoba and applying the academic training they received from UCN. We want to express our gratitude to all our former student writers for their contributions to MFTN.
This issue prominently features students from community-based programs, such as Peguis First Nation, a self-governing Anishinaabe community, and York Landing First Nation, where UCN offers community-based Bachelor of Arts and education programs. Their submissions reflect their life experiences, encompassing both spiritual and physical. This issue, the 12th, also includes works from students in English, Aboriginal and Northern Studies, and Social Science programs. Their writings reflect the insights gained from their studies.
Despite the diverse content, the submissions for the 12th issue continue to embody UCN’s mission of showcasing “musings about our amazing northern tradition and culture in texts, words, images, and pictures.” Additionally, we are excited to welcome Kelly Laybolt as a student copy editor and art designer for this issue.
The issue begins with Ally C. Finnerty’s paper titled “Sexual Harassment in Northern Workplaces: Surveying Women’s Experiences in The Pas, Manitoba.” This research was part of a project completed in the third-year Survey Research course, which is designed to provide students with hands-on experience in conducting real-life survey research, including data collection, analysis, and report writing. Under the guidance of Dr. Tariqul Islam, Ally gathered survey data on sexual harassment in workplaces in The Pas, performed data analysis, and transformed the findings into a comprehensive research paper. Ally’s research reveals that women in northern workplaces are at a significant risk of experiencing sexual harassment, primarily due to a lack of support systems and accessible information, which undermines their overall well-being at work.
In contrast, Sarah Brown, a former student from the History program, argued in her single-topic research paper, “The Roots of Injustice to Indigenous Women in Canada: Colonial Influences on Missing and Murdered Indigenous Women and Girls,” that colonialism and its impacts on Indigenous communities in Canada have significantly contributed to the cases of Missing and Murdered Indigenous Women and Girls (MMIWG) in the twentieth and twenty-first centuries. Rather than conducting original research, Sarah integrated her readings, academic and creative works, and the stories shared by survivors and family members of victims into her analysis of the roots of injustice faced by Indigenous women in Canada. She concludes that the colonial narratives, which suggest that Indigenous women and girls do not hold the same social values as white women in Canada, are a significant factor in the ongoing issue of Missing and Murdered Indigenous Women and Girls. The author advocates for a transparent political justice system that enables Canadians to confront social stigmas and the widespread misinformation surrounding MMIWG. She emphasizes the need to educate the public about the cycle of violence against Indigenous women in Canada.
From the issue of sexual harassment in Northern Manitoba to the national concern of Missing and Murdered Indigenous Women and Girls (MMIWG), students are also broadening their perspectives to include Indigenous issues on a global scale. Jasmine Ballantyne-Hengemuehl highlights how unjust displacement serves as a tool to control Indigenous peoples, a concern that extends worldwide. In her analytical paper, “Similarities Between Indigenous Peoples: A Comparison of the Cree, Sami, and Australia’s Aboriginal Peoples,” Jasmine reflects on her family’s experiences with displacement within the Chemawawin Cree Nation and compares them to the displacements faced by Aboriginal peoples in Australia and the Sami peoples of Northern Europe. Unsurprisingly, she concludes that the displacement of Indigenous peoples by colonial governments or systems aims to erase their identities, leading to the loss of their culture and traditions. Her goal in the essay is to raise awareness about these colonial practices to prevent history from repeating itself.
Cassidy Hartigan, a non-Indigenous student, expresses her academic curiosity and creative talents through the study of Indigenous literature from around the world. In her paper, “Comparative Analysis of Sami and Māori Literature,” she employs literary analysis as a powerful lens to deepen her understanding of Indigenous cultures. Reading Elin Anna Labba’s The Rocks Will Echo Our Sorrow: The Forced Displacement of the Northern Sami and Patricia Grace’s Potiki provides her with crucial insights into the experiences of two Indigenous peoples separated by vast geographical distances yet united by their shared struggles against colonialism. She is particularly fascinated by the northern Sami of Scandinavia and the Māori of New Zealand, as their rich cultural traditions and histories of resistance reveal significant differences shaped by their unique environments and experiences of colonization.
