Episode 6: The Circle Continues: Starr MacLean & Lauren Ross from ATEP to Graduate Studies

In this episode, Starr MacLean and Lauren Ross share their journeys from ATEP into graduate studies in Indigenous Peoples Education. They reflect on the teachings, relationships, and experiences that shaped them, and how those foundations continue to guide them through their Master’s journeys.

Together, they speak on navigating the transition into graduate school, staying grounded during challenges, and the importance of their research for their communities. This conversation is rooted in growth, identity, and the strength of Indigenous knowledge systems.

Starr and Lauren also offer encouragement to current ATEP students who may be considering graduate studies, reminding them that they belong and that their voices matter.

The circle continues through learning, community, and the next generation of Indigenous scholars.

Transcript

SPEAKER_02 0:10

Teaching with courage, we walk in good away. Passing the stories that hear every day.

SPEAKER_01 0:20

Let's start off with a deep breath, deep breath in breath out. Let's do it three times, second one. One more. They feel really nervous and they have written their responses and things like that. But the whole point of that's this is why we love the round table, so we can just like have conversations and like you know, just like you're at Tanti's table.

unknown 1:15

Yes.

SPEAKER_01 1:16

Okay. It's comfortable, it's cool, it's chill. Yeah, yes. Okay. Tanse, hello everyone, and welcome back to the Ata Podcast. Mio Jethoon Stories That Teach and Heal. My name is Tammy Ray, and I'm here today with my co-host, Zara Kasamali.

SPEAKER_00 1:41

Thank you, Tammy. Tantse, and welcome to everyone, and thank you to everyone for joining us again. It is always a gift to gather in conversation and story. Before we start off, we want to acknowledge the land that makes this gathering possible. The University of Alberta respectfully acknowledges that we are located on Treaty 6 territory and respects the histories, languages, and cultures of First Nations, Métis, Inuit, and all First Peoples of Canada, whose presence continues to enrich our vibrant community. Within ATEP, we also recognize that this work happens with living relationships, relationships with the land, with elders, with languages, and with the communities who continue to guide and sustain indigenous education.

SPEAKER_01 2:37

Today's episode is a special one. We are joined by two ATEP graduates who are now continuing their journeys in graduate studies within Indigenous Peoples Education. Our episode today is called The Circle Continues. We are honored to welcome Star McLean and Lauren Ross.

SPEAKER_00 3:00

Awesome. Thank you so much, Star and Lauren, for being here with us today. It means a lot to us to have you alongside. Before we start out for today, were each of you able to introduce yourselves and share where you're from, your community, and what you are currently exploring in your master's journey.

SPEAKER_05 3:22

I'm Star McLean. I'm from Korra Harbor, Nenevet, and I grew up in Fort Resolution Northwest Territories for the majority of my life. And now I'm in educational policy in the IPE program. Awesome.

SPEAKER_04 3:36

My name is Lauren Ross. I'm from Manuvik, Northwest Territories. I'm Guichin and Indy Vallowit. I'm close to finishing my master's. We're like halfway through. We're just finishing the second semester. Yeah.

SPEAKER_01 3:50

Thank you so much. Thank you both for sharing that. When you think back to your time in ATEP, what feeling or image comes to you first? Sometimes those first memories tell us a lot about the impact the program has had on our lives.

SPEAKER_05 4:11

Okay. Um when I first started ATEP, it was 2021, so we were still online. And I remember being really relieved that I didn't have to move away because I was freshly out of high school. I was freshly 18. And so I didn't feel like I was independent enough to leave. Um but then in our second year, I already knew everyone in my cohort. Um, so I felt comfortable enough to leave. Um and I wasn't scared. The only thing that I was nervous about was like navigating campus and like not knowing where to go. But then because of that and how close we were, I think of like just having like a second family and a second home in the ATEP lounge. Wow.

