[{"id":2838,"date":"2026-05-19T13:58:22","date_gmt":"2026-05-19T17:58:22","guid":{"rendered":"https:\/\/www.niagaracollege.ca\/indigenouseducation\/?page_id=2838"},"modified":"2026-05-19T16:06:21","modified_gmt":"2026-05-19T20:06:21","slug":"goodfire","status":"publish","type":"page","link":"https:\/\/www.niagaracollege.ca\/indigenouseducation\/goodfire\/","title":{"rendered":"Katsistiy\u00f3 \u2013 It\u2019s a Good Fire"},"content":{"rendered":"\n
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This report summarizes what Indigenous learners at Niagara College shared through Katsistiy\u00f3, the Oneida language term for \u201ca good fire\u201d, between Fall 2023 and Winter 2024. Their voices were gathered through circles, cultural and land\u2011based activities, drop\u2011ins, everyday conversations, and a survey completed by Indigenous students. The process is itself part of the story: traditional principles from the peoples of these One Dish, One Spoon territories shaped the framework for this work, including the understanding that fire can both nurture and cause harm, and that tending it well is a shared responsibility.<\/p>\n<\/div>\n\n\n\n

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\r\n\t\tWe know what we need to succeed \u2013 we just need the College to walk with us and help make it real.\t\t<\/blockquote>\r\n\t\t\t\t\t
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Together, these engagement methods revealed a consistent message: Indigenous learners want culturally safe environments, deeper access to Indigenous knowledge and teachings, and spaces and relationships that foster belonging. The findings are organized into three interconnected themes: Respect, Knowledge, and Belonging. These themes reflect what students say they need to thrive and what they ask the College to strengthen moving forward.<\/p>\n\n\n\n

What stood out most was the generosity of Indigenous students who were deeply invested in seeing positive change at Niagara College. While critiques were present and important, students also demonstrated a strong understanding of pathways forward. They named not only the gaps they faced, but the kinds of measures that would help future learners succeed.<\/p>\n\n\n\n

In the spirit of Katsistiy\u00f3, students have shown that when we prepare the ground together and tend the fire with care, the warmth we create can illuminate a path that benefits everyone.<\/p>\n<\/div>\n<\/div>\n\n\n\n

Findings<\/h2>\n\n\n\n
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Respect<\/strong><\/p>\n\n\n\n

Students described the need for culturally safe learning environments and everyday dignity in classrooms and services. They asked for visible recognition of Indigenous presence across campus, naming signage, artwork, and student-created pieces as ways to ensure that being Indigenous is normalized rather than treated as exceptional. Some recounted moments of differential treatment or feeling \u201cseen but not heard,\u201d underscoring the importance of staff who listen with intention and respond with care.<\/p>\n<\/div>\n\n\n\n

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Knowledge<\/strong><\/p>\n\n\n\n

Learners expressed a strong desire to go deeper: more Indigenous content in programs, reliable access to Elders\/Knowledge Keepers, ceremony, and culture through practice (including traditional foods and land-based learning). The \u224897% interest in culture-based learning among Indigenous respondents confirms the depth of this demand and readiness to engage.<\/p>\n<\/div>\n\n\n\n

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Belonging<\/strong><\/p>\n\n\n\n

Students repeatedly named the Indigenous Education lounges as places where they feel welcome, grounded, and connected. To include those balancing work, family, and study, they asked for clear communication\/calendars and events at times they can attend. Among Indigenous survey respondents, the best windows for engagement were midday (most common) and afternoon, with additional interest in evenings and weekends\u2014guidance that can shape program scheduling.<\/p>\n<\/div>\n<\/div>\n\n\n\n

Explore the Report<\/h2>\n\n\n\r\n\t\r\n