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Indigenous student embraces and shares his culture at Durham College

To reach Durham College (DC), Jakob Henry Olive travels 10 hours south from his home in Michipicoten First Nation near Wawa, Ontario. While Oshawa may be far away, the Anishinabek/Ojibwe student has made DC his destination twice now, graduating from the Electrical Techniques program before entering his current Computer Programming program that he is set to graduate from in 2025.

Olive said he originally decided to come to DC because Oshawa seemed like the right-sized city for someone who had previously lived in a town of 3,000.

“Growing up, I was always up north, so I came to the conclusion that I needed to venture out and expand my mindset, and I knew I didn’t have it in me to live in downtown Toronto. I felt Durham and Oshawa was the perfect middle ground,” he said. While he plans to stay down south for a while, eventually Olive plans to return up north and work in IT.

At DC, Olive is a regular at the First People’s Indigenous Centre (FPIC), meeting with other members of the Indigenous community and occasionally attending events such as the National Day for Truth and Reconciliation and the Fall Feast. He says it’s a great quiet place on campus to do homework as well. He also recently connected with the DC Indigenous Education Circle and the Indigenization Council as a student member to share his experiences.

“I look at almost everything daily through an Indigenous perspective. Quite often it’s in conversation with other people, sharing stories, sharing experiences, and communicating almost nonverbally and verbally at the same time. Indigenous people have such a connection that it’s difficult to explain,” he said. “It’s a very close-knit group of people, almost like a family, a miniature Indigenous community within Durham College.”

Asked how he brings his Indigenous self to campus personally, Olive muses that he tries to do so daily. “Being raised up north and in a community, I bring my identity into everything, even into my computer programming. I feel like there’s lots of opportunity for me to bring up the inequalities that northerners have compared to people who live in the GTA, and the technological divide that’s evident, even more so since the pandemic,” he said, noting that his community only got high-speed internet about three years ago. 

Olive said he is eager to help others at DC learn more about the north and help build stronger relationships with nearby nations. “I’m hoping I can come forward with good recommendations for the Indigenization Council.”

Besides his studies, Olive is also an avid bead worker, a passion that started during the pandemic and now brings joy to his life. His first project was a simple pair of earrings with sky blue and fire colours along the sides.

Three years later, Olive still beads every day, in the morning as he drinks his coffee and, in the evening, after he finishes his studies. Creating new work regularly from earrings to dreamcatchers to wristlets, he sells his work through his brand Niished Out Beadwork at pow-wows, conferences, and cultural events.

Olive is planning to explore the offerings through FastStartDC, an extracurricular program that helps DC students develop and launch their businesses.

He’ll also continue to find community at FPIC, which he describes as a good place to facilitate conversations, (sometimes hard conversations) about the reality of First Nations life. “The conversations that arise from the events are what I enjoy most. To my knowledge, there is no other place in North Oshawa to have these conversations in safe, ‘community-based’ surroundings, which First Nations students would be familiar with.”

Prioritizing Indigenization inside and outside the classroom

For Durham College’s (DC) Faculty of Media, Art & Design (MAD), actively embedding Indigenous perspectives and knowledge directly into program curriculum is critical to fostering a learning environment that honours and reflects the voices of Indigenous communities.

“Our goal is to provide students with opportunities to engage with Indigenous perspectives in a meaningful way,” says Barry Waite, Executive Dean, Faculty of MAD, DC. “Whether through podcasting, international collaborations, or coursework, we want to ensure students gain a deep understanding of Indigenous viewpoints and experiences, and how to share these stories responsibly.”

One way is through Enactus DC, where students recently produced a podcast series, Founder’s Drive, aimed at highlighting the stories of young Indigenous entrepreneurs. This project, celebrated at the Enactus Canada Regional Exposition, not only amplifies Indigenous voices but also inspires students by showcasing the potential of social entrepreneurship in Indigenous communities.

