 Sure, so I work as the director of the Indian Teacher Education Program and the Indian Teacher Education Program, ITEP, was started in 1972, off the heels of the red paper, off the heels of Trudeau's white paper, and started as a means to start creating a pathway to Indian control of Indian education. So in our program, we train teachers in a four-year Bachelor of Education degree program, and they leave here certified to teach in K-12 education with a focus on First Nation culture, language, and tradition, and really trying to foster and live by that mandate of Indian control of Indian education. We have a huge success rate in our program, and the aim of it is really to create those teachers that are thinking through an Indigenous lens. They're going back into their communities with armed with certification to go and teach our children in K-12, incorporating their own relevant cultural knowledge, their relevant cultural language from where they are, and using that and really making education relevant to our kids. That's the aim of it. And then at the end of it is that they get a Bachelor of Education degree from the University of Saskatchewan. We have a lot of work. This is about the Indian teacher education program, and I work here, and I'm also an alumni of this program. And one of the things that I hear constantly from alumni that come through here, that are living successful lives, that are making a difference in their family, that are the first graduates of a university, one of the things they say to me, and I could say as well, is I wouldn't be where I am today if it wasn't for ITEP. People, our own people as well as non-Indigenous people tend to devalue our programs when they're Indigenous. They tend to say that they're Mickey Mouse, that they're Cracker Jack degrees, that they're not as rigorous or not as strong as regular non-Indigenous programs. And that's a myth. That's false. That's just not true, because I'm a product of that. And throughout my Masters, throughout my PhD, I was able to think at the same level, if not further, because of my Indigeneity, just like everybody else. And the foundation of my academic started in the Indian Teacher Education program. Creating space is what we do in Indigenous programming at university. And creating space is the first important part in all of this. Indigenous people that come in to programs, into universities where there's no space created, they get swallowed up by the system. And universities like the University of Saskatchewan, the University of Trent University, or Simon Frazier, or UBC, or U of M, or whatever it is, the university that exists in North America was never built with the vision of having Indigenous people be successful in there. This place is 100 years old. And 100 years ago, they didn't envision, you know, 70 teachers graduating per year out of my program, First Nation Indian Teachers. So this is a phenomenal piece for all of us. This is what I feel that's a huge important part that I wanted to share, is that I wanted to share that our programming is strong. We're producing amazing teachers with insights and knowledge that floors me. And I'm excited about that. I'm excited for our kids. I'm excited for our schools. If they can enter into a school where they can flourish with the knowledge that they're gaining in our programs and it goes further, watch out. You know, that's what's going to happen. So when our teachers enter into our school systems, enter into these places, we need to foster that knowledge. We need to take out the workbooks. We need to take out the repetitive residential school model of education and authoritarianism and take that out and teach our children like our grandparents and our ancestors taught us. And that was through story, through knowledge and sharing. You know, we, from my own perspective, from my own thought process in Indigenous education is it's the original education of this land and this territory that we're walking and breathing on. It's the stories of our trickster. It's the knowledge of the land and where the moss grows. It's the knowledge of the stars. It's the knowledge of the animals. It's our relationship to all living things. It's really Indigenous education is moves so far beyond the four walls of a Saskatchewan curriculum. It moves so far beyond any school that exists that we label an education system. Indigenous education is what has kept us resilient. It's what kept us alive all these years. And for me, my understanding, my thought process around what it is is really that knowledge that existed here for thousands of years. That's what it is. I've, for myself, I've been a teacher and I've been an administrator in our school's experience on reserve in the provincial school system and internationally working in education. And what I found was a, what is happening in education right now is that we have what we've termed as Indian control of colonial education. So we are Indigenous people. We're First Nation people. We're Cree. We're Dakota, Nakota, Lakota. We're Anishinaabe. We're standing in front of the class teaching a colonial system of education. My goal and what I'd like to see is that stopping, that we foster and harness and value our Indigenous ways and teach those in the classroom, that we escape the confines of a textbook or a classroom. And we graduate to the knowledge that existed here that is beautiful, amazing and powerful. And we enter that somehow through our own lens. And that's what it is. That's the goal that I have for our people is to take back that education system and have really true Indian control of Indian education.