Wáy x̌ast sx̌əlx̌ʕál!
Iskʷist Jessica Nelson. Kʼlʼ kiʔ kn mut T’kemlups te Secewepemc. Kʼlʼ kiʔ kn mut Upper Nicola Band.
Hello everyone! My name is Jessica Nelson. I live in T’kemlups te Secwepemc and am a member of the Upper Nicola Band. I am 25 years old. After high school, I began pursuing a Bachelor of Arts degree at Dalhousie University in Halifax Nova Scotia. I majored in English and was highly interested in Indigenous and Canadian studies. While studying on the east coast, I worked as a project coordinator at the Dalhousie Indigenous Student Center. Where I was involved in a project regarding the MMIWG2+ final report. Currently, I am working at Qwelmínte Secwépemc as the Intern Program Coordinator. I am passionate about uplifting and creating space for Indigenous youth. I focus on walking in two worlds. The walking in two worlds concept pushes me to recognize all ways of knowing and acknowledge multiple perspectives. I am passionate about reading and enjoy receiving perspectives from all around the world. I am a granddaughter of a residential school survivor. I strive to make reconciliation a priority in my classroom by healing the intergenerational trauma in my future classroom.
Teaching Philosophy
Kevin Lamoureux on Reconciliation:
“I would invite you to think about moments you might have had in your own life sitting around a fire perhaps with your family or friends and as we recall those moments of warmth and belonging, safety and light – it’s that spirit that is reconciliation for all Canadians. And within that flame what you’ll see is the depiction of two birds and those birds are supposed to represent us, you and I, Canadians. Indigenous and non-Indigenous alike for there is no future in Canada without our good relationship with one another. The potential of Canada is bound up in its people” (Lamoureux 2021).
Teaching Philosophy Statement
As an Indigenous educator, I believe that a significant part of reconciliation is education. I strive to create an inclusive classroom that has strong relationships. I want to create a space where all ways of knowing and being are recognized and respected. I value the vast diversity of children within my classroom. The students’ experiences offer learning alongside the knowledge I bring into the classroom. Students should be able to express their understanding in the ways that best suit their learning styles. I want my students to have a positive relationship with the school and feel supported by their unique ways of knowing. One component I would like to incorporate within my classroom is a Syilx creation narrative of the Four Food Chiefs. I want to emphasize that within this model the four chiefs can represent different components of education. These components are interchangeable, meaning that including the teacher we all have a role to play within the classroom. Each person can be taught and hold knowledge; we can all learn something new; we can all collaborate, and we can all be the ones to enforce change moving forward. The teaching of the creation story would have been stripped away from my ancestors who attended residential schools; thus, bringing importance to this significant foundation in my teaching helps to reconcile and heal our children, Indigenous and non-indigenous, moving forward. In addition to utilizing a traditional framework, a significant part of the healing process within the inclusive classroom would be relationship building. It is from a place of trust and authenticity in relationships that I teach, and I thank my ancestors for showing me this way.
Experiences Across Canada
Every Child Matters display at Ralph Bell Elementary. Created by Kiddies Korner Daycare After School students.
I graduated from Dalhousie University and lived in Halifax Nova Scotia for four years. While studying there, I was a project coordinator at the Dalhousie Indigenous Center. Below is a News Article I wrote for the Gazette while working at the center.