Lindsay Morcom: A history of Indigenous languages -- and how to revitalize them | TED

51,390 views

2021-06-25 ใƒป TED


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Lindsay Morcom: A history of Indigenous languages -- and how to revitalize them | TED

51,390 views ใƒป 2021-06-25

TED


ืื ื ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ืœืžื˜ื” ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ.

ืชืจื’ื•ื: yael ring ืขืจื™ื›ื”: Ido Dekkers
00:01
Dene Elder Paul Disain said,
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ืคื•ืœ ื“ื™ืกื™ื™ืŸ ืžื–ืงื ื™ ื”ื“ื ื” ืืžืจ,
00:03
"Our language and culture
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"ื”ืฉืคื” ื•ื”ืชืจื‘ื•ืช ืฉืœื ื•
00:04
is the window through which we see the world."
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ื”ืŸ ื”ืฆื•ื”ืจ ื“ืจื›ื• ืื ื—ื ื• ืจื•ืื™ื ืืช ื”ืขื•ืœื".
00:07
And on Turtle Island,
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ื•ื‘ืื™ ื”ืฆื‘,
00:08
what is now known as North America,
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ื”ื™ื“ื•ืข ื›ื™ื•ื ื›ืฆืคื•ืŸ ืืžืจื™ืงื”,
00:10
there're so many unique and wonderful ways to see the world.
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ื™ืฉื ืŸ ื›ืœ ื›ืš ื”ืจื‘ื” ื“ืจื›ื™ื ื™ื™ื—ื•ื“ื™ื•ืช ื•ื™ืคื•ืช ืœืจืื•ืช ืืช ื”ืขื•ืœื.
00:14
As a person of Indigenous heritage,
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ื›ื‘ืช ืœืžื•ืจืฉืช ื™ืœื™ื“ื™ืช,
00:16
I'm interested in learning Anishinaabemowin,
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ืื ื™ ืžืชืขื ื™ื™ื ืช ื‘ืœื™ืžื•ื“ ืฉืคืช ื”ืื ื™ืฉื™ื ืื‘ืžื•ืื™ืŸ,
00:18
which is my heritage language,
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ืฉื”ื™ื ืฉืคืช ื”ืžื•ืจืฉืช ืฉืœื™,
00:19
because it lets me see the world through that window.
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ื›ื™ ื”ื™ื ืžืืคืฉืจืช ืœื ื• ืœืจืื•ืช ืืช ื”ืขื•ืœื ื“ืจืš ื”ืฆื•ื”ืจ ื”ื–ื”.
00:22
It lets me connect with my family,
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ื”ื™ื ืžืืคืฉืจืช ืœื™ ืœื”ืชื—ื‘ืจ ืœืžืฉืคื—ื” ืฉืœื™,
00:24
my ancestors, my community, my culture.
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ืœืื‘ื•ืช ืื‘ื•ืชื™, ื”ืงื”ื™ืœื” ืฉืœื™, ื”ืชืจื‘ื•ืช ืฉืœื™.
00:25
And lets me think about how I can pass that on
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ื•ื”ื™ื ืžืืคืฉืจืช ืœื™ ืœื—ืฉื•ื‘ ืขืœ ืื™ืš ืื ื™ ื™ื›ื•ืœื” ืœื”ืขื‘ื™ืจ ืืช ื–ื” ื”ืœืื”
00:28
to future generations.
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ืœื“ื•ืจื•ืช ื”ื‘ืื™ื.
00:30
As a linguist,
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ื›ื‘ืœืฉื ื™ืช,
00:32
I'm interested in how language functions generally.
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ืื ื™ ืจื•ืฆื” ืœื“ืขืช ืื™ืš ื”ืฉืคื” ืžืชืคืงื“ืช ื‘ืื•ืคืŸ ื›ืœืœื™.
00:35
I can look at phonetics and phonology --
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ืื ื™ ื™ื›ื•ืœื” ืœื”ืชื‘ื•ื ืŸ ื‘ืคื•ื ื˜ื™ืงื” ื•ืคื•ื ื•ืœื•ื’ื™ื” --
00:37
speech sounds.
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ื”ืฆืœื™ืœื™ื ืฉืœ ื”ื“ื™ื‘ื•ืจ.
00:38
I can look at morphology, or the structure of words.
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ืื ื™ ื™ื›ื•ืœื” ืœื”ืชื‘ื•ื ืŸ ื‘ืžื•ืจืคื•ืœื•ื’ื™ื”, ืื• ื‘ืžื‘ื ื” ื”ืžื™ืœื™ื.
00:41
I can look at syntax,
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ืื ื™ ื™ื›ื•ืœื” ืœื”ืชื‘ื•ื ืŸ ื‘ืชื—ื‘ื™ืจ,
00:42
which is the structure of sentences and phrases,
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ืฉื”ื™ื ื”ืžื‘ื ื” ืฉืœ ื”ืžืฉืคื˜ื™ื ื•ื”ื‘ื™ื˜ื•ื™ื™ื,
00:44
to learn about how humans store language in our brains
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ื•ืœืœืžื•ื“ ืื™ืš ื‘ื ื™ ื”ืื“ื ืžืื—ืกื ื™ื ืืช ื”ืฉืคื” ื‘ืžื•ื—ื ื•
00:48
and how we use it to communicate with one another.
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ื•ืื™ืš ืื ื—ื ื• ืžืฉืชืžืฉื™ื ื‘ื” ืœืชืงืฉืจ ื–ื” ืขื ื–ื”.
00:52
For example,
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ืœื“ื•ื’ืžื”,
00:54
Anishinaabemowin, like most Indigenous languages,
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ืื ื™ืฉื™ื ืื‘ืžื•ืื™ืŸ, ื›ืžื• ืจื•ื‘ ื”ืฉืคื•ืช ื”ื™ืœื™ื“ื™ื•ืช,
00:57
is what's called polysynthetic,
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ื”ื™ื ืžื” ืฉื ืงืจื ืฉืคื” ืคื•ืœื™ืกื™ื ื˜ื˜ื™ืช,
00:59
which means that there are very, very long words,
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ื›ืœื•ืžืจ ืฉื™ืฉ ืœื” ืžื™ืœื™ื ืžืื•ื“ ืžืื•ื“ ืืจื•ื›ื•ืช,
01:02
composed of little tiny pieces called morphemes.
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ื”ืžื•ืจื›ื‘ื•ืช ืžื—ืœืงื™ื ืงื˜ื ื˜ื ื™ื ื”ื ืงืจืื™ื ืžื•ืจืคืžื•ืช (ืฆื•ืจื ื™ื™ื).
01:05
So I can say, in Anishinaabemowin, "niwiisin," "I eat,"
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ืื– ืื ื™ ื™ื›ื•ืœื” ืœื•ืžืจ ื‘ืื ื™ืฉื™ื ืื‘ืžื•ืื™ืŸ, "ื ื™ื•ื•ื™ืกื™ืŸ", "ืื ื™ ืื•ื›ืœืช",
01:09
which is one word.
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ื‘ืžื™ืœื” ืื—ืช.
01:10
I can say "nimino-wiisin," "I eat well,"
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ืื ื™ ื™ื›ื•ืœื” ืœื•ืžืจ "ื ื™ืžื™ื•-ื•ื•ื™ืกื™ืŸ", "ืื ื™ ืื•ื›ืœืช ื”ื™ื˜ื‘",
01:14
which is still one word.
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ื•ื’ื ื–ื” ืขื“ื™ื™ืŸ ื‘ืžื™ืœื” ืื—ืช.
01:15
I can say "nimino-naawakwe-wiisin," "I eat a good lunch,"
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ืื ื™ ื™ื›ื•ืœื” ืœื•ืžืจ "ื ื™ืžื™ื•-ื ืื•ื•ืืงื•ื•ื”-ื•ื•ื™ืกื™ืŸ", "ืื ื™ ืื•ื›ืœืช ืืจื•ื—ืช ืฆื”ืจื™ื ื˜ื•ื‘ื”",
01:21
which is how many words in English?
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ื›ืžื” ืžื™ืœื™ื ื–ื” ื‘ืื ื’ืœื™ืช?
01:24
Five words in English, a single word in Anishinaabemowin.
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ื—ืžืฉ ืžื™ืœื™ื ื‘ืื ื’ืœื™ืช, ืžื™ืœื” ืื—ืช ื‘ืื ื™ืฉื™ื ืื‘ืžื•ืื™ืŸ.