SPEAKER_04 4:51

Yeah, I was really nervous. But unlike start, like I did move to Edmonton in my first year, even though we were online. Um, so there's like not really that many memories because like I didn't really know anyone. I would face Temstar all the time though, like do homework with her. Um, in the second year was our first year in person, and I was excited to meet everyone after being online the whole time. Um, I think one of like the first things that comes to mind is just like making like friendships in ATEP. Like I have like really close friends in ATEP and like professional friendship relationship things. My friends are upstairs, they're graduating today, so that's exciting. Yeah. Um just like everything that you go through like with your friends in ATEP, like in your cohort, like doing assignments and stuff, and like the stress that comes with that. And then like not only do you know them like professionally or like academically, but you get to know them like in their personal lives and stuff. So you just build really good relationships.

SPEAKER_00 5:45

Yeah. Beautiful. And to both of your responses, Star and Lauren, you are certainly speaking to that kinship uh that both of you were gifted with and is so important. And perhaps ties in a little bit to our next question. But looking back now, what did ATEP give you that you didn't fully realize you were receiving at the time? And of course, at times we only recognize those gifts later on when we begin walking on our paths in classrooms, communities, or in graduate studies like yourselves.

SPEAKER_05 6:21

I think um that sense of like being comfortable and um I think that I gained a voice. Like I'm often really shy, but now when we go into new spaces in the university, I feel like now I'm like, okay, I can use this perspective, like going back home and using an Inuit perspective, or just teaching my peers about um certain indigenous topics that they might not know. Um so I think I gained some confidence in that way. It's beautiful. Yeah.

SPEAKER_04 6:55

I feel like for me it's like a foundation rooted in relationships. Like that's like a really big thing that I got out of ATEP. Um, responsibility and then like a greater sense of identity. Um I think something that I learned from ATEP that like I think about a lot is how to carry knowledge with care and accountability. Um, and that like learning can't happen without trust. Like when I did my practicum, like I really saw that and then I understood like how important it is to have that relationship with your students and like the mentor teacher and like other teachers in your school. Yeah. Um, I think that might be it.

unknown 7:31

Yeah.

SPEAKER_00 7:31

Thank you to you both. And I think it's just so transformative and heartwarming to hear for you, star, that being at ATEP, in a sense, gave you that voice and that confidence. And now that when you're in a room, like for many individuals, it can be very intimidating. You're wondering what to say, how you could be called upon. But then knowing that you have that inner trust in that sense and that comfortability to hold those spaces in a really good way. And as you said, you know, giving back to your community, knowing that you can share from different perspectives and for yourself as well, Lauren, really, you know, highlighting that this is a place where relationship was incredibly important and honoring that accountability and what that has given you in your process. So thank you both.

SPEAKER_01 8:22

Yes, thank you. Was there a particular teaching or moment or experience during ATEP that shaped how you now move through graduate studies? It might be something shared by an elder, a professor, or even a moment with your cohort.

SPEAKER_05 8:43

Yeah, this isn't really like in a classroom, but I remember there was a lot of us who were struggling in a math class in our second or third year. Um, and so every day we'd leave that class and then we go to the lounge and sit in like the circle table like this, and we would work together. Um I don't think I could have gotten through that course without my classmates. Um, and so that just makes me think about how we're learning through those relationships and like collaborating and building that community. Um yeah, that was a big thing, was just supporting each other and then doing that for the rest of our degree.

SPEAKER_04 9:19

Yeah. I think for me, it was like whenever we would go into a class, they would always ask us to like reflect on stuff, and I'd be like, Oh my god, I don't want to reflect. Like, I don't want to do that. I just want to like tell me what you want me to write and I'll write it. But I think like having to self-reflect, it helps me like move through different spaces now. Like actually taking the time and be like, okay, like what do I what do I think about this? Like, how do I feel about this? Like things like that. Like at the moment, I didn't want to do it because I'm I just didn't want to do it. But now I see like how important it is to do that type of work, especially when you're like going into a master's program. Like, it's important to understand like where you stand, like your positionality with your research and things like that. So I think just that like self-reflection piece, I'm not much of a self-reflector.

