Culture and Place

Beginning with the premise that all humans are cultural beings, this gathering provides an opportunity for participants to learn with Knowledge keepers from diverse Aboriginal cultural groups, who will discuss the importance of place and protocols for ceremony and working with Elders. Participants will be invited to reflect on their own culture, on their own relation to place, and on the inherent value of diverse Indigenous and non-Indigenous cultures.

Click the following articles and websites that have been selected as supplemental to themes introduced by the Culture and Place gathering:


A visually stunning audio narrated resource for learning about Indigenous knowledge and philosophy from five diverse First Nations in Canada.

A chronicle of traditional Métis history and culture that contains a wealth of primary documents – oral history interviews, photographs and various archival documents – in visual, audio and video files.   

This Cross Cultural Competence Continuum was developed by our colleagues in Saskatoon Public Schools' First Nations, Inuit and Metis Education Unit. The document outlines beliefs and actions associated with each of the six stages in the continuum. It is a useful tool in helping individuals identify their own location on the continuum, and is also a valuable resource for use with our undergraduate students. We share Saskatoon Public Schools' goal of developing cultural competence within all of our faculty and staff, and sincerely thank them for sharing this resource. 


This article discusses communication across cultural boundaries and how some trainers and educators could do a better job of preparing people for cross-cultural encounters. Bennett describes a Developmental Model of Intercultural Sensitivity (DMIS), which stipulates that as people become more interculturally competent (i.e., move from ethnocentrism to ethno relativism) there seems to be a major change in the quality of their experience. The DMIS is Stages is composed of six distinct stages of experience: denial of cultural difference, defense against cultural difference, acceptance of cultural difference, adaptation to cultural difference, and integration of cultural difference into identity.


  • Campbell, M. (2010). Stories of the road allowance people (Revised edition). Saskatoon, SK: Gabriel Dumont Institute. 

This book is a narration of the stories told to Métis author, Maria Campbell, by “the old men” through a lengthy process of reciprocity and self-reflection. The stories, relayed in an Aboriginal English dialect, center on the life experiences of elderly Métis men in Campbell’s community. The stories are presented as lessons learned from mistakes in the elders’ youth, their place as Métis people in Canadian history, cultural beliefs and practices, and references to Cree legends.

  • Lane, P. Jr. et al. (1985). The sacred tree. Lethbridge, AB: Four Worlds International Institute.

A handbook of Native spirituality for Indigenous peoples created by the Four Worlds Development Project, a Native American inter-tribal group. The book describes how through the guidance of tribal elders, Native values and traditions are being taught as the primary key to unlocking the force that will move Native peoples on the path of their own development. Many elders have prophesized that by returning to traditional values, Native societies can be transformed, a transformation that would have a healing effect on the entire planet.

  • Saskatchewan Indian Cultural Centre (2009). Cultural teachings: First Nations protocols and methodologies. Saskatoon, SK: Author.

A book containing introductory teachings to First Nation’s traditional protocols and methodologies for ceremonies, feasts, songs, gatherings, healings and other occasions so readers will have an understanding of expected etiquettes when attending. The book also presents the importance of First Nations laws as an essential part of First Nations’ teachings, knowledge, and ceremonies while addressing the cultures of Saskatchewan First Nations as diverse, unique, and distinct.