Six Indigenous students from community-based programs share their stories about life on the reserve through memoir, poetry, and visual art. Calvin Chapman’s memoir, “My Life in York Landing,” provides not only a geographical picture of York Landing—a community located 174 kilometres northeast of the Thompson campus of UCN—but also tells his personal story of battling alcohol and drug addictions through ceremonies. Calvin’s narrative confirms that ceremonies serve as lifelines for Indigenous people, offering both emotional and physical support. His honesty and inspiring storytelling shine through, especially in his poem, “Chasing the Devil,” where he employs the poetic skills he learned in literature class to describe his struggles and triumphs in overcoming addiction.
In addition to the significance of Indigenous ceremonies, music also plays a vital role in these communities. Lindsey Sinclair, a distinguished musician from Peguis—the largest Indigenous community in Manitoba—shares stories of empowerment through music in “My Music Journey.” He celebrates his life and entertains his community through the music he creates with his band.
Living on the reserve in the north presents numerous challenges, prompting some Indigenous people to seek better opportunities in the south. Chantelle Sutherland expresses this journey in her poem, “Travelling South and North.” Her time in the south offered a glimpse of her dreams, but ultimately, she found herself returning to the north, realizing that “Rez is My Home.” In “Reflections on My Poem,” Chantelle explains how her learning experience in the English course, Major Works and Authors of the 20th Century, contributed to her understanding and fulfillment of learning outcomes in her home community.
Three artists also narrate their stories through visual art. As Shelly K. McCorrister notes, “The beauty of Indigenous art shines through in each artist’s creations.” Each artwork expresses the artist’s emotions and ambitions. Shelly presents a master set of beadworks—including an intricately designed graduation cap, a beautifully braided triple-rope necklace, and elegant floral earrings—crafted with immense love and dedication to celebrate her daughter’s milestone graduation from grade twelve. Nichole Sanderson, a multiple-skilled artist, believes that her hands convey stories through her crafts, which include beadwork, sewing, and leather art. Courtney Hudson-McCorrister uses painting to tell her stories. In her project, “Blossoms of Culture,” she celebrates Indigenous art through the lens of nature, drawing inspiration from the land, the blooming flowers that symbolize resilience, and the vibrant expressions of Indigenous communities. Through each piece, Courtney honours the traditions of storytelling, art, and the timeless connection between people and the earth, employing floral motifs to express celebrations and meaningful connections with individuals and the environment.
Unlike Indigenous artwork, which often serves as a medium for storytelling, Kayden Geswin’s reflective essay, “Producing Northern Manitoba Maple Syrup,” provides a vivid description of the maple syrup production process in Northern Manitoba. This perspective may change how one views enjoying maple syrup with pancakes, especially when Kayden highlights that “maple syrup production in our harsh climate is a wholly worthwhile endeavour.”
In addition to academic essays, personal stories, poems, and artworks, Christa-Shay’s piece “Rising Smoke, Soaring Eagles” explores a fictional identity through a character who struggles to understand her parents and grandparents. In contrast, her narrative, “Who Am I and What Was Our History,” reflects her authentic self as she navigates her dual cultural heritage, using both languages—Cree and English—in her identity exploration.
The 12th issue concludes with an interview conducted by Edith Obi-Rufai, a Nigerian immigrant, with a former UCN Elder about the Sweat Lodge Ceremony. Seeking a deeper understanding of Indigenous traditions, Edith attended a sweat lodge at the UCN Thompson campus and posed questions about the ceremony. This interview provides valuable insights into each step of the sweat lodge experience.
To conclude, we are proud to share that among the thirteen submissions in the 12th issue, nine are from Indigenous student authors and artists. Christa-Shay’s “Rising Smoke, Soaring Eagles” serves as a metaphor for the contributors to Muses from the North. Similarly, submissions from non-Indigenous authors have enriched our understanding of Indigenous culture and literature. We extend our heartfelt appreciation to this crop of Indigenous and non-Indigenous student writers.
Welcome, Brendan Musick from the UCN IT Team to the MFTN publication team. For more information on the new MFTN publication team, please see the upcoming 13th issue.