SPEAKER_01 10:05

So yeah. Sounds like there's a lot of um, you know, you're finding your wakto in here, your sense of place, your sense of belonging, your community, and cohorts are so important. Like, I'm thankful for my cohort. Um, we're in our second last course right now, and we're done in June. So I'm with the um ATEP master's program, and we have a group chat, and we're always like, you know, even though we're all online, but there's certain things that we don't understand, and it could be the terminology or things like that, but just feel like everybody has each other's back, and you also do gain a voice, you do gain confidence and the self-reflection, you know, it does put you on the spot. But you know, it does like it builds who you are, and and you know, you leave these programs like wanting to change things, wanting to hopefully inspire or dismantle certain things, you know. So it's it's um it's good. Yeah, thank you.

SPEAKER_00 11:14

And Lauren, when you were talking about the self-reflection piece and that being perhaps not the most favorite and place to go, I just started chuckling inside because also um during my different times of study, and especially I think towards the end of my undergrad where we were called to do a lot of self-reflection, I just really didn't enjoy doing it, to be honest. And earlier into the masters, but then I realized how important that was in terms of being able to tap into our inner knowing and our knowledges as so important and being able to have that trust and making decisions and honoring process and thinking with you, star, and just how you talked about, you know, your journeying forward in that way as well with your peers and having that comfort and that sagito and that love that where you're feeling that, oh my goodness, I need to get through this process and knowing that you could do so alongside your peers in the way that Tammy shared. I know similarly for myself, I wouldn't have been able to get through graduate studies if it wasn't for that close circle of friends that I had as well. Just so important for moving forward. But thinking about how those relationships and, you know, the process of self-reflection sort of has guided you to this stage currently. Did both of you always imagine yourself pursuing a master's degree? And if not, what shifted for you along the way that made graduate studies feel possible?

SPEAKER_04 12:51

I definitely was not planning on doing my master's. Uh, I had a really rough second year to like our first year on campus, and I was just like, I just want to finish my degree and that would be it, and then I'll be a teacher. But then in May of our second year, I got a scholarship, the RBC Future Launch Scholarship for Indigenous Youth. So it was $10,000 for four years, but I only had two years left of the program. So I was like, okay, I need to figure out like what I'm gonna do after because I didn't want to just like let it go to waste. Because I think there was only like one student from each province and territory who got it. Um, so after that I I talked to people like Danielle Gardner Milne, Danielle Steele, uh Evelyn Steinhauer. Uh they all encouraged me to do my master's and like Danielle Gardner Milne helped me a lot. She helped me write my letter of intent and things like that. So, no, I was not planning to do my master's, but I'm glad that I applied. Oh, and then Star was telling me that we should do it. So it's like, okay, well, if you do it, like obviously I'll do it with you. Yeah, yeah. Wonderful. Thank you.

SPEAKER_05 13:56

Yeah, I didn't plan on doing my master's either. That was never in my mind when I was doing my undergrad. Um, but I remember going into the ATEP lounge, and one of the fourth year students was like, Yeah, like I just got accepted into my master's, I'm gonna do it. And I was like, You could do that, like you could do that right after. Like, I thought you needed to teach first, and she was like, No, I did it. And then she told me a little bit about it. So I told Lauren and I was like, we should do this. This sounds really good. Um, yeah, and then I spoke to Danielle GM and she helped me with the application process. Um, she also helped me with my letter, which was really nice. And yeah, I honestly remembered being in my practicum and waiting for to hear back. And I was like, okay, like maybe teaching in the classroom isn't for me, but being in the education field, like I really love it and it's really interesting to me. Um Yeah, and so I feel like policy just aligns really well with what I want to do and like what research I'm planning on doing in the future um in terms of policy and going back home.