01:28
Now, I've got a bit of a quiz for you.
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ืขื›ืฉื™ื•, ื™ืฉ ืœื™ ื—ื™ื“ื•ืŸ ืงื˜ืŸ ืขื‘ื•ืจื›ื.
01:30
In a one-word answer, what color is that slide?
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ื‘ืชืฉื•ื‘ื” ื‘ืช ืžื™ืœื” ืื—ืช, ื‘ืื™ื–ื” ืฆื‘ืข ื”ืฉืงื•ืคื™ืช ื”ื–ื•?
01:34
Audience: Green.
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ื”ืงื”ืœ: ื™ืจื•ืง.
01:35
Lindsay Morcom: What color is that slide?
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ืžื•ืจืงื•ื: ืžื” ื”ืฆื‘ืข ืฉืœ ื”ืฉืงื•ืคื™ืช ื”ื–ืืช?
01:37
Audience: Green.
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ื”ืงื”ืœ: ื™ืจื•ืง.
01:38
LM: What color is that slide?
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ืžื•ืจืงื•ื: ืžื” ื”ืฆื‘ืข ืฉืœ ื”ืฉืงื•ืคื™ืช ื”ื–ืืช?
01:39
Audience: Blue.
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ื”ืงื”ืœ: ื›ื—ื•ืœ.
01:41
LM: And what color is that slide?
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ืžื•ืจืงื•ื: ื•ืžื” ื”ืฆื‘ืข ืฉืœ ื”ืฉืงื•ืคื™ืช ื”ื–ืืช?
01:42
(Audience murmurs)
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(ื”ืงื”ืœ ืžืžืœืžืœ)
01:44
Not trick questions, I promise.
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ืืœื” ืื™ื ืŸ ืฉืืœื•ืช ืžื›ืฉื™ืœื•ืช, ืื ื™ ืžื‘ื˜ื™ื—ื”.
01:47
For you as English speakers,
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ืขื‘ื•ืจื›ื, ื›ื“ื•ื‘ืจื™ ืื ื’ืœื™ืช,
01:48
you saw two green slides and two blue slides.
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ืืชื ืจืื™ืชื ืฉืชื™ ืฉืงื•ืคื™ื•ืช ื™ืจื•ืงื•ืช ื•ืฉืชื™ ืฉืงื•ืคื™ื•ืช ื›ื—ื•ืœื•ืช.
01:50
But the way that we categorize colors varies across languages,
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ืื‘ืœ ื”ืื•ืคืŸ ื‘ื• ืื ื—ื ื• ืžื’ื“ื™ืจื™ื ืฆื‘ืขื™ื ืžืฉืชื ื” ืœืจื•ื—ื‘ ืฉืคื•ืช,
01:54
so if you had been Russian speakers,
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ืื– ืื ื”ื™ื™ืชื ื“ื•ื‘ืจื™ ืจื•ืกื™ืช,
01:56
you would have seen two slides that were different shades of green,
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ื”ื™ื™ืชื ืจื•ืื™ื ืฉืชื™ ืฉืงื•ืคื™ื•ืช ื‘ื’ื•ื•ื ื™ื ืฉื•ื ื™ื ืฉืœ ื™ืจื•ืง,
01:59
one that was "goluboy," which is light blue,
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ืื—ืช ืฉื”ื™ืชื” "ื’ื•ืœื•ื‘ื•ื™", ืฉื–ื” ืชื›ืœืช ื‘ื”ื™ืจ,
02:01
one that is "siniy," dark blue.
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ื•ืื—ืช ืฉื”ื™ื "ืกื™ื ื™ื™", ื›ื—ื•ืœ ืขืžื•ืง.
02:03
And those are seen as different colors.
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ื•ืืœื” ืžื•ื’ื“ืจื™ื ื›ืฆื‘ืขื™ื ืฉื•ื ื™ื.
02:05
If you were speakers of Anishinaabemowin,
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ืื ื”ื™ื™ืชื ื“ื•ื‘ืจื™ ืื ื™ืฉื™ื ืื‘ืžื•ืื™ืŸ,
02:07
you would have seen slides that were Ozhaawashkwaa
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ื”ื™ื™ืชื ืจื•ืื™ื ืฉืงื•ืคื™ื•ืช ื‘ืฆื‘ืข ืื•ื–ื”ื•ื•ืืฉืงืื”
02:09
or Ozhaawashkozi, which means either green or blue.
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ืื• ืื•ื–ื”ื•ื•ืืฉืงื•ื–ื™ ืฉืืœื” ื”ื ื™ืจื•ืง ืื• ื›ื—ื•ืœ.
02:13
It's not that speakers don't see the colors,
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ื–ื” ืœื ืฉื”ื“ื•ื‘ืจื™ื ืœื ืจื•ืื™ื ืืช ื”ืฆื‘ืขื™ื,
02:16
it's that the way they categorize them and the way that they understand shades
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ืืœื ื”ืื•ืคืŸ ืฉื‘ื• ื”ื ืžื’ื“ื™ืจื™ื ืื•ืชื• ื•ื”ืื•ืคืŸ ืฉื‘ื• ื”ื ืžื‘ื™ื ื™ื ื’ื•ื•ื ื™ื
02:20
is different.
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ื”ื•ื ืฉื•ื ื”.
02:21
At the same time,
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ื‘ืžืงื‘ื™ืœ,
02:22
there are universals in the ways that humans categorize color,
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ื™ืฉื ื ื“ื‘ืจื™ื ืื•ื ื™ื‘ืจืกืœื™ื™ื ื‘ื“ืจืš ืฉื‘ื” ื‘ื ื™ ืื“ื ืžื’ื“ื™ืจื™ื ืฆื‘ืขื™ื,
02:26
and that tells us about how human brains
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ื•ื–ื” ืžืกื‘ื™ืจ ืœื ื• ืื™ืš ื”ืžื•ื— ื”ืื ื•ืฉื™
02:28
understand and express what they're seeing.
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ืžื‘ื™ืŸ ื•ืžื‘ื˜ื ืืช ืžื” ืฉื”ื ืจื•ืื™ื.
02:32
Anishinaabemowin does another wonderful thing,
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ืื ื™ืฉื™ื ืื‘ืžื•ืื™ืŸ ืขื•ืฉื” ื’ื ื“ื‘ืจ ืžื“ื”ื™ื ื ื•ืกืฃ,
02:34
which is animate, inanimate marking on all words.
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ืฉื–ื” ืฆื™ื•ืŸ ื”ืื™ื›ื•ืช ืฉืœ ื—ื™ ืื• ื“ื•ืžื ืœื›ืœ ื”ืžื™ืœื™ื.
02:38
So it's not unlike how French and Spanish
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ืื– ื–ื” ื“ื™ ื“ื•ืžื” ืœืฆื•ืจื” ืฉื‘ื” ืฆืจืคืชื™ืช ื•ืกืคืจื“ื™ืช
02:40
mark all words as either masculine or feminine.
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ืžื—ืœืงื•ืช ืืช ื›ืœ ื”ืžื™ืœื™ื ืœื–ื›ืจ ืื• ื ืงื‘ื”.
02:43
Anishinaabemowin and other Algonquian languages
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ืื ื™ืฉื™ื ืื‘ืžื•ืื™ืŸ ื•ืฉืคื•ืช ืืœื’ื•ื ืงื•ื•ื™ืŸ ืื—ืจื•ืช
02:45
mark all words as either animate or inanimate.
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ืžื—ืœืงื•ืช ืืช ื›ืœ ื”ืžื™ืœื™ื ืœื—ื™ ืื• ื“ื•ืžื.
02:48
The things that you would think to be animate are animate,
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ื”ื“ื‘ืจื™ื ืฉื”ื™ื™ืชื ื—ื•ืฉื‘ื™ื ืฉืฉื™ื™ื›ื™ื ืœืงื˜ื’ื•ืจื™ืช ื”ื—ื™
02:51
things that have a pulse: people, animals, growing plants.
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ื”ื ื“ื‘ืจื™ื ืฉื™ืฉ ืœื”ื ื“ื•ืคืง: ืื ืฉื™ื, ื—ื™ื•ืช, ืฆืžื—ื™ื.
02:55
But there are other things that are animate
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ืื‘ืœ ื™ืฉื ื ื’ื ื“ื‘ืจื™ื ืื—ืจื™ื ืฉื”ื™ื ื ื—ื™ื™ื
02:57
that you might not guess, like rocks.
