Podcast brings Indigenous languages to the airwaves
Fnuniv-based pîkiskwêwin aims to expand reach across country
Revitalizing Indigenous languages through stories that navigate the deep-rooted damages caused by residential schools is at the heart of a podcast now looking to expand.
After its inception at the First Nations University of Canada (Fnuniv) in 2021, pîkiskwêwin — which means language in Cree — has garnered popularity throughout the country, as well as in the United States and Australia. Programming includes Indigenous-led and community-based content in Cree, Dakota, Dene, Mohawk, Nakota, Michif, Saulteaux and English.
Now that the podcast has received renewed funding through the federal government, pîkiskwêwin will continue to be heard on airwaves and expand to include more Indigenous languages from across the country.
“We've been able to take what we've learned locally” and prepare to apply it to a larger region of communities, pîkiskwêwin executive producer Shannon Avison said in an interview Monday.
While many of the podcast episodes are done completely in Indigenous languages, some are mostly in English, making them accessible to learners at all levels. Topics include elder teachings, food sovereignty, language loss and education, identity, living in the bush, cooking, romance, parenting, leadership, architecture and art. Hosts are typically Indigenous community members, while media students help with the technical side of the production.
The logo for pîkiskwêwin, created by Woodland Cree artist Kevin Spencer Cardinal from Wabasca, Alta., shows two bears of equal stature, communicating with each other, which illustrates how the learner and teacher are equal in importance.
“The learner of languages is every bit as important as the teacher,” said Avison. “Without learners, there is no transmission, there is no revitalization. We need to honour them, we need to support them and really celebrate them.”
Avison says a large function of the podcast is to work through language trauma stemming from when children in residential schools were punished for speaking in their mother tongue. The podcast aims to keep language and culture alive.
“That kind of trauma would greatly dissuade you from wanting to speak your language,” said Avison. “There's also the trauma of becoming an adult and feeling left out of ceremonies or community gatherings or feeling like a second-class person because you don't have your language.”
Pîkiskwêwin works with elders, Indigenous community members and media personalities to create content and bring forward ideas for podcast episodes. Many involved do not have experience recording audio or producing podcasts, so students from Fnuniv are brought in to apply what they learn in the classroom.
Kristy Auger is one of Avison's former students and connected with her after listening to Cree episodes of pîkiskwêwin. Avison said Auger primarily grew up in urban settings and largely lost her language. Now, a blog to complement the podcast is in the works that details three months Auger spent living with her Cree grandmother in Alberta learning her language.
“Ultimately, that's the way to learn the language, to live the language for a number of months or years even,” said Avison.
Avison has been an assistant professor in Indigenous communication arts at Fnuniv in Regina for more than 34 years.
In just the first three months of 2024, pîkiskwêwin has had more than 8,000 page visits. As of March 31, programming in Indigenous languages from across the country will be aired or in-development.
“People are seeking it out,” said Avison, adding that one of the most important places to hear Indigenous languages is in the media.
“I want to get more people into community radio and strengthen that other avenue of language revitalization,” said Avison.
Pîkiskwêwin creators, which include Avison and producers from outside the Fnuniv, currently work with several local Indigenous radio stations across the country to produce and share content.
“It's very important to be able to turn on the radio and hear your language.”
Without learners, there is no transmission, there is no revitalization. We need to honour them.