SPEAKER_04 14:58

So beautiful. I remember sorry, I remember when Star got accepted, we were in her practicum and she texted me, she was like, Oh my god, I got accepted, and I was like, Oh, well, like I didn't get an email yet. She was like, Oh, it was the other way around. Oh no, it was me. I was like, I got accepted. She's like oh, like I didn't get an email yet, and I was like, Oh, I was like, Well, you will soon, like, obviously you're gonna get an email, and then she got an email and then we were really excited. But I was sitting like it was after class and all the kids were gone, and I was sitting there and I got an email and I opened it and I was like, I was like, oh my god, and just uh the EA was in there, and she's like, What? And I was like, um, I just got accepted to my master's, and she's like, What the heck? Like, congratulations! But I was like, I was like shocked when it happened. Like, I was not to be honest, I wasn't expecting to get accepted. Yeah.

SPEAKER_01 15:46

Well, yeah, you are indigenous scholars. Yes. And when you think about that, in what ways did ATEP nurture your confidence um in that and not just academically, I guess, but you know, you are indigenous scholars. So if you think about it, what ways did ATEP nurture your confidence? Uh, not just academically, but as indigenous scholars.

SPEAKER_05 16:15

I think just knowing that just seeing everyone else do it and knowing that I'm also able to do it, that was a big thing for me because when you go to my hometown, there's not a lot of people who go off to post-secondary and it could be a struggle to even get there sometimes. Um and so that was a big that was a big thing for me, but also um bringing my identity into the work and knowing that my classmates also had similar experiences. And even though we were all from different parts of Canada, like we all related in some way, and just having that that sense of community, I feel like it just always goes back to that.

unknown 16:53

Of course.

SPEAKER_04 16:54

Yeah, I think for me, what I got from it was like being able to trust my voice and the experiences that I have, like knowing that my experiences are valid and that I don't want to say it makes a difference, but like that they're like welcomed in the classroom and things like that. Um, I think just being able to like trust my voice and my experiences and know that they're valid and welcomed in the classroom. Um I didn't have to separate who I am from the the work I do, and that like at first it felt like very uncomfortable and very unfamiliar, but now it's something that I rely on in my graduate studies. Like academic norms can be very different from indigenous ways of being and doing. So sometimes it's hard to see the connection, but just like understanding that like what I know is valid and like the experiences that I've had are valid. Um yeah, I think ATEP just showed me like how to bring my whole self into it and not leave parts out because they don't fit.

SPEAKER_00 17:54

Yeah, it's beautiful. So thinking with what both of you just shared and going back, that because of being so well supported or seeing others who were, you know, able to apply for grad studies and also knowing that, hey, I could do this too, and having some guidance to be able to submit your applications with those letters of intent and that encouragement, but coming from a place that honored your whole being. And I think to your point, sort of sharing the importance of validating our ways of knowing and being and those perspectives, I'm sure that was really essential to getting to this place and feeling a bit more comfortable to honoring and being in this process of being an Indigenous scholar and graduate student, which is an incredible accomplishment and just so exciting. And thinking what those insights to your transition to the Indigenous People's Education program, what was that all like for you? Did you have moments of like you're just saying, oh my goodness, I got into the program and everything? But did it come with any different kinds of energies, anything unexpected or perhaps expected?

SPEAKER_05 19:07

Yeah, I remember being really excited when I found out. And I didn't think about, you know, going into these classes with the different people that weren't in my cohort. And I remember getting ready for a first day, and I was really nervous, but it got even worse when we were outside of the classroom and we looked in, and everybody was a lot older than us. Um, some of them were principals, uh, they've been teaching for like 20 years, so I was really nervous. Um, the hardest part of that was just walking in. Like just walking into that classroom. That was the scariest part. Um yeah, and so just having that first experience, I realized that I've never had to navigate spaces alone before. Well, I wasn't alone, I had long hair, like that was like a big group of people that I knew. So that was a lot. I definitely had imposter syndrome for sure. I remember crying at the end of that first class, and I was like, maybe this is not meant for me. But there are other classes where I felt really comfortable, and so yeah.