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ืฉืื•ืœื™ ืœื ื”ื™ื™ืชื ืžื ื—ืฉื™ื ื›ื›ืืœื”, ื›ืžื• ืกืœืขื™ื.
02:59
Rocks are marked as animate,
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ืกืœืขื™ื ืžืงื•ื˜ืœื’ื™ื ื›ื—ื™ื™ื,
03:00
and that tells us really interesting things about grammar,
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ื•ื–ื” ืžืกืคืจ ืœื ื• ื“ื‘ืจื™ื ืžืื•ื“ ืžืขื ื™ื™ื ื™ื ืขืœ ื“ืงื“ื•ืง,
03:03
and it also tells us really interesting things
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ื•ื–ื” ื’ื ืžืกืคืจ ืœื ื• ื“ื‘ืจื™ื ืžืื•ื“ ืžืขื ื™ื™ื ื™ื
03:05
about how Anishinaabemowin speakers
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ืขืœ ืื™ืš ื“ื•ื‘ืจื™ ืื ื™ืฉื™ื ืื‘ืžื•ืื™ืŸ
03:07
relate to and understand the world around them.
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ืžืชื™ื™ื—ืกื™ื ื•ืžื‘ื™ื ื™ื ืืช ื”ืขื•ืœื ืฉืกื‘ื™ื‘ื.
03:10
Now, the sad part of that
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ื”ื—ืœืง ื”ืขืฆื•ื‘ ื”ื•ื
03:12
is that Indigenous languages are in danger.
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ืฉื”ืฉืคื•ืช ื”ื™ืœื™ื“ื™ื•ืช ื ืžืฆืื•ืช ื‘ืกื›ื ื”.
03:16
Indigenous languages that posses so much knowledge of culture,
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ืฉืคื•ืช ื™ืœื™ื“ื•ืช ื”ืžื›ื™ืœื•ืช ื›ืœ ื›ืš ื”ืจื‘ื” ื™ื“ืข ืขืœ ืชืจื‘ื•ืช,
03:19
of history,
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ืขืœ ื”ื™ืกื˜ื•ืจื™ื”,
03:20
of ways to relate to one another,
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ื•ื“ืจื›ื™ื ืœื”ืชื™ื™ื—ืก ื–ื” ืœื–ื”,
03:22
of ways to relate to our environment.
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ื“ืจื›ื™ื ืœื”ืชื™ื™ื—ืก ืœืกื‘ื™ื‘ื” ืฉืœื ื•.
03:24
Having been on this land since time immemorial,
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ืฉื—ื™ื• ืขืœ ืคื ื™ ื”ืื“ืžื” ื”ื–ื• ืžืงื“ืžืช ื“ื ื,
03:27
these languages have developed here
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ื”ืฉืคื•ืช ื”ืืœื” ื”ืชืคืชื—ื• ื›ืืŸ
03:29
and they contain priceless environmental knowledge
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ื•ื”ืŸ ืžื›ื™ืœื•ืช ื™ื“ืข ืกื‘ื™ื‘ืชื™ ืœื ื™ืกื•ืœื ื‘ืคื–
03:32
that helps us relate well to the land on which we live.
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ืฉืขื•ื–ืจ ืœื ื• ืœื”ืชื—ื‘ืจ ื˜ื•ื‘ ื™ื•ืชืจ ืœืื“ืžื” ืขืœื™ื” ืื ื—ื ื• ื—ื™ื™ื.
03:37
But they are, in fact, in danger.
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ืื‘ืœ ื”ืŸ ืœืžืขืฉื” ื ืžืฆืื•ืช ื‘ืกื›ื ื”.
03:39
The vast majority of Indigenous languages in North America
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ื”ืจื•ื‘ ื”ืžื•ื—ืœื˜ ืฉืœ ื”ืฉืคื•ืช ื”ื™ืœื™ื“ื™ื•ืช ื‘ืฆืคื•ืŸ ืืžืจื™ืงื”
03:42
are considered endangered,
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ื ื—ืฉื‘ื•ืช ื‘ืกื›ื ืช ื”ื›ื—ื“ื”,
03:44
and those that are not endangered are vulnerable.
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ื•ืืœื” ืฉืื™ื ืŸ ื‘ืกื›ื ื” ื ืžืฆืื•ืช ื‘ืžืฆื‘ ืคื’ื™ืข ืžืื•ื“.
03:48
That is by design.
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ืžืฆื‘ ื–ื” ื”ื•ื ืžืฆื™ืื•ืช ืžืชื•ื›ื ื ืช.
03:50
In our laws, in our policies,
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ื‘ื—ื•ืงื™ื ืฉืœื ื•, ื‘ืžื“ื™ื ื™ื•ืช ืฉืœื ื•,
03:53
in our houses of governance,
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ื‘ื‘ืชื™ ื”ืžื—ื•ืงืงื™ื ืฉืœื ื•,
03:55
there have been stated attempts
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ื ืขืจื›ื• ื ื™ืกื™ื•ื ื•ืช ืžื•ืฆื”ืจื™ื
03:58
to eliminate Indigenous languages and cultures in this country.
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ืœื—ืกืœ ืืช ื”ืฉืคื•ืช ื•ื”ืชืจื‘ื•ื™ื•ืช ื”ื™ืœื™ื“ื™ื•ืช ื‘ืžื“ื™ื ื” ื”ื–ื•.
04:02
Duncan Campbell Scott
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ื“ื ืงืŸ ืงืžืคื‘ืœ ืกืงื•ื˜
04:03
was one of the architects of the residential school system.
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ื”ื™ื” ืื—ื“ ื”ืืจื›ื™ื˜ืงื˜ื™ื ืฉืœ ืžืขืจื›ืช ื”ื—ื™ื ื•ืš ื”ืžืงื•ืžื™ืช.
04:06
On tabling a bill that required mandatory residential school attendance
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ื›ืฉื”ื•ื ื”ื’ื™ืฉ ื”ืฆืขืช ื—ื•ืง ืฉื“ืจืฉื” ื ื•ื›ื—ื•ืช ื—ื•ื‘ื” ื‘ื‘ืชื™ ื”ืกืคืจ ื”ืื–ื•ืจื™ื™ื
04:11
for Indigenous children in 1920, he said,
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ืžืฆื“ ื™ืœื“ื™ื ื™ืœื™ื“ื™ื™ื ื‘1920, ื”ื•ื ืืžืจ,
04:14
"I want to get rid of the Indian problem.
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"ืื ื™ ืจื•ืฆื” ืœื”ื™ืคื˜ืจ ืžื”ื‘ืขื™ื” ื”ืื™ื ื“ื™ืื ื™ืช.
04:16
Our objective is to continue
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ื”ืžื˜ืจื” ืฉืœื ื• ื”ื™ื ืœื”ืžืฉื™ืš
04:18
until there is not a single Indian in Canada
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ืขื“ ืฉืœื ื™ื”ื™ื” ืืฃ ืื™ื ื“ื™ืื ื™ ื‘ืงื ื“ื”
04:20
that has not been absorbed into the body politic
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ืฉืœื ื”ื•ื˜ืžืข ื‘ืชื•ืš ื”ืื•ืžื” ื”ืงื ื“ื™ืช
04:23
and there is no Indian question, and no Indian Department;
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ื•ืื™ืŸ ื‘ืขื™ื” ืื™ื ื“ื™ืื ื™ืช ื•ืœื ืžื—ืœืงื” ืื™ื ื“ื™ืื ื™ืช;
04:26
that is the whole object of this Bill."
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ื–ืืช ื›ืœ ื”ืžื˜ืจื” ืฉืœ ื”ื—ื•ืง ื”ื–ื”".
04:30
The atrocities that occurred in residential schools were documented.
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ื”ื–ื•ื•ืขื•ืช ืฉื”ืชืจื—ืฉื• ื‘ื‘ืชื™ ื”ืกืคืจ ื”ืื–ื•ืจื™ื™ื ืชื•ืขื“ื•.
04:34
In 1907,
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ื‘-1907,
04:35
P.H. Bryce, who was a doctor and an expert in tuberculosis,
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ืค"ื” ื‘ืจื™ื™ืก ืฉื”ื™ื” ืจื•ืคื ื•ืžื•ืžื—ื” ืœืฉื—ืคืช,
04:39
published a report that found that in some schools,
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ืคืจืกื ื“ื•"ื— ืฉืžืฆื ืฉื‘ื—ืœืง ืžื‘ืชื™ ื”ืกืคืจ,
04:42
25 percent of children had died from tuberculosis epidemics
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25 ืื—ื•ื–ื™ื ืžื”ื™ืœื“ื™ื ืžืชื• ืžืžื’ืคืช ืฉื—ืคืช
04:46
created by the conditions in the schools.
