FAQs

Maclane Cardinal Consulting supports schools, educational institutions, organizations, and communities in strengthening their approaches to Indigenous education, land-based learning, reconciliation, and meaningful relationship-building. Services include professional development, curriculum development, Indigenous consultation, strategic planning, Indigenous representation, and recruitment and retention initiatives.

Each engagement is tailored to the needs, goals, and context of the organization.

I work with K–12 schools, school divisions, post-secondary institutions, non-profit organizations, public-sector organizations, and other groups seeking to deepen their understanding of Indigenous perspectives and strengthen their educational practices, policies, and relationships.

Whether you are beginning this work or looking to build on existing initiatives, I can help you identify meaningful next steps.

The process begins with a conversation about your organization’s goals, current practices, and areas of interest. Together, we can identify priorities, determine an appropriate scope of work, and develop an approach that reflects your needs and capacity.

You do not need to have all the answers before reaching out. An initial conversation can help clarify where support may be most useful.

Land-based learning is an approach to education that recognizes the land as a teacher and emphasizes relationships among people, place, knowledge, and responsibility. Grounded in Indigenous perspectives and pedagogies, it can create opportunities for experiential, place-responsive, and relational learning.

My work supports educators and organizations in exploring how land-based approaches can inform curriculum, pedagogy, professional learning, and educational leadership in meaningful and contextually appropriate ways.

Yes. I work with educators and educational leaders to develop learning experiences, curriculum resources, and teaching practices that engage Indigenous perspectives in thoughtful and responsible ways.

This work can include professional development, curriculum planning, land-based pedagogies, and support for connecting classroom learning with local contexts, relationships, and community knowledge.

Yes. Professional learning can be designed for individual schools, school divisions, educational organizations, conferences, and leadership teams.

Topics may include Indigenous education, land-based learning, the Truth and Reconciliation Commission’s Calls to Action, decolonizing educational practice, Indigenous representation, and creating environments where Indigenous students and communities experience belonging.

Sessions can be tailored to participants’ roles, prior knowledge, and learning objectives.

Yes. Meaningful reconciliation requires sustained learning, reflection, relationship-building, and action. I support organizations in examining their current practices, identifying opportunities for change, and developing approaches that connect commitments to concrete educational, organizational, and relational outcomes.

The goal is to support work that is thoughtful, accountable, and responsive to the contexts in which organizations operate.

Consultation begins with understanding the purpose of the engagement, who should be involved, and what relationships, protocols, and responsibilities are relevant to the work.

My approach emphasizes listening, context, reciprocity, and meaningful engagement. Consultation should be approached with clarity about its purpose and limitations, including who holds decision-making authority and how contributions will inform subsequent actions.

Where community-specific knowledge, protocols, or relationships are required, these should be identified and appropriately supported rather than assumed.

Yes. I can work with organizations to reflect on recruitment and retention practices, workplace culture, representation, and the conditions that contribute to belonging and professional success for Indigenous employees.

This may include reviewing existing approaches, facilitating professional learning, advising on strategic priorities, and identifying opportunities to strengthen organizational relationships and practices.

Yes. Strategic planning engagements can help organizations clarify their goals, identify priorities, and develop actionable approaches to Indigenous education, land-based learning, reconciliation, and organizational change.

The scope may include facilitated discussions, planning sessions, recommendations, and support in identifying practical next steps.

Depending on the project, services may be delivered in person or virtually. The appropriate format will depend on the goals of the engagement, participant needs, location, and budget. Travel arrangements for in-person work can be discussed during the planning process.

Absolutely. Each organization has its own context, relationships, strengths, and areas for growth. Services are developed collaboratively to ensure that the work is relevant, responsive, and aligned with the intended outcomes.

Fees depend on the nature and scope of the engagement, preparation and follow-up requirements, project duration, and delivery format. A clear proposal or fee estimate can be developed once we have discussed your needs.

Travel and other project-related expenses, where applicable, can be outlined in advance.

Advance notice is encouraged, particularly for multi-session professional development, larger projects, and engagements requiring travel. However, availability depends on the timing and scope