SPEAKER_04 20:08

Yeah, no, my first day was not that great. We no, we went into the class and we were sitting there, and she like asked us to like introduce ourselves and stuff, and I was like, Oh my god, I'm gonna have a panic attack. And I had to get up and I went to the bathroom and I texted Star and I was like, I don't think I can sit in there. She's like, No, you're okay. And I was like, No, like I can't sit in there, like I'm like freaking out. Like, it's so different going into a class with like people you don't know, like star is the only one that I knew. Um, coming from like having four years with people that you know, you go into the same classes with them all the time. It's not anything different. I'm like, I don't like talking in front of other people, so like going into a class full of people that I don't know was really hard. But after that class, I was like, I don't know if I don't know if it's for me. I don't know if I can keep doing this. And then we went to our next class and it was more like an ATEP class, and it just felt like so much more comfortable, and I was like, okay, like maybe I can stick it out for the semester, but it did get better. Um, I feel like ATEP gave us the support to like like obviously me and Star Met through ATEP, but like knowing that you do belong in those spaces. I remember texting Kelly Ryan and I was like, I'm freaking out. I don't, I don't know if I can sit in here. She's like, no, like you're good. Like just go and sit in there and you'll it will be fine. Like it will get better. And then it did. Yeah, but no, I definitely felt imposter syndrome a lot.

SPEAKER_00 21:32

Yeah, definitely completely, completely normal, but just so happy that you know you continued at it, and then you felt those moments where you were starting to connect and say, Yes, I got this and I can do this. And when both of you were sharing, I was remembering my own journey into my master's program as well, where I also felt deeply intimidated by people who were a lot older than me and who had a lot of experience. But it became an opportunity to remember all of the different experiences and gifts that we all hold and have to share in these spaces.

SPEAKER_01 22:09

Thank you both. Yes. And you're meant to be in these spaces. Um, I mean, it's it's incredible to hear that you just, you know, you you move so far from community too. And to go right into your graduate studies, like you're meant to be there. And I'm excited for the journey journey afterwards and you know the work you're gonna get to do in your community. I mean, graduate studies can bring moments of growth, but also moments of difficulty. We talked, you you touched on that a bit. Um sharing your experience with your first day. What has helped sustain you during challenging moments in your master's journey so far?

SPEAKER_05 22:59

One thing that helped me is just having one person that can do it with me. Um, I think just having those experiences together and like going through the stress together and being there to support each other is really helpful and it's honestly like what's getting me through it. Um one thing that we do a lot that has really helped is that we work on assignments together, even if we're not together in the same place, we'll FaceTime and go over the work, even if it's just like sitting there silently working together.

SPEAKER_04 23:29

Sometimes we FaceTime for like 12 hours, and like sometimes we'll be like silent. But it's I feel like it's just like okay, star is working, so like I gotta work too. But I feel like for me, one of the biggest things is like relationships and friendships. Like, obviously, star. We've done before we even started ATEP, we were kind of friends, but we've like gone through our whole undergrad together and now we're doing our uh masters together. Um, sometimes if I don't understand things, I'll just be like, what does this mean? And then she she always knows. She always knows what's going on. Um, but like my other friends who are not doing their masters, like Mikila and Bella who are graduating, um them, I see them like at least once a month. So like being able to like talk to them about it. Um, and then just like we always come to ATEP. We're always like the only ones in ATEP. So like people like Danielle Steele or like Evelyn or like Cheris, we always go and bother them, things like that. Like, yeah, it just it sometimes brings me back to like our undergrad days because we would always be in ATEP, but but we would just always be in ATEP and just like bothering people, like things like that.

unknown 24:35

Yeah.

SPEAKER_04 24:37

It's not bothering.

SPEAKER_01 24:39

It's like going for some anti-love and support. They're for the energy and they're the you just want to feel like a little sense of like, you know, just like get that that validation that you're you're doing good, or just you know, just some anti support. Um, and it's also cool that you guys hold each other accountable. That's how you really, you know, you're learning to navigate through it together. And it's always good to have a friend. I call my friends bros, you know. So it's it's it's important. I have I have um my friends, you know, she's her name is Jamie. She's also part of my cohort, but we were friends in in education together. We both taught at Enoch School. And yeah, she'll like send me a text. Hey, did you look at your post today? And I was like, oh man, I'm just like telling on myself, forgot we had a post today, so I'll just like open my laptop, you know, it's just holding each other accountable. It's good to have that, those friends.

