New Year ~ Old Paths
I love to write and have been writing on and off for a number of years. The ‘off’ years have a lot of similar characteristics: heavy workload, creatively unfulfilling, endless searching for direction and purpose, tiredness and sadness, little exposure to books, high exposure to television.
Last year, I finished writing a story of about 52,000 words or so. I had been working on the story for a number of years but by the time I got to the end of 2013, I realized that I just wasn’t happy with it. I had originally wanted it to be a graphic novel that I worked on with my sister, then it turned into an illustrated novel and then just a novel - all of which made for a rocky narrative at best and by the time 2014 began, I knew I had to rewrite it.
So this is the creative writing project that I am working on now and I’m really glad I made the decision to rewrite – letting last year’s work transform into something far more coherent and satisfying makes all previous efforts so much more meaningful. It helps that it’s been a relatively painless process. Certainly, a large chunk of the story was already in place but outlining and generating reasonable word count targets for each of the chapters has been my best ally thus far. I’ve worked through five chapters relatively quickly and outlining has helped me make smoother revisions and adjustments as I go.
In the meantime, I realized I wanted to organize the blog a bit differently. I started this blog because I wanted a place to record the positive, inspiring and exciting things that were happening in my community. I wanted to record them because there is a lot of negative press about Indigenous Peoples and an enormous knowledge gap continues to persist in the mainstream education systems. But I also got caught up in wanting to talk about my own creative efforts and struggles.
I’ve read a lot of great blogs over the last year by both Indigenous and non-Indigenous people and they’ve inspired me to take a look at how I share what I’m learning in a way that really reflects who I am, what I care about and the things I like to do. And who am I? A writer? An educator? A participant? A researcher? A photographer? An activist? A schoolhacker?
I realized that I’d like to find a way to include it all: a little fact, a little fiction, a little fantasizing about the totally sustainable future I hope we all have. And this year, I’m going to try.
Nu:yah Everyone! (A Haudenosaunee way of saying Happy New Year)
S.
Dreams and Doubts
Winter is here in its cold, icy glory and I see that my last post was in beautiful September! Wow. The last few months have been incredibly busy. I finished another class for the graduate program that I’m in, which included writing a few short assignments, a longer essay and a presentation. I tried to write a new novel for NaNoWriMo but only made it to around 20,000 words. And work was busy too – I helped to coordinate a conference, worked on a language program, and worked away at new content for a website. I also read a lot and attended the Sweetgrass Language Conference. It was a lot of things to be doing and I enjoyed doing them, but once the holidays started, I realized just how grateful I was that many of these large, intensive projects were behind me. I decided to write this post because of two very similar dreams I had a few nights ago that have since sent me for a bit of soul searching. In both of them, I was about do something without being completely ready for it and the feeling of not being ready was a terrible one.
Despite the work on the NaNoWriMo story, I haven’t been feeling like I’ve been doing enough creative writing. Those who work full-time but are also writers will understand this, I think. At times, it is a downright painful balancing act and even though I write a lot for my work - creative writing is my favourite kind of writing. It is also completely different than writing reviews, reflections, essays, proposals, or curriculum. I definitely feed that ideas and creativity are a part of all types of writing, but with creative writing, something else is happening - something very cool. You aren’t writing to guidelines or writing within parameters or highly stylized forms. You are writing for creation itself – conjuring, playing, imagining, dreaming, and feeling. It’s fantastic. It keeps my spirit alive and happy. You see, when things slow down like they do around the holidays, I have more time to read the news. And while I am aware that there are serious things happening in this world – things that I care about deeply, one of the ways that I maintain my own hope is to take this time to play and nourish my creative self. And the more my own understanding of these issues develops, the more my art evolves and grows. But time spent away from writing is not fun. This is when doubt creeps in and for the last few weeks, I feel like there has been quite a bit of doubt lurking around.
I wanted 2013 to be a year where I did the following, as much as I could all of the time:
Write. Read. Draw. Play Piano. Write Music. Sew. Imagine. Blog. Care. Tell Stories. Speak. Help. Smile. Laugh. Let Go. Eat Well. Exercise. Drink Water. Honour Treaties. Listen. Hear. Encourage. Excite. Educate. Advocate. Empower.
