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Purpose Statement:
TRACKS (TRent Aboriginal Cultural Knowledge and Science) facilitates dynamic, land-based youth programming that braids multiple scientific approaches by centring Indigenous ways of knowing and being.

Madison Laurin

Interim Director (she/her)

Rachel Gilham

School Programs Coordinator (she/her)

Jaida Ponce

Program Assistant

Kim Goodkey

KWIC + TRACKS Joint Bachelor of Social Work Placement Student (she/her)

Pakin Pongpaiboon

IMPACT Leadership Placement Student (he/him)

Dr. Chris Furgal

Co-Founder of TRACKS

Associate Professor, Indigenous Environmental Studies & Sciences Program; Director of the Nasivvik Centre for Inuit Health and Changing Environments; Co-Director of the Trent Indigenous Environmental Institute

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Dr. Dan Longboat / Roronhiakewen (He Clears the Sky)

Co-Founder of TRACKS

Associate Professor, Chanie Wenjack School for Indigenous Studies; Founding Director of the Indigenous Environmental Science/Studies program (IESS)

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Sam Rockbrune

Executive Director, Kawartha World Issues Centre

Kelli Marshall

Indigenous Enrolment Advisor, First Peoples House of Learning

Advisory Circle

The TRACKS Advisory Circle is a group of community members who bring unique perspectives, skills and knowledges to advise and inform the direction of TRACKS programs.

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Program Intentions:
1. To offer youth opportunities to actively engage with a multitude of worldviews to further understand and develop their personal skills, gifts, and tools.

2. To contribute to hands-on InSTEAM (Indigenous Science Technology Engineering Art and Math) learning opportunities from the elementary to post-secondary level.

3. To facilitate spaces where intergenerational knowledge can be shared and mentoring relationships can be nurtured.

4. To provide spaces where youth can be empowered to build relationships, learn together, and grow as leaders while honouring their diverse identities and backgrounds.

5. To encourage youth to deepen reciprocal relationships within their environments and embody understandings of their responsibilities to the land.

6. To collaborate with Indigenous Peoples, school boards and community organizations to strengthen relationships and activate culturally responsive learning opportunities.

7. To foster meaningful employment and volunteer experiences for young people interested in land-centric InSTEAM work.