SPEAKER_00 25:41

And it always goes back to those relationships, like you're highlighting, that importance of being able to rely on each other, even if it's in silence. As you said, being on FaceTime for hours, but not even having to talk necessarily, but know that you're there holding space together and having that support, which goes a long way and knowing that you can always come to the seventh floor for recharge to hang out and to bug your favorite aunties for sure.

SPEAKER_04 26:09

I feel like it's just like our routine. We come to school around like 3:30, 4, and then we go sit in ATEP for a bit, see who's on the floor. If me and friends, if me and Star weren't friends, I don't think I would be able to do my masters. Like we've we've done so many fun things together. We went to Inspire in Montreal together in Winnipeg.

SPEAKER_03 26:28

Wow.

SPEAKER_04 26:28

I made her come to a Nuvik a few times. One time she didn't like it very much because she got stuck on the highway.

SPEAKER_05 26:35

Yeah. We've been to a lot of places. Wow.

SPEAKER_00 26:38

We've been through a lot together for sure. And I'm sure there's gonna be a lot more together to look forward to as well. Yeah, yeah. But when you think of leaning on each other in that way and kind of the work that you're collaboratively doing and being alongside each other, we would be really excited to hear from you both in terms of what your research focuses on and why it matters to you so much and your community.

SPEAKER_05 27:07

Yeah. Um, since we started in the fall, I've been focusing a lot on barriers to post-secondary education for Innovative students, especially with the lack of access to academic courses like Dash One. Um, normally you need that to go to post-secondary, and they don't have many options unless you're in the city or in a bigger community. Um and one thing that I've noticed, and one thing that I really want to get out there is that it's not because of student ability, but because there are those systemic barriers that uh the students are always faced with. Um, but also looking at like geography, lack of resources, and like teacher turnover and how that impacts um the students' education. Another thing that I've been focusing on is including inuite knowledge in the curriculum and how they're using that, but also students' sense of belonging once they do go to post-secondary and what those challenges are and how we can better support them. Another thing is looking at like the real life challenges, like um housing, finances, and being away from your family. Yeah.

SPEAKER_00 28:16

So multi-layered in many ways that are so important and so needed. Amazing.

SPEAKER_04 28:23

Uh, something that I started looking at since we started was understanding how education can move beyond inclusion towards something more meaningful meaningful. Because like, especially when you look at the Alberta curriculum, it's very like surface-level inclusion. It's not like anything that actually, for the most part, like means anything to the students. It's just like, okay, well, we we talked about indigenous people, I'll check that box off. Um, also, like where indigenous knowledge relationships and ways of being are added into existing systems, but like how can we actually reshape them with that type of knowledge? Um, recently I've been interested in how indigenous students in rural versus urban Northwest Territories communities experience culturally responsive education and how does that curriculum relevance and community involvement sh influence their engagement and academic performance? Um, for one of my classes, I was looking at the NWT's report on education. And in 2024, um, a lot of students reported that they didn't have that sense of belonging, like in their own community, in their schools. The rates between Indigenous students and non-Indigenous students in small communities versus like the capital of Yellowknife is like significantly lower. It's like half of the rate. So like attendance and um graduation rates and things like that. It's like a lot lower. Um, another thing that I've been looking at is the NWT has been using Alberta's curriculum since like the 1950s, and then they started using BC's curriculum in like two 2022, maybe, so like very recently.

unknown 30:00

Wow.

SPEAKER_04 30:01

But like what I'm interested is like, why don't we have our own curriculum? We're very different from BC, we're very different from Alberta.

SPEAKER_00 30:08

Of course.

SPEAKER_04 30:09

I think like it's really important for students, especially in small communities, to be reflected in their education, like reflected in what they're learning in class. Because like I remember when I was in school, like we were doing Alberta's curriculum, and I was like, I don't know what any of this means. Like this doesn't matter to me. So like I feel like if students are able to see themselves in their education, it will like that sense of belonging will be there. Then you'll get like other things like graduation rates and um attendance rates and things like that. But I feel like that just is the biggest thing that I'm looking at right now. Like, I really want to do something. I want the NWET to get their own curriculum, so maybe I'll do that one day. Yeah.