Most of these things, I really did do and I think that doing these things, made 2013 one of the happiest and most productive years I’ve had in a long time. Some of these activities, I still need to learn to do better. I didn’t really sew anything in 2013 and I didn’t play as much piano as I’d like, but I am grateful that there will be more time to dive into these projects. I plan to have an awesome garden and I’d really like to learn to build a greenhouse. I still want to lower my carbon footprint and I want to get educated and find my voice on issues like the Northern Gateway pipeline approval. I have always wanted to make an anthology of stories, and I finally acquired the equipment to do so in the way I imagined. I’ve spent the last few days familiarizing myself with different software and it is everything I thought it would be and more – which is awesome. Getting to this place feels like I’ve reached an important and pivotal point and it’s not the kind of time where I want to be doubting if I really want to climb the rest of the mountain.
This year, I worked away at trying to make my dreams come true and now, I am finding that I also have to think about what my dreams really are. For the longest time, I thought I knew. I thought I knew exactly what kind of company/organization I wanted to be apart of and how it would all work. Now, at the end of a year in which there was a tremendous amount of learning, I find myself wondering if I really do know exactly what my dream is. I think I know the answer to this question, but this time to reflect is welcome because it will help me hone and re-focus my energies to achieve my goals – especially if they’ve changed a little. But I have to admit that reflecting makes me a little bit nervous. I don’t want the time to reflect to open the door to fear, or some other emotion that will make me hesitate too long to take a leap of faith, to reach out, to try to fulfill my purpose or follow my passion. I see other writers talking or tweeting about this – the fear that you aren’t good enough and that your writing isn’t good enough and I always read their strategies for overcoming this fear because it’s nice to know that fear can be defeated and I’m not alone in being scared from time to time. After all, I can say without a doubt that the best things in my life have come from being painfully honest, from taking a leap of faith, from making myself vulnerable. And really, if there was a lesson of the year, it was probably that. If I can learn to extend this lesson into my writing/creative life, I think that would make a good start.
My mom always says that the biggest gift that you can give someone is your time. This is so true. Even for our selves, I think. Last night in my dreams, I realized that I was scared to be caught off guard when certain things I wanted started to materialize. But it’s okay – I can help myself get ready. I can help others get ready too, for the things they want to do with their gifts. Time. Acceptance. Patience. Love. Hope. These are the gifts that carried me through the darker days of 2013. They are the things that will help carry me through this time of reflection now. I’m grateful for that and for knowing that somehow through it all, I will find myself ready for the future. I hope everyone who may for some reason come across these words, has an awesome, peaceful and energizing holiday before 2014 dances into our lives!
Nya:weh and happy holidays!
S
Comfort Zones
Every once and a while, a kind of invisible drain opens up beneath me, absorbing my energy and inspiration. When these kinds of things happen, I’m not sure where to turn. These are the times when I want to write but I am having trouble figuring out what I want to write about. The times when I want to read new things but I start nearly 5 books before finding something that grabs onto me. I want to watch a new show, but I find myself backtracking and watching shows that I’ve already watched a million times, like Buffy the Vampire Slayer.
I am starting to realize that the comfort of good entertainment is as intoxicating as it is stifling. It hasn’t always been this way and I doubt that it will remain this way forever. But I realize, that I am going through some kind of thing. Some kind of thing where I have a dozen story ideas incubating that need to be released in some form, a dozen work projects that need to be completed, a dozen different experiences that I think would be interesting. And yet – I’m staying still, not moving.
The world inside my head is simultaneously colourful and grey. And even though this could sound like a bad thing – it really isn’t. I feel like I genuinely accept this place that I’m at. I’m watching these people, authors and artists doing all of these cool and scary things on Twitter. I’m watching this wonderful and manic energy they have to connect with others. At times I wonder why I’m not jumping in all over the place myself. Except that I’m not. And I’m okay with that. I decided to stop, to take stock, to pay attention to the many wondrous things that others are doing around me and learn how to get better at doing what I like to do. And I feel like being willing to take this time and not berate myself for it, is really important.
In the last part of August and the first part of September I worked on editing a story that I had been writing. It was a wonderful experience and I learned a lot about storytelling from it – much of which has been documented by other writers in many places. It was my birthday present to myself – to really dedicate the time to work on and finish a project. Shortly after I did this work, I read this article in Entertainment Weekly with Joss Whedon. In the article Joss talks about teen girl/women characters and describes what he thought was missing from them. It made me think a great deal about my own characters - who they are, how they’re written and the positions they hold in the story. There’s a lot to say on this subject and I’ve been slowly preparing a bit of a post around one particular question. What makes a female character awesome?