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ืฉื ื•ืฆืจื” ื‘ืฉืœ ื”ืชื ืื™ื ื‘ื‘ืชื™ ื”ืกืคืจ.
04:48
In other schools, up to 75 percent of children had died.
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ื‘ื‘ืชื™ ืกืคืจ ืื—ืจื™ื, ื›ืžืขื˜ 75 ืื—ื•ื–ื™ื ืžื”ื™ืœื“ื™ื ืžืชื•.
04:54
He was defunded by federal government
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ื”ื•ื ืื™ื‘ื“ ืืช ื”ืžื™ืžื•ืŸ ื”ืžืžืฉืœืชื™
04:56
for his findings,
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ื‘ื’ืœืœ ื”ืžืžืฆืื™ื ืฉืœื•,
04:57
forced into retirement in 1921,
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ื•ืื•ืœืฅ ืœืฆืืช ืœื’ืžืœืื•ืช ื‘-1921,
04:59
and in 1922, published his findings widely.
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ื•ื‘-1922, ืคืจืกื ืืช ืžืžืฆืื™ื• ื‘ื”ื™ืงืฃ ื ืจื—ื‘.
05:05
And through that time,
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ื•ืœืื•ืจืš ื›ืœ ื”ื–ืžืŸ ื”ื–ื”,
05:06
Indigenous children were taken from their homes,
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ื™ืœื“ื™ื ื™ืœื™ื“ื™ื™ื ื ืœืงื—ื• ืžื‘ืชื™ื”ื,
05:09
taken from their communities
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ื”ื•ืฆืื• ืžื”ืงื”ื™ืœื•ืช ืฉืœื”ื
05:10
and forced into church-run residential schools
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ื•ืื•ืœืฆื• ืœืœืžื•ื“ ื‘ื‘ืชื™ ืกืคืจ ืคื ื™ืžื™ื™ืชื™ื™ื ืžื ื•ื”ืœื™ื ืขืœ ื™ื“ื™ ื”ื›ื ืกื™ื”
05:12
where they suffered, in many cases,
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ืฉื ื”ื ืกื‘ืœื•, ื‘ืžืงืจื™ื ืจื‘ื™ื,
05:15
serious emotional, physical and sexual abuse,
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ืžืคื’ื™ืขื•ืช ืจื’ืฉื™ื•ืช, ืคื™ื–ื™ื•ืช ื•ืžื™ื ื™ื•ืช,
05:18
and in all cases, cultural abuse,
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ื•ื‘ื›ืœ ื”ืžืงืจื™ื, ืžืคื’ื™ืขื” ืชืจื‘ื•ืชื™ืช,
05:20
as these schools were designed
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ื›ื™ื•ื•ืŸ ืฉื‘ืชื™ ื”ืกืคืจ ื”ืืœื” ืชื•ื›ื ื ื•
05:21
to eliminate Indigenous language and culture.
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ืœื—ืกืœ ืืช ื”ืฉืคื” ื•ื”ืชืจื‘ื•ืช ื”ื™ืœื™ื“ื™ืช.
05:24
The last residential school closed in 1996.
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ื‘ื™ืช ื”ืกืคืจ ื”ืคื ื™ืžื™ื™ืชื™ ื”ืื—ืจื•ืŸ ื ืกื’ืจ ื‘-1996.
05:29
Until that time, 150,000 children or more attended residential schools
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ืขื“ ืื–, 150,000 ื™ืœื“ื™ื ืื• ื™ื•ืชืจ ืœืžื“ื• ื‘ื‘ืชื™ ื”ืกืคืจ ื”ืคื ื™ืžื™ื™ืชื™ื™ื
05:34
at 139 institutions across the country.
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ื‘-139 ืžื•ืกื“ื•ืช ื‘ืจื—ื‘ื™ ื”ืžื“ื™ื ื”.
05:38
In 2007,
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ื‘-2007,
05:40
the Indian Residential School Settlement Agreement came into effect.
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ื”ืกื›ื ื”ืคื™ืฆื•ื™ื™ื ืœืชืœืžื™ื“ื™ ื‘ืชื™ ื”ืกืคืจ ื”ืืœื” ื ื›ื ืก ืœืชื•ืงืคื•.
05:43
It's the largest class action lawsuit in Canadian history.
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ื–ืืช ื”ื™ืชื” ื”ืชื‘ื™ืขื” ื”ื™ื™ืฆื•ื’ื™ืช ื”ื’ื“ื•ืœื” ื‘ื™ื•ืชืจ ื‘ื”ื™ืกื˜ื•ืจื™ื” ื”ืงื ื“ื™ืช.
05:47
It set aside 60 million dollars
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ื”ื ื”ืงื“ื™ืฉื• 60 ืžื™ืœื™ื•ืŸ ื“ื•ืœืจ
05:49
for the establishment of the Truth and Reconciliation Commission of Canada.
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ืœื”ืงืžืช ื•ืขื“ืช ื”ืืžืช ื•ื”ืคื™ืฆื•ื™ื™ื ืฉืœ ืงื ื“ื”.
05:54
The TRC gifted us with the ability to hear survivor stories,
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ื”ื•ืขื“ื” ื ืชื ื” ืœื ื• ืืช ื”ืืคืฉืจื•ืช ืœืฉืžื•ืข ืืช ืกื™ืคื•ืจื™ ื”ื ื™ืฆื•ืœื™ื,
05:59
to hear impacts on communities and families
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ืœืฉืžื•ืข ืืช ื”ื”ืฉืœื›ื•ืช ืขืœ ื”ืงื”ื™ืœื•ืช ื•ื”ืžืฉืคื—ื•ืช
06:01
and to gain access to research
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ื•ืœืงื‘ืœ ื’ื™ืฉื” ืœืžื—ืงืจ
06:04
that explored the full effect of residential schools
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ืฉื—ืงืจ ืืช ื”ื”ืฉืคืขื” ื”ื›ื•ืœืœืช ืฉืœ ื‘ืชื™ ื”ืกืคืจ ื”ืืœื”
06:08
on Indigenous communities and on Canada as a whole.
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ืขืœ ื”ืงื”ื™ืœื•ืช ื”ื™ืœื™ื“ื™ื•ืช ื•ืขืœ ืงื ื“ื” ื‘ื›ืœืœ.
06:12
The TRC found that residential schools
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ื”ื•ืขื“ื” ืžืฆืื” ืฉื‘ืชื™ ื”ืกืคืจ ื”ืคื ื™ืžื™ื™ืชื™ื™ื
06:14
constituted what's called cultural genocide.
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ื‘ื™ืฆืขื• ืžื” ืฉื ืงืจื ืจืฆื— ืขื ืชืจื‘ื•ืชื™.
06:17
They state that, "Physical genocide is the mass killing of the members
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ื”ื ืงื‘ืขื• ืฉ"ืจืฆื— ืขื ืคื™ื–ื™ ื”ื•ื ื”ื”ืจื’ ื”ืฉื™ื˜ืชื™ ืฉืœ ื—ื‘ืจื™ื
06:20
of a targeted group,
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ื‘ืงื‘ื•ืฆื” ืžืกื•ื™ืžืช,
06:22
biological genocide is the destruction of that group's reproductive capacity.
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ืจืฆื— ืขื ื‘ื™ื•ืœื•ื’ื™ ื”ื•ื ื”ื”ืจืก ืฉืœ ื™ื›ื•ืœื•ืช ื”ืจื‘ื™ื™ื” ืฉืœ ื”ืงื‘ื•ืฆื”
06:26
And cultural genocide is the destruction of those structures and practices
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ื•ืจืฆื— ืขื ืชืจื‘ื•ืชื™ ื”ื•ื ื”ื”ืจืก ืฉืœ ืื•ืชื ื”ืžื‘ื ื™ื ื•ื”ืžื ื”ื’ื™ื
06:30
that allow the group to continue as a group."
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ื”ืžืืคืฉืจื™ื ืœืงื‘ื•ืฆื” ืœื”ืžืฉื™ืš ื›ืงื‘ื•ืฆื”".
06:33
The stated goals of Duncan Campbell Scott.