Navraj Sandhar, a recent graduate from DC’s Journalism and Creative Writing program, was the project lead for season two of Founder’s Drive, and said it was an eye-opening journey in many ways. “The Indigenous focus of this season intrigued me from the very beginning. I had the privilege of learning directly from community leaders during our trips to Akwesasne territory and the Native Canadian Centre of Toronto,” he said. “Each conversation taught me more about Indigenous ways of thinking and learning, like how entrepreneurship can be used as a tool for preserving traditions, supporting the community, and creating something that lasts for future generations.”

Looking forward to its next Faculty Lead Classroom Abroad (FLCA) trip this fall, Waite reflected on DC’s FLCA trip to Guatemala last October, where students worked alongside Mayan youth to create and share stories about Indigenous rights in Canada and Guatemala. “The trip not only broadened students’ worldviews but also allowed them to witness firsthand the importance of storytelling in Indigenous cultures,” he adds.

Additionally, first-year students in DC’s Broadcasting – Radio and Contemporary Media program take the course Indigenous Perspectives in Contemporary Media, which addresses the Truth and Reconciliation Commission Calls to Action, particularly around the role of media. This is further complemented by the Journalism – Mass Media program, where students explore impactful storytelling with Indigenous communities through elective courses.

“Indigenous content isn’t just an addition to our programs,” Waite says. “It’s an essential part of preparing students to be culturally aware and socially responsible communicators.  It also reflects our commitment to meeting Recommendation 86 from the Truth and Reconciliation Commission that calls on media schools to provide robust education about the experience of Indigenous peoples in Canada.”

These initiatives within DC’s Faculty of MAD contribute to the college’s broader mission to equip students with the tools to engage with reconciliation efforts meaningfully, and as storytellers, ensuring that Indigenous voices are not only heard but also respected and amplified.

Durham College is dedicated to advancing truth and reconciliation by weaving Indigenous knowledge and perspectives into the fabric of our campus. Explore this content collection to learn about the resources, supports and opportunities that are available on campus.

Photo Credit: Founders Drive

Discover the Indigenous Learning Modules at Durham College

Durham College (DC) is committed to the ongoing process of reconciliation and building respectful, reciprocal relationships that contribute to better educational outcomes for all students and a stronger community.

A critical part of that work is through education and creating an inclusive and diverse learning environment that enhances understanding and appreciation of Indigenous histories, cultures, and contributions.

To support our communities’ continued learning, DC offers a free, online, seven-module training course – Indigenous Histories and Reconciliation. These modules, created to support DC’s Indigenization Statement, aim to give an accurate history of Canada’s dealings with Indigenous communities, redefine Canadian identity through truth and reconciliation, and enhance personal and professional development. By building a network of faculty, staff, and students committed to lifelong learning about Indigenous issues, DC is creating a culture of respect, understanding, and equality.

True to Indigenous ways of learning and knowing, the course invites participants to discover their own ways of learning. Its seven modules – Love, Respect, Honesty, Humility, Bravery, Truth and Wisdom – can be taken in any order and provide a framework for post-secondary institutions to adapt to fulfill commitments outlined in the Truth and Reconciliation Commission (TRC) Calls to Action.

Topics include:

  • Treaties and Dynamics Between Settlers and Indigenous Peoples: Reflecting on the historical agreements and relationships between Indigenous communities and settlers and the complexities and misinterpretations that have influenced these interactions.
  • Residential Schools: Examining the impact of residential schools on Indigenous children, families, and communities.
  • Missing and Murdered Indigenous Women and Girls: Tackling the urgent issue of violence against Indigenous women and girls, shedding light on the systemic factors contributing to this crisis and the ongoing efforts for justice and healing.
  • Decolonization: Promoting the value of Indigenous knowledge and approaches, fostering a more equitable society.
  • Intergenerational Trauma: Exploring how historical trauma affects Indigenous communities today and paths to healing.
  • Resiliency of Indigenous Communities: Celebrating the strength and resilience of Indigenous peoples, this module highlights stories of survival, resistance, and cultural revitalization.

These modules are available online for everyone. Participants will receive a digital recognition of completion after each module.

Durham College is dedicated to advancing truth and reconciliation by weaving Indigenous knowledge and perspectives into the fabric of our campus. Explore this content collection to learn about the resources, supports and opportunities that are available on campus.