SPEAKER_00 30:49

So many layers and so much depth that to what both of you are sharing. I see that PhD coming out together, which is really exciting. But knowing that we're speaking to how we are addressing systemic barriers, addressing um needed issues in the moment, you know, connected to housing, so on and so forth, connected to appropriate uh curricular outputs that match the lived experiences and realities of young people. So we're so glad that you're doing and lifting up such important work.

SPEAKER_01 31:27

Yes. Um your work and your voices are so important. I'm excited to see, you know, um the work that you're gonna be going back to do in your communities. I know that, you know, we all come from different backgrounds, but we're all fighting for the same things within education. It depends it doesn't matter if you're you know, you you're from a Nuvik or Northwest Territories or Northern Alberta, you know, there's always those inadequate resources and things you want to change and the systemic barriers, and it's it's beautiful to see other um indigenous scholars fighting for those advocating that's a better word. Many ATEP students consider graduate school but feel unsure or wonder if it really is for them. What would you say to current ATEP students who might be thinking about graduate studies but are feeling uncertain?

SPEAKER_05 32:33

One thing I would say is that if you're considering considering graduate studies, I feel like you already belong there. Being in that ATEP program, you get a lot of you get your voice and you feel really strong with your identity. Um another thing is that it's very normal to feel unsure. Um that was a really big thing. I was unsure of what I wanted to do um in my career, but also it's not about getting everything perfect, but like learning through that journey and also being connected to your why, your purpose. Why why are you doing this? Um what are you gonna do with it? That's one thing I would say.

SPEAKER_04 33:12

Um I think I would like kind of say the same thing as Sarb. Like ATEP has already prepared you in ways that you don't realize to like fit in, not fit into these places, but to show up in these places and be comfortable and showing up there. Um you don't need to change who you are to fit into these academic spaces. Why I didn't want to say fit, it's not the best word, but um these spaces need your perspective. I think without them, it just continues that colonial, those colonial perspectives to like remain dominant. Um, like star said, like remain grounded in your why. Like, why are you doing this? Why do you want to do this? Um instead of thinking, like, do I really belong here? Think like, what do I bring to this space? What do I bring to these classrooms? Um I think the last one would be like you don't have to do it alone. Like me and Star aren't doing it alone. You still have support from ATEP, even though you're not in ATEP anymore. Um, the relationships that you make in ATEP, if you do go to graduate studies with them, um, even if you don't, like I have friends who aren't in their masters right now who still support me. So yeah, uh, you're not doing it alone. I would say that.

SPEAKER_00 34:29

Wow, and you're just sharing again and again how ATEP is a forever home. That being in the space, that importance of finding your voice and bringing that forward into these spaces and places, knowing that you're meant to be there. Uh it's not that you're forcing yourself to be there or feel that you don't belong in that sense, but you're needed to be there is so important and just gratifying to hear in many ways. Yay, ATEP. Woo-hoo. But just beautiful, my friends. So, our friends who are listening, we want it to remind you and share in a good way that you belong and you're here. And, you know, thinking with what we've heard from Star and Lauren today, that it can be an exciting journey for you if you're considering graduate studies as well or not, but knowing that ATEP is always home for you and family and you can always be alongside. But Star and Lauren, thank you so much for sharing your stories and your experiences with us today. Hearing how your journeys have continued beyond ATEP, but still, of course, connected to the ATEP family reminds us that these pathways are not linear in any way. They're certainly relational, full of love, always evolving and grounded in community. Your work and especially your voices are incredibly important.

SPEAKER_01 36:00

Yes, thank you. And to our listeners, thank you for joining us for another episode of the ATEP podcast. If you enjoyed this conversation, we invite you to share it with students, educators, and community members who care about indigenous education and the journeys of indigenous scholars.

SPEAKER_00 36:22

Until next time, thank you for listening and walking alongside us. Take care and see you soon.