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ื”ืžื˜ืจื•ืช ื”ืžื•ืฆื”ืจื•ืช ืฉืœ ื“ื ืงืŸ ืงืžืคื‘ืœ ืกืงื•ื˜.
06:36
So they find that it's cultural genocide,
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ืื– ื”ื ืžืฆืื• ืฉื–ื” ื”ื™ื” ืจืฆื— ืขื ืชืจื‘ื•ืชื™,
06:38
although as children's author
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ืœืžืจื•ืช ืฉื›ืคื™ ืฉืกื•ืคืจ ื”ื™ืœื“ื™ื
06:40
and a great speaker David Bouchard points out,
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ื•ื”ื“ื•ื‘ืจ ื”ื ืคืœื ื“ื™ื•ื•ื™ื“ ื‘ื•ืฉืจื“ ื”ืขื™ืจ,
06:45
when you build a building,
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ื›ืฉืืชื ื‘ื•ื ื™ื ื‘ื ื™ื™ืŸ,
06:46
and you build a cemetery next to that building,
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ื•ืืชื ื‘ื•ื ื™ื ื‘ื™ืช ืงื‘ืจื•ืช ืœื™ื“ ื”ื‘ื ื™ื™ืŸ ื”ื–ื”,
06:50
because you know the people going into that building are going to die,
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ื›ื™ ืืชื ื™ื•ื“ืขื™ื ืฉื”ืื ืฉื™ื ื”ื ื›ื ืกื™ื ืœื‘ื ื™ื™ืŸ ื”ื–ื” ืขืชื™ื“ื™ื ืœืžื•ืช,
06:54
what do you call that?
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ืื™ืš ืืชื ืงื•ืจืื™ื ืœื–ื”?
06:58
The TRC also gifted us with 94 calls to action,
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ื”ื•ืขื“ื” ื’ื ื ืชื ื” ืœื ื• 94 ืžื˜ืจื•ืช ืคืขื•ืœื”,
07:02
beacons that can lead the way forward as we work to reconciliation.
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ืชืžืจื•ืจื™ื ื”ื™ื›ื•ืœื™ื ืœื”ื•ื‘ื™ืœ ืืช ื”ื“ืจืš ืงื“ื™ืžื” ื‘ื–ืžืŸ ืฉืื ื—ื ื• ืคื•ืขืœื™ื ืœื”ืฉืœืžื”.
07:06
Several of those pertain directly to language and culture.
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ื—ืœืง ืžื”ื ืžืชื™ื™ื—ืกื™ื ื‘ืื•ืคืŸ ื™ืฉื™ืจ ืœืฉืคื” ื•ืœืชืจื‘ื•ืช.
07:11
The TRC calls us to ensure adequate, funded education,
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ื”ื•ืขื“ื” ืงื•ืจืืช ืœื ื• ืœื•ื•ื“ื ื—ื™ื ื•ืš ืžืชืื™ื ื•ื‘ืขืœ ืžื™ืžื•ืŸ,
07:14
including language and culture.
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ื›ื•ืœืœ ืฉืคื” ื•ืชืจื‘ื•ืช.
07:16
To acknowledge Indigenous rights, including language rights.
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ืœื”ื›ื™ืจ ื‘ื–ื›ื•ื™ื•ืช ื”ื™ืœื™ื“ื•ืช ื›ื•ืœืœ ื”ื–ื›ื•ืช ืœืฉืคื”.
07:19
To create an Aboriginal Languages Act
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ืœื™ืฆื•ืจ ื—ื•ืง ืฉืคื•ืช ื™ืœื™ื“ื™ื•ืช
07:21
aimed at acknowledging and preserving Indigenous languages,
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ื”ืžื™ื•ืขื“ ืœื”ื›ื™ืจ ื•ืœืฉืžืจ ืืช ื”ืฉืคื•ืช ื”ื™ืœื™ื“ื™ื•ืช,
07:24
with attached funding.
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ื‘ืืžืฆืขื•ืช ืžื™ืžื•ืŸ ื™ื™ืขื•ื“ื™.
07:26
To create a position for an Aboriginal Languages Commissioner
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ื›ื“ื™ ืœื™ืฆื•ืจ ืžืฉืจื” ืœืžืคืงื— ืขืœ ื”ืฉืคื•ืช ื”ื™ืœื™ื“ื•ืช
07:29
and to develop postsecondary language programs
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ื•ืœืคืชื— ืชื›ื ื™ื•ืช ืœืœื™ืžื•ื“ ืฉืคื” ืžืฉื ื™ืช
07:32
as well as to reclaim place names that have been changed
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ื›ืžื• ื’ื ืœื”ืฉื™ื‘ ืืช ืฉืžื•ืชื™ื”ื ื”ืžืงื•ืจื™ื™ื ืฉืœ ืžืงื•ืžื•ืช ืฉืฉืžื•ืชื™ื”ื ืฉื•ื ื•
07:35
through the course of colonization.
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ืขืœ ื™ื“ื™ ื”ืงื•ืœื•ื ื™ืืœื™ื–ื.
07:39
At the same time as the Indian Residential School Settlement Agreement
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ื‘ืื•ืชื• ื”ื–ืžืŸ ืฉื”ืกื›ื ื”ืคื™ืฆื•ื™ื™ื
07:42
came into effect,
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ื ื›ื ืก ืœืชื•ืงืคื•,
07:43
the United Nations adopted
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ื”ืื•"ื ืื™ืžืฅ
07:45
the United Nations Declaration on the Rights of Indigenous People
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ืืช ื”ืฆื”ืจืช ื”ืื•"ื ื‘ื“ื‘ืจ ื–ื›ื•ื™ื•ืชื™ื”ื ืฉืœ ื‘ื ื™ ื”ืื•ืžื•ืช ื”ื™ืœื™ื“ื™ื•ืช
07:48
in 2007.
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ื‘2007.
07:50
It states that Indigenous people have the right to establish and control
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ื”ื™ื ืžืฆื”ื™ืจื” ืฉืœื‘ื ื™ ื”ืื•ืžื•ืช ื”ื™ืœื™ื“ื™ื•ืช ื™ืฉ ืืช ื”ื–ื›ื•ืช ืœื”ืงื™ื ื•ืœืฉืœื•ื˜
07:53
their own education systems and institutions
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ื‘ืžืขืจื›ืช ื”ื—ื™ื ื•ืš ื•ื‘ืžื•ืกื“ื•ืช ื”ื—ื™ื ื•ืš ืฉืœื”ื
07:56
providing education in their own languages,
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ื•ืœืกืคืง ื—ื™ื ื•ืš ื‘ืฉืคื•ืช ืฉืœื”ื,
07:59
in a manner appropriate to their cultural methods
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ื‘ืื•ืคืŸ ื”ืžืชืื™ื ืœืฉื™ื˜ื•ืช ื”ืชืจื‘ื•ืชื™ื•ืช ืฉืœื”ื
08:01
of teaching and learning.
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ืฉืœ ืœืžื™ื“ื” ื•ื—ื™ื ื•ืš.
08:04
In 2007,
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ื‘-2007,
08:05
when that was brought into effect,
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ื›ืฉื”ืฆื”ืจื” ื–ื• ื ื›ื ืกื” ืœืชื•ืงืคื”,
08:06
four countries voted against it.
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ืืจื‘ืข ืžื“ื™ื ื•ืช ื”ืฆื‘ื™ืขื• ื ื’ื“ื”.
08:08
They were the United States, New Zealand, Australia
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ื”ืŸ ื”ื™ื• ืืจืฆื•ืช ื”ื‘ืจื™ืช, ื ื™ื• ื–ื™ืœื ื“, ืื•ืกื˜ืจืœื™ื”
08:11
and Canada.
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ื•ืงื ื“ื”.
08:13
Canada adopted the United Nations
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ืงื ื“ื” ืื™ืžืฆื” ืืช ื”ืฆื”ืจืช ื”ืื•"ื
08:15
Declaration on the Rights of Indigenous People in 2010.
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ื‘ื“ื‘ืจ ื–ื›ื•ื™ื•ืชื™ื”ื ืฉืœ ื‘ื ื™ ื”ืื•ืžื•ืช ื”ื™ืœื™ื“ื™ื•ืช ื‘-2010.
08:19
And in 2015, the government promised to bring it into effect.
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ื•ื‘-2015, ื”ืžืžืฉืœื” ื”ื‘ื˜ื™ื—ื” ืœืคืขื•ืœ ืœืคื™ื”.
08:23
So how are we collectively going to respond?
