Amy Perreault

Taanishi kiiaywow. I am Red River Métis and Irish on my paternal side, and Belgian and German on my maternal side. I am a citizen of the Métis Nation of British Columbia. My Dad’s family is originally from St. Boniface and St. Francois Xavier, with ties also to Lebret and Fort Qu’appelle, Saskatchewan. I am originally from Treaty 5 (Thompson, Manitoba) but grew up in Southern BC, on homelands of the Ktunaxa Nation. My husband and I live in Richmond in an area recognized and named by xʷməθkʷəy̓əm as Spul’u’kwuks, “place of bubbling water.” In my work and daily life, I continue to practice and commit to expanding my knowledge of the history, contemporary relationships and important contexts of the places I now call home.

I am an alumna of the First Nations and Indigenous Studies Program (UBC) and a graduate of the School of Information (MLIS), with a specialization in the First Nations Curriculum Concentration.

In my work at the CTLT, I continue to explore ways Indigenous perspectives, values and contemporary contexts can be centered in learning spaces. Over the past 20 years, and in my leadership roles, I have had the privilege of serving on various advisories, community-led projects, and committees. My learning within these spaces continues to guide my work, providing valuable insights into where the institution can shift to provide better supports for Indigenous students and Indigenous community driven priorities.

I have a background in video and sound production, broadcasting and oral history work, and I really love it when I can bridge these skills with my current work, facilitating meaningful and reciprocal knowledge exchanges between the various communities I support. I am a co-developer and researcher for What I Learned in Class Today and manage the development of several web-based resources supporting learning about Indigenous perspectives and experiences. My work on these projects, combined with my own experience as an Indigenous student at UBC, underscores the need for thoughtful ways to address the complexities and nuances of classroom conversations in relation to Indigenous concepts and curricula.