Finally, I started back to school a few weeks ago. Education. I have so much passion for this subject that it overwhelms me. Even in these times when I am feeling a bit disconnected from the world, the discussion and possibilities in the area of education light me up. Just how cool can we make our education system, while still helping people find their place in the world, take their place in the universe, and be apart of sustaining peaceable relationships inside of it? I want to find out. There are concepts that I think are part of the answers, all of which are already working somewhere, implemented by some brilliant and motivated teacher or school. Building Communities. Connecting Ideas. Transformation. Sharing. All of the things I am sometimes the worst at - I can be quite the hermit at times!
I don’t plan to stay that way. I definitely draw a lot of strength from solitude but I think my comfort zone has moved and my priorities have shifted without me ever realizing that they did, and suddenly, I want to move on and incorporate a new way of doing things. It's easy to stay still, especially now that I'm all safe in my comfort zone - but it's time to wake back up again. To share more, more ideas, more writing, in a way that still seems authentically me. This is all so journal-ly, it’s kind of funny. I can be such a tortoise sometimes (meaning slow moving - I realize that tortoises are very wonderful and much faster swimmers). Holding onto things for a long time, deliberating where others dive in. Talking about doing something and still without actually doing it yet.
I don’t think I’m alone here, but in sharing this, I hope to break my mould just a little bit and give myself permission to climb out of my comfort zone and move forward! Let’s see where it takes me.
~Time to swim
S
Waiting Rooms
I'm sitting in a hospital waiting room playing the Ocarina of Time and starting to read this book by ekaterina sedia that I've been trying for years to read called 'the secret history of moscow'. It's a waiting room and so it brings all the waiting room quirks along with. But it's also a place where people go to heal and so along with everything, i am keenly aware of the frailty of human health and the importance of tenderness and compassion when trying to help anyone, but especially people who are unwell. It always seems to come out most at times like this. This is the kind of place where every voice pulls at your heart in some way, a place where silent oaths are made and where I remember that even these isolated incidents are probably connected in some manner that only the universe understands and sometimes deigns to share with us. It's one of the ways, the physical ways that peace is balanced and maintained. Health. I know so little about medicines and health from our indigenous perspectives. I'd like to know more so that I could help people. It's an area where two very different ways of healing might complement one another and create a kind of harmony. I hope that everyone here is able to feel better and well. The weather outside is cool and autumn-like. This post will be my first that I wrote remotely, wirelessly, from a hand-held device. Pretty cool. Also, tonight I learned some new Cayuga words. So all in all, I'm feeling pretty fortunate. Nya:weh :) S.
Truth: Our Inherent Right to Education
Tonight I helped to volunteer at the Six Nations Forest Theatre in my community. It was my first time volunteering there and I can honestly say it was one the most exciting things I've ever taken part in - I enjoyed it immensely and am really grateful for the opportunity to be involved. I will be posting about that experience in the next few days. In the mean time, I wanted to share my thoughts on an education related matter. I recently had to write a paper about the merits, challenges and concerns associated with the proposed First Nations education legislation. I wrote way over the suggested 2000 word limit and had to cut it back a bit, but I wanted to record the entirety of the writing somewhere, as a way of starting to share my thoughts about an issue that I have a lot of hope and warmth for - education. I decided to do so here on the blog :). The title of my paper was: "Don't believe the hype: Why the proposed First Nations Education Act is a sham". It's a little harsh to be sure and clearly there's a bit of a shout out to the title of a song by the group Public Enemy. I also made a board game out of this subject - stay tuned for that. This post is a long one and believe me, I left so many things out. But I want to start somewhere. A lot of people think First Nation communities are always causing a ruckus, raising a fuss for no reason, unwilling to let go of the past. Don't we want education outcomes to improve? Of course we do. But we might have a different measurement we need to meet first (i.e. - making sure our learners know who they are and how cool our history and origin stories really are). And guess what? There is nothing wrong with that. We can still have amazing math, physics, computer and environmental sciences programs and know our own stories, speak our own languages and make sure we share the knowledge of how to honour the responsibilities we have that will ensure there is clean water and a sustainable future for all. So please forgive me the length of this post. Pause for breaks. Enjoy the pictures. Here goes.
Don't believe the hype...
I am passionate about storytelling; it is how I learn, imagine, and engage. It is how I connect to the Creation and has been since I was a little girl. I am grateful for every capacity that I have been allowed to utilize in my time here but the ability to tell stories is undoubtedly my favourite. The story I am about to tell is all truth. It is a story about my people and our inherent right to education.
Indigenous Peoples of Great Turtle Island have been under constant attack, particularly since an act of British parliament in 1876 created the successor state of Canada (Venne, 2007). This history of this attack, as well as our origin stories, have been preserved by my people so that present and future generations will understand what took place and be able to reverse this attack by upholding our responsibilities to Creation and reminding others of the treaty relationship. It has not been an easy knowledge to preserve - the state of Canada does not want to honour the Treaties and continues its attempts to assimilate the Original Peoples of Turtle Island into Canada. For many decades, one of Canada’s primary assimilation objectives has been to gain control of the education of Indigenous Peoples. This is to help achieve their principal objective – to gain control over our lands.
A few months ago, I had a terrible dream. In the dream, there was a man who was very charismatic but emotionally wounded and somewhat loath to admit it. He had come to the city that I was living in and he was looking for something. In the dream I was travelling through the city and looking for him. I came to a place that bore similarities to the Indigenous Knowledge Centre in my community. In waking life, the Indigenous Knowledge Centre is a place where histories and stories told through documents, pictures, videos, and books have gathered so that community members may have access to and enjoy them. It served a similar purpose in my dream. In the dream, there were also elders of my community in the Centre and the people who worked in the Centre were hiding the elders because this man was trying to find them and hurt them. His desire was to eradicate all of the stories so that there would only be one. I realized that his goal was unhealthy and wrong and that I wanted to do my part to stop this terrible thing from occurring. My spirit decided to come back at this time and stop this man from erasing our knowledges from this this place that we were sent. I am happy to continue this work. I am grateful to uphold the Treaty. I will do everything that I can to ensure our story is told. Starting now.
The proposed First Nations Education Act hardly merits discussion in this paper – although it is intended to be the paper’s focus. It has been emphatically denounced and rejected by the majority of provincial and national First Nations organizations across Turtle Island (Chiefs of Ontario 2013, Federation of Saskatchewan Indian Nations 2013, Assembly of First Nations in Quebec and Labrador 2013). There are major concerns about the intention of the legislation, but they are well documented in many other places. My personal efforts will be to focus on remembering that as Indigenous Peoples, we have inherent and treaty rights to education and we can determine ways to share our stories with our children. My mother is always telling me to pay attention, which is a difficult thing to do, but she’s right that this what is needed. We must pay attention to what children have to say about education. We must also remember.
As I am writing this paper, I am also making a board game to encode what I understand about First Nations education and the various hurdles that it faces. This is because the other evening, with all of these heavy thoughts about treaty rights, education legislation and Canada’s poor conduct, I went to visit my niece and she showed me a game that she had made up earlier in the day called ‘La Road Bleu’. As we played, I realized the extent to which we can allow the rules of the Canadian government to dictate our thinking and affairs. I realized how easy it would be to tell the story of my own experience and the learning that I’d accrued about education in a game-like format.
You see, a number of years ago I was working as the Education Coordinator for the Chiefs of Ontario (COO). At the time that I assumed this position, the department of Indian and Northern Affairs Canada (INAC) was launching new streams of programs intended as phase one of their ‘education reform’. The criticisms of the federal government’s handling of First Nations education at the time were primarily the same as we hear now: it is underfunded, it lacks infrastructure, there is limited expertise at the federal level to deal with education, the provinces hold jurisdiction for education and have cultivated much more expertise in the area as a result, and First Nations students are not graduating at equivalent rates to non-native children. These findings were supported by a number of government, non-governmental and privately commissioned reports. By this time, numerous calls for action to address this situation had been made. The education reform agenda was ostensibly one of the government’s responses to what many were calling a crisis situation. ‘Phase one’ of the reform agenda included the introduction of three programs: the First Nations Education Partnership Program, the First Nations Student Success Program, and the Education Information System. In spite of being asked directly, the government would not clarify what phase two of the reform was although it was suspected by many First Nations education policy analysts that it was legislation and at the time a policy report by the Caledon Institute calling for a First Nations Education Act had been posted to the INAC website. Legislation is an unacceptable path for reasons that I will get to in a moment.
For now, I want to continue to talk about my own naivety and share this story as a way to help others who may be struggling with a similar situation. Recall that Indigenous Peoples are under attack by the successor state of Canada who above all, desire the lands and resources of Turtle Island. There is nothing more troubling than watching our children go without, be denied opportunities and be compelled to learn information that has little or no connection to their identity because they are the unwilling subjects of this attack. The situation in its entirety is unacceptable, unconstitutional and illegal. Venne (2007) writes that,
TheInternational Court of Justice decision in the Western Sahara case stated that land occupied by a group of people who organized themselves socially and politically could not be considered terra nullius. The Court pronounced that the only way for a foreign sovereign to acquire any right to enter into territories that are not terra nullius is with the freely informed consent of the original inhabitants through an agreement. This is international law. It has been encoded into British law since the Royal Proclamation of 1763 and Canadian law since the colony was founded. (Venne, 2007).
At the time that I was the Education Coordinator, I was not aware of these nuances. Being educated in the provincial system, I did not realize that Canada was not a nation in international law and had been permitted lands for peaceful settlement only and solely because of the Treaties that had been made between our Nations and the British Crown. I did not realize that only Nations could enter into Treaties. I did not realize that Canada, as a successor state, was not entitled to resources and had no right to alter the Treaties. As Venne (2007) writes, “Canada may want to rid itself of those Treaties, but Canada possesses no legal right to change them.” And I did not realize the extent to which Canada had no right or authority whatsoever to dictate or interfere with our inherent right to educate and pass on our ways of knowing to our children. I know it now. I acquired understanding as I went and I am grateful to every single educator that I encountered who was patient with me while I underwent this learning.
I must share that many experienced educators and policy analysts saw right through the First Nations Partnership Program, which had been designed to result in a tripartite agreement between the federal government, the provincial government and First Nations (INAC, 2009). Though this was so clearly an effort to implement the 1969 White Paper, difficulty arose for many First Nations communities because their schools had been so systemically underfunded that the opportunity for funding to improve the education experience for their kids was understandably attractive. Looking back now, I sometime feel that of all the strategies that Canada has utilized to assimilate Indigenous Peoples, the education reform agenda is among the most disgraceful, packaged as it was in the aftermath of the apology to the survivors of the residential schools. The other program in this suite, the First Nations Student Succcess Program targeted literacy, numeracy and student retention (INAC, 2012). The Education Information System is intended to collect data (INAC, 2012). In my opinion, it is easy to see how these two programs could be utilized as a way to paint a picture that First Nations students were failing in on reserve schools and needed to become a part of the provincial system. First Nations communities were encouraged to submit proposals together. In essence, the federal government was (is) attempting to shepherd First Nation communities into aggregate type school board amalgamations and have them sign for educational services with the provincial governments. As mentioned, this particular education strategy was one that First Nations had seen before in the White Paper, which stated the government’s intention that there would be only one service delivery agent (Venne, 2013). In essence – the education reform of phase one and phase two, might more aptly be named ‘White Paper Implementation Plan A and Plan B”. The goals of each are identical.
The funding mechanism for First Nations is fundamentally flawed. Almost all of the First Nation schools on Turtle Island are funded through what is called the band operated funding formula, which has been capped for growth since the late 1990s (FNEC, 2009). Ultimately, this is because there are treaty grievances and legal matters regarding lands that have to be resolved to give First Nations access to the revenues flowing from the resources that the state of Canada has been usurping. It is my intention to deliver this message kindly but firmly - it is essential to remember that Canada has no legal authority to be utilizing these resources in the manner that it is, much less setting the criteria for how First Nations are able to use these resources to educate our children. Canada tells First Nations that the only way it can flow equitable funding to First Nation schools is if there is a tripartite agreement in place or if there is a statutory obligation to do so via legislation. This is about as bold of a lie as it gets. In fact, there are at least two other ways. There is no reason why First Nations cannot have a direct relationship with the Treasury Board. There is no reason why a new funding formula could not have provided for the comprehensive needs of First Nation students and schools that is both equitable and cost driven. The First Nations Education Council of Quebec established exactly the latter and constructed it in a manner that it could be adapted across Turtle Island (FNEC, 2009)
Supporting Equitable Funding Framework
. But with the propagation of this lie, Canada sets the trap. And it is our job to step around it and point out to others where it lays, what it plans to do and to continue to share our original knowledges and fulfill our responsibilities regardless. It is unfortunate that it has to be this way right now, but there you have it.