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ืื– ืื™ืš ื ื•ื›ืœ ืœื”ื’ื™ื‘ ืœื›ืš?
08:29
Here's the situation that we're in.
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ื”ื ื” ื”ืžืฆื™ืื•ืช ื‘ื” ืื ื• ื—ื™ื™ื ื›ื™ื•ื.
08:31
Of the 60 currently spoken Indigenous languages in Canada,
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ืžืชื•ืš 60 ื”ืฉืคื•ืช ื”ื™ืœื™ื“ื™ื•ืช ื”ืžื“ื•ื‘ืจื•ืช ื›ื™ื•ื ื‘ืงื ื“ื”,
08:35
all but six are considered endangered by the United Nations.
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ื›ืžืขื˜ ื›ื•ืœืŸ ืœืžืขื˜ ืฉืฉ ื ื—ืฉื‘ื•ืช ืขืœ ื™ื“ื™ ื”ืื•"ื ื›ื ืžืฆืื•ืช ื‘ืกื›ื ืช ื”ื›ื—ื“ื”
08:40
So, the six that aren't are Cree, Anishinaabemowin,
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ืื–, ื”ืฉืฉ ืฉืื™ื ืŸ ื‘ืกื›ื ื” ื”ืŸ ืงืจื™, ืื ื™ืฉื™ื ืื‘ืžื•ืื™ืŸ,
08:44
Stoney, Mi'kmaq,
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ืกื˜ื•ื ื™, ืžื™ืงืžืืง,
08:47
Dene and Inuktitut.
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ื“ื ื” ื•ืื™ื ื•ืงื˜ื™ื˜ื•ื˜.
08:50
And that sounds really dire.
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ื•ื–ื” ื ืฉืžืข ืžืžืฉ ืขื’ื•ื.
08:52
But if you go on to the Atlas of the World's Languages in Danger
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ืื‘ืœ ืื ืชื‘ื“ืงื• ื‘ืื˜ืœืก ืฉืœ ื”ืฉืคื•ืช ื‘ืกื›ื ืช ื”ื›ื—ื“ื” ื‘ืขื•ืœื
08:55
through the UNESCO website,
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ื‘ืืชืจ ืื•ื ืกืง"ื•,
08:58
you'll see a little "r" right next to that language right there.
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ืชืจืื• "r" ืงื˜ื ื” ืœื™ื“ ื”ืฉืคื” ื”ื–ื• ื›ืืŸ.
09:01
That language is Mi'kmaq.
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ื”ืฉืคื” ื”ื–ื• ื”ื™ื ืžื™ืงืžืง.
09:02
Mi'kmaq has undergone significant revitalization
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ืžื™ืงืžืง ืขื‘ืจื” ืชื”ืœื™ืš ื”ื—ื™ืื” ืžืฉืžืขื•ืชื™
09:05
because of the adoption of a self-government agreement
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ื‘ืขืงื‘ื•ืช ื”ืื™ืžื•ืฅ ืฉืœ ื”ืกื›ื ื”ืžืฉื™ืœื•ืช ื”ืขืฆืžืื™
09:08
that led to culture and language-based education,
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ืฉื”ื•ื‘ื™ืœ ืœื—ื™ื ื•ืš ืœืชืจื‘ื•ืช ื•ืฉืคื”,
09:10
and now there are Mi'kmaq children
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ื•ื›ื™ื•ื ื™ืฉื ื ื™ืœื“ื™ ืžื™ืงืžืง
09:12
who have Mi'kmaq as their first language.
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ื”ืžื“ื‘ืจื™ื ื‘ืฉืคืช ื”ืžื™ืงืžืง ื›ืฉืคืช ื”ืื ืฉืœื”ื.
09:15
There's so much that we can do.
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ื™ืฉ ื›ืœ ื›ืš ื”ืจื‘ื” ืฉืื ื—ื ื• ื™ื›ื•ืœื™ื ืœืขืฉื•ืช.
09:17
These children are students
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ื”ื™ืœื“ื™ื ื”ืืœื” ื”ื ืชืœืžื™ื“ื™ื
09:18
in the Mnidoo Mnising Anishinabek Kinoomaage,
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ื‘"ืžื ื™ื“ื• ืžื ื™ืกื™ื ื’ ืื ื™ืฉื™ื ืื‘ืง ืงื™ื ื•ืžืื’ื”",
09:21
an immersion school on Manitoulin island,
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ื‘ื™ืช ืกืคืจ ืžืฉื•ืœื‘ ื‘ืื™ ืžื ื™ื˜ื•ืœื™ืŸ,
09:23
where they learn in Anishinaabemowin.
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ืฉื ื”ื ืœื•ืžื“ื™ื ืื ื™ืฉื™ื ืื‘ืžื•ืื™ืŸ.
09:26
They arrived at school in junior kindergarten
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ื”ื ื”ืชื—ื™ืœื• ืœืœืžื•ื“ ื‘ื‘ื™ืช ื”ืกืคืจ ื‘ื’ืŸ ื˜ืจื•ื-ื—ื•ื‘ื”
09:28
speaking very little, if any, Anishinaabemowin.
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ื•ื“ื™ื‘ืจื• ืžืขื˜ ืžืื•ื“, ืื ื‘ื›ืœืœ, ืื ื™ืฉื™ื ืื‘ืžื•ืื™ืŸ.
09:30
And now, in grade three and grade four,
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ื•ื”ื™ื•ื, ื‘ื›ื™ืชื” ื’' ื•-ื“',
09:33
they're testing at intermediate and fluent levels.
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ื”ื ื ื‘ื—ื ื™ื ื‘ืจืžื” ื‘ื™ื ื•ื ื™ืช ื•ื’ื‘ื•ื”ื”.
09:36
At the same time,
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ื‘ืžืงื‘ื™ืœ,
09:38
they have beautifully high self-esteem.
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ื™ืฉ ืœื”ื ื“ื™ืžื•ื™ ืขืฆืžื™ ื’ื‘ื•ื” ื•ื™ืคื”.
09:41
They are proud to be Anishinaabe people,
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ื”ื ื’ืื™ื ืœื”ื™ื•ืช ื‘ื ื™ ืื ื™ืฉื™ื ืื‘ื”,
09:43
and they have strong learning skills.
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ื•ื™ืฉ ืœื”ื ื›ื™ืฉื•ืจื™ ืœืžื™ื“ื” ื’ื‘ื•ื”ื™ื.
09:47
Not all education has to be formal education either.
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ืœื ื›ืœ ื”ื—ื™ื ื•ืš ื—ื™ื™ื‘ ืœื”ืชื‘ืฆืข ื‘ืืžืฆืขื•ืช ื—ื™ื ื•ืš ืจืฉืžื™.
09:50
In our local community,
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ื‘ืงื”ื™ืœื” ื”ืžืงื•ืžื™ืช ืฉืœื ื•
09:51
we have the Kingston Indigenous Language Nest.
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ื™ืฉ ืœื ื• ืืช ืงืŸ ืงื™ื ื’ืกื˜ื•ืŸ ืœืฉืคื” ื™ืœื™ื“ื™ืช.
09:54
KILN is an organization now,
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KILN ื”ื•ื ืืจื’ื•ืŸ ื›ื™ื•ื,
09:56
but it started six years ago with passionate community members
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ืื‘ืœ ื”ื•ื ื”ืชื—ื™ืœ ืœืคื ื™ ืฉืฉ ืฉื ื™ื ืขืœ ื™ื“ื™ ื—ื‘ืจื™ ืงื”ื™ืœื” ื ืœื”ื‘ื™ื
10:00
gathered around an elder's kitchen table.
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ืฉื”ืชืืกืคื• ืกื‘ื™ื‘ ืฉื•ืœื—ืŸ ื”ืžื˜ื‘ื— ืฉืœ ืื—ื“ ืžื–ืงื ื™ ื”ืฉื‘ื˜.
10:03
Since then, we have created weekend learning experiences
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ืžืื–, ื™ืฆืจื ื• ืกื•ืคื™ ืฉื‘ื•ืข ืœืœืžื™ื“ื”
10:07
aimed at multigenerational learning,
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ื”ืžื›ื•ื•ื ื™ื ืœืœืžื™ื“ื” ืจื‘-ื“ื•ืจื™ืช,
10:09
where we focus on passing language and culture on to children.
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ื‘ื”ื ืื ื—ื ื• ืžืชืžืงื“ื™ื ื‘ื”ืขื‘ืจืช ื”ืฉืคื” ื•ื”ืชืจื‘ื•ืช ืœื™ืœื“ื™ื.
10:12
We use traditional games, songs, foods and activities to do that.
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ืื ื—ื ื• ืžืฉืชืžืฉื™ื ื‘ืžืฉื—ืงื™ื ืžืกื•ืจืชื™ื™ื, ืฉื™ืจื™ื, ืžืื›ืœื™ื ื•ืคืขื™ืœื•ื™ื•ืช ืœื”ืขื‘ืจืช ื”ืฉืคื”.
10:16
We have classes
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ื™ืฉ ืœื ื• ืฉื™ืขื•ืจื™ื
10:17
at both the beginner and intermediate levels
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ื‘ืจืžื•ืช ืžืชื—ื™ืœื™ื ื•ื‘ื™ื ื•ื ื™ื•ืช
10:20
offered right here.
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ื”ืžืชืงื™ื™ืžื™ื ืžืžืฉ ื›ืืŸ.
10:21
We've partnered with school boards and libraries
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ืฉื™ืชืคื ื• ืคืขื•ืœื” ืขื ื‘ืชื™ ืกืคืจ ื•ืกืคืจื™ื•ืช
10:23
to have resources and language in place in formal education.
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ื›ื“ื™ ืœื“ืื•ื’ ืœืžืงื•ืจื•ืช ืžื™ื“ืข ื•ืฉืคื” ื‘ืžืงื•ื ื—ื™ื ื•ืš ืคื•ืจืžืœื™.
10:28
The possibilities are just endless,
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ื”ืืคืฉืจื™ื•ืช ื”ืŸ ื‘ืœืชื™ ืžื•ื’ื‘ืœื•ืช,
10:30
and I'm so grateful for the work that has been done
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ื•ืื ื™ ื›ืœ ื›ืš ืฉืžื—ื” ืขืœ ื”ืคืขื™ืœื•ืช ืฉื›ื‘ืจ ื ืขืฉืชื”
10:33
to allow me to pass language and culture on to my son
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ืฉืžืืคืฉืจืช ืœื™ ืœื”ืขื‘ื™ืจ ืืช ื”ืชืจื‘ื•ืช ื•ื”ืฉืคื” ืœื‘ื ื™
10:36
and to other children within our community.
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ื•ืœื™ืœื“ื™ื ื”ืื—ืจื™ื ื‘ืงื”ื™ืœื” ืฉืœื ื•.
10:39
We've developed a strong, beautiful, vibrant community as well,
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ืคื™ืชื—ื ื• ื’ื ืงื”ื™ืœื” ื—ื–ืงื”, ื™ืคื” ื•ื—ื™ื•ื ื™ืช,
10:42
as a result of this shared effort.
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ื›ืชื•ืฆืื” ืžื”ืžืืžืฅ ื”ืžืฉื•ืชืฃ ื”ื–ื”.
10:46
So what do we need moving forward?
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ืื– ืžื” ืื ื—ื ื• ืฆืจื™ื›ื™ื ื”ืœืื”?
10:49
First of all, we need policy.
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ืงื•ื“ื ื›ืœ, ืื ื—ื ื• ืฆืจื™ื›ื™ื ืžื“ื™ื ื™ื•ืช.
10:51
We need enacted policy with attached funding
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ืื ื—ื ื• ืฆืจื™ื›ื™ื ืœื”ื ื”ื™ื’ ืžื“ื™ื ื™ื•ืช ืขื ืชืงืฆื™ื‘ ืžืฆื•ืจืฃ
10:55
that will ensure that Indigenous language
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ืฉืชื•ื•ื“ื ืฉื”ืฉืคื” ื”ื™ืœื™ื“ื™ืช
10:57
is incorporated meaningfully into education,
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ืชืฉื•ืœื‘ ื‘ืื•ืคืŸ ืžืฉืžืขื•ืชื™ ื‘ื—ื™ื ื•ืš,
11:00
both on and off reserve.
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ื‘ืชื•ืš ื•ืžื—ื•ืฅ ืœืฉืžื•ืจื”.
11:02
On reserve, education is funded at significantly lower levels
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ื‘ืชื•ืš ื”ืฉืžื•ืจื”, ื”ืžื™ืžื•ืŸ ืœื—ื™ื ื•ืš ื”ื•ื ื ืžื•ืš ื‘ืฆื•ืจื” ืžืฉืžืขื•ืชื™ืช
11:05
than it is off reserve.
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ื‘ื™ื—ืก ืœื—ื™ื ื•ืš ืฉืžื—ื•ืฅ ืœืฉืžื•ืจื”.
11:07
And off reserve,
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ื•ืžื—ื•ืฅ ืœืฉืžื•ืจื”,
11:08
Indigenous language education is often neglected,
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ื”ื•ืจืืช ืฉืคื” ื™ืœื™ื“ื™ืช ื”ื™ื ืœืจื•ื‘ ืžื•ื–ื ื—ืช,
11:11
because people assume
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ื‘ื’ืœืœ ืฉืื ืฉื™ื ืžื ื™ื—ื™ื
11:12
that Indigenous people are not present in provincial schools,
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ืฉื‘ื ื™ ื”ืื•ืžื•ืช ื”ื™ืœื™ื“ื™ื•ืช ืœื ืžืฉืชืชืคื™ื ื‘ื—ื™ื ื•ืš ื”ื™ื™ืฉื•ื‘ื™,
11:15
when actually, around 70 percent of Indigenous people in Canada today
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ื›ืฉืœืžืขืฉื”, ื›70 ืื—ื•ื–ื™ื ืžื”ืื ืฉื™ื ื”ื™ืœื™ื“ื™ื ื‘ืงื ื“ื” ื›ื™ื•ื
11:18
live off reserve.
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ื—ื™ื™ื ืžื—ื•ืฅ ืœืฉืžื•ืจื”.
11:20
Those children have equal right to access their language and culture.
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ืœืื•ืชื ื™ืœื“ื™ื ื™ืฉ ืืช ืื•ืชืŸ ื”ื–ื›ื•ื™ื•ืช ืœื’ื™ืฉื” ืœืชืจื‘ื•ืช ื•ืœืฉืคื” ืฉืœื”ื.
11:25
Beyond policy, we need support.
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ืžืขื‘ืจ ืœืžื“ื™ื ื™ื•ืช, ืื ื—ื ื• ื–ืงื•ืงื™ื ืœืชืžื™ื›ื”.
11:27
And that doesn't just mean financial support.
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ื•ื–ื” ืœื ืื•ืžืจ ืจืง ืชืžื™ื›ื” ื›ืœื›ืœื™ืช.
11:30
We need space where we can carry out activities,
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ืื ื—ื ื• ื–ืงื•ืงื™ื ืœืžืจื—ื‘ ื‘ื• ื ื•ื›ืœ ืœืงื™ื™ื ืืช ื”ืคืขื™ืœื•ื™ื•ืช ืฉืœื ื•,
11:33
classes and interaction with nonindigenous populations as well.
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ืฉื™ืขื•ืจื™ื ื›ืžื• ื’ื ืชืงืฉื•ืจืช ืขื ืื•ื›ืœื•ืกื™ื•ืช ืœื-ื™ืœื™ื“ื™ื•ืช.
11:39
We need support
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ืื ื—ื ื• ื–ืงื•ืงื™ื ืœืชืžื™ื›ื”
11:41
that looks like people wanting to learn the language.
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ืฉื‘ืื” ื‘ืฆื•ืจื” ืฉืœ ืื ืฉื™ื ืฉืจื•ืฆื™ื ืœืœืžื•ื“ ืืช ื”ืฉืคื”.
11:43
We need support where people talk about why these languages are important.
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ืื ื—ื ื• ื–ืงื•ืงื™ื ืœืขื–ืจื” ื‘ื” ืื ืฉื™ื ืžื“ื‘ืจื™ื ืขืœ ืžื“ื•ืข ืื•ืชืŸ ืฉืคื•ืช ื›ืœ ื›ืš ื—ืฉื•ื‘ื•ืช.
11:48
And to achieve that, we need education.
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ื•ื›ื“ื™ ืœื”ืฉื™ื’ ื–ืืช, ืื ื• ื–ืงื•ืงื™ื ืœื—ื™ื ื•ืš.
11:50
We need access to immersion education primarily,
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ืื ื—ื ื• ื–ืงื•ืงื™ื ืœื’ื™ืฉื” ืœื—ื™ื ื•ืš ืžื›ื™ืœ ื‘ืขื™ืงืจ,
11:53
as that is most certainly the most effective way
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ื›ื™ื•ื•ืŸ ืฉื‘ืจื•ืจ ืฉื–ื• ื”ื’ื™ืฉื” ื”ืืคืงื˜ื™ื‘ื™ืช ื‘ื™ื•ืชืจ
11:56
to ensure the transmission of Indigenous languages.
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ื›ื“ื™ ืœื•ื•ื“ื ืืช ื”ืžืขื‘ืจ ืฉืœ ืฉืคื•ืช ื™ืœื™ื“ื™ื•ืช.
11:58
But we also need education in provincial schools,
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ืื‘ืœ ืื ื—ื ื• ื’ื ื–ืงื•ืงื™ื ืœื—ื™ื ื•ืš ื‘ื‘ืชื™ ื”ืกืคืจ ื”ื™ืฉื•ื‘ื™ื™ื,
12:01
we need education for the nonindigenous populations
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ืื ื—ื ื• ืฆืจื™ื›ื™ื ื—ื™ื ื•ืš ืขื‘ื•ืจ ืื•ื›ืœื•ืกื™ื•ืช ืœื ื™ืœื™ื“ื™ื•ืช
12:04
so that we can come to a better mutual understanding
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ื›ืš ืฉื ื•ื›ืœ ืœื”ื’ื™ืข ืœื”ื‘ื ื” ืžืฉื•ืชืคืช ื˜ื•ื‘ื” ื™ื•ืชืจ
12:06
and move forward in a better way together.
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ื•ืœื ื•ืข ืงื“ื™ืžื” ืœื“ืจืš ืžืฉื•ืชืคืช ื˜ื•ื‘ื” ื™ื•ืชืจ.
12:10
I have this quote hanging in a framed picture on my office wall.
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ื™ืฉ ืœื™ ืฆื™ื˜ื•ื˜ ืฉืชืœื•ื™ ื‘ืชืžื•ื ื” ืžืžื•ืกื’ืจืช ืขืœ ื”ืงื™ืจ ื‘ืžืฉืจื“ ืฉืœื™.
12:13
It was a gift from a settler ally student that I taught a few years ago,
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ื”ื™ื ื”ื™ืชื” ืžืชื ื” ืžืกื˜ื•ื“ื ื˜ ืฉืœื™ืžื“ืชื™ ืœืคื ื™ ื›ืžื” ืฉื ื™ื,
12:17
and it reminds me every day
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ื•ื”ื™ื ืžื–ื›ื™ืจื” ืœื™ ื‘ื›ืœ ื™ื•ื
12:18
that we can achieve great things if we work together.
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ืฉืื ื—ื ื• ื™ื›ื•ืœื™ื ืœื”ืฉื™ื’ ื“ื‘ืจื™ื ืขืฆื•ืžื™ื ืื ื ืขื‘ื•ื“ ื™ื—ื“.
12:23
But if we're going to talk about reconciliation,
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ืื‘ืœ ืื ื ื“ื‘ืจ ืขืœ ื”ืฉืœืžื”,
12:25
we need to acknowledge
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ืื ื—ื ื• ืฆืจื™ื›ื™ื ืœื”ื›ื™ืจ ื‘ื›ืš
12:26
that a reconciliation that does not result
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ืฉื”ืฉืœืžื” ืฉืœื ืžื•ื‘ื™ืœื”
12:29
in the survivance and continuation of Indigenous languages and cultures
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ืœื”ื™ืฉืจื“ื•ืช ื•ืœื”ืžืฉืš ื”ืงื™ื•ื ืฉืœ ืฉืคื•ืช ื•ืชืจื‘ื•ื™ื•ืช ื™ืœื™ื“ื™ื•ืช
12:33
is no reconciliation at all.
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ืื™ื ื” ื”ืฉืœืžื” ื‘ื›ืœืœ.
12:35
It is assimilation,
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ื–ืืช ื”ื˜ืžืขื”,
12:37
and it shouldn't be acceptable to any of us.
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ื•ืืกื•ืจ ืœืืฃ ืื—ื“ ืžืืชื ื• ืœื”ืฉืœื™ื ืขื ื–ื”.
12:40
But what we can do is look to the calls to action,
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ืื‘ืœ ืžื” ืฉืื ื—ื ื• ื™ื›ื•ืœื™ื ืœืขืฉื•ืช ื–ื” ืœื‘ื—ื•ืŸ ืืช ืžื˜ืจื•ืช ื”ืคืขื•ืœื”,
12:43
we can look to the United Nations Declaration
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ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœืจืื•ืช ืืช ื”ืฆื”ืจืช ื”ืื•"ื
12:45
on the Rights of Indigenous People
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ื‘ื“ื‘ืจ ื–ื›ื•ื™ื•ืช ื‘ื ื™ ื”ืื•ืžื•ืช ื”ื™ืœื™ื“ื™ื•ืช
12:47
and we can come to a mutual understanding
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ื•ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœื”ื’ื™ืข ืœื”ื‘ื ื” ืžืฉื•ืชืคืช
12:49
that what we have,
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ืฉืžื” ืฉื™ืฉ ืœื ื•,
12:50
in terms of linguistic and cultural heritage
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ื‘ืžื•ื ื—ื™ื ืฉืœ ืžื•ืจืฉืช ืฉืคืชื™ืช ื•ืชืจื‘ื•ืชื™ืช
12:52
for Indigenous people in this country,
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ืฉืœ ื”ืขืžื™ื ื”ื™ืœื™ื“ื™ื ื‘ืžื“ื™ื ื” ื”ื–ืืช,
12:54
is worth saving.
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ืฉื•ื•ื” ืœืฉืžื•ืจ ืขืœื™ื•.
12:56
Based on that, we can step forward,
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ืขืœ ื‘ืกื™ืก ื–ื”, ืื ื—ื ื• ื™ื›ื•ืœื™ื ืœืฆืขื•ื“ ืงื“ื™ืžื”,
12:59
together,
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ื™ื—ื“,
13:01
to ensure that Indigenous languages are passed on
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ื›ื“ื™ ืœื•ื•ื“ื ืฉืฉืคื•ืช ื™ืœื™ื“ื™ื•ืช ื™ื•ืขื‘ืจื• ื”ืœืื”
13:03
beyond 2050, beyond the next generation,
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ืžืขื‘ืจ ืœืฉื ืช 2050, ืžืขื‘ืจ ืœื“ื•ืจ ื”ื‘ื,
13:06
into the next seven generations.
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ืœืฉื‘ืขืช ื”ื“ื•ืจื•ืช ื”ื‘ืื™ื.
13:09
Miigwech. Niawenโ€™kรณ:wa. Thank you.
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ืžื™ื’ื•ื•ืง. ื ื™ื•ื•ืื 'ืงื•'ื•ื•ื”. ืชื•ื“ื” ืจื‘ื”.
13:12
(Applause)
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(ืžื—ื™ืื•ืช ื›ืคื™ื™ื)
ืขืœ ืืชืจ ื–ื”

ืืชืจ ื–ื” ื™ืฆื™ื’ ื‘ืคื ื™ื›ื ืกืจื˜ื•ื ื™ YouTube ื”ืžื•ืขื™ืœื™ื ืœืœื™ืžื•ื“ ืื ื’ืœื™ืช. ืชื•ื›ืœื• ืœืจืื•ืช ืฉื™ืขื•ืจื™ ืื ื’ืœื™ืช ื”ืžื•ืขื‘ืจื™ื ืขืœ ื™ื“ื™ ืžื•ืจื™ื ืžื”ืฉื•ืจื” ื”ืจืืฉื•ื ื” ืžืจื—ื‘ื™ ื”ืขื•ืœื. ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ื”ืžื•ืฆื’ื•ืช ื‘ื›ืœ ื“ืฃ ื•ื™ื“ืื• ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ ืžืฉื. ื”ื›ืชื•ื‘ื™ื•ืช ื’ื•ืœืœื•ืช ื‘ืกื ื›ืจื•ืŸ ืขื ื”ืคืขืœืช ื”ื•ื•ื™ื“ืื•. ืื ื™ืฉ ืœืš ื”ืขืจื•ืช ืื• ื‘ืงืฉื•ืช, ืื ื ืฆื•ืจ ืื™ืชื ื• ืงืฉืจ ื‘ืืžืฆืขื•ืช ื˜ื•ืคืก ื™ืฆื™ืจืช ืงืฉืจ ื–ื”.

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