By the summer of 2010 First Nations, tired yet conscious of the lies, were again ready to challenge the federal government to do better. Three regional organizations, Saskatchewan, Ontario and Quebec met with the intention of organizing rallies to raise awareness in their regions, eventually inviting other regions to do the same. The Assembly of First Nations (AFN) was asked, in their capacity as a facilitator and advocacy body, to alert other regional organizations to the event. So on September 23, 2010, First Nations in Ontario and other parts of Turtle Island rallied together and reminded the federal government of the importance to honour the treaty relationship and the treaty right to education. This was not the only pressure the federal government was experiencing. International pressures were mounting and Canada was hard pressed to explain to potential trade partners that they were able to proceed with new business arrangements (Henderson and Wakeham, 2009) while at the same time explain to human rights and racial discrimination committees why they were continuing an aggressive assimilation agenda against Indigenous Peoples.
Eager perhaps to make headway on longstanding problems, the Assembly of First Nations entered into what was called the AFN/INAC Action Plan in the summer of 2011. It was to say the least – a poorly orchestrated move for several reasons that should probably be addressed in another paper at some point. This is my opinion. Nonetheless, it addressed four areas, one of which was education. Shortly thereafter, an announcement came forward that a national panel would be convened to study and report on the issue of First Nation education, and in particular, the option of a First Nations Education Act. Ontario was one of three regions that opted out of the national panel process. All three provinces realized early on that this process was little more than an effort to legitimize the imposition of legislation – substantive reporting had already been completed by First Nations, First Nations Organizations, A Royal Commission, the Auditor General, the Standing Committee on Aboriginal Affairs and a Parliamentary Budget Officer. The panel concluded their report in early 2012. The three provinces to opt out of the process also created their own report. At the same time, rumblings began about a potential meeting between First Nations and Prime Minister Harper. That meeting took place one full year before the most recent January 2013 event. A comparison of the two events would be very interesting. That’s a story for another time as well.
It is now August 2013 and for all intents and purposes, education legislation will be introduced in the next three months. “Consultation” sessions on the draft legislation were held in early 2013 and many organizations have expressed their dismay with the process. In ways, the legislation is a blueprint for disaster and it is my hope that it will not go forward. Canada is keen to pass legislation because it does not want to honour the Treaties. It would prefer to undermine and undercut the Treaties by placing our rights under their system (Venne, 2013). But we can and must continue to insist upon the implementation of the Treaties. Honouring the living spirit and intent of the Treaties and sharing their meaning with our treaty partners, gives us strength. It maintains the peace and friendship in our relationships. There are many things that I have learned and want to share about education that I do not have the space to record here. But I share this particular piece now because I believe that having information about the intentions and histories of education policy helped me to understand how Canada continues to try trick us into forgetting the Treaties and our responsibilities to the lands. It is much easier to see other possibilities and solutions that do not compromise our rights and responsibilities when we have the benefit of the whole story and truthful information. Learning our stories helped me to see past the lie. If I had not had the opportunity to examine the history and connect these dots – I might be asked a question like we were for this essay and have written that legislation is an answer. It is not. When I look at education now, I see with hope. I see a path that we are all and have always been apart of. We still have our ways and we have ideas about how to share that knowledge in our schools and among our families. We have education expertise. We have people. We have spirit.
I believe in our educators and in our kids. We can make the education experience amazing for them. I believe in our stories and their ability to facilitate excellence in every subject from math to physics. I am very grateful for any and all of the ways that I get to help.
I came home, because there were so many good ideas in our community that maybe just need an extra set of hands to help with the amount of work that needs to be done. And though I love being home, I want to make sure that I don't forget to help those who are still trying to share the news of what Canada is doing and who work to remind Canada that the implementation of the Treaties must occur. I have a lot of compassion for these advocates - it is not easy work to do. We can all help in this. Remember that education is a treaty right. Recall that it is an inherent right. Don’t believe the hype.
Thanks for reading. And if you have the opportunity - check out this video! It's wonderful and extremely informative.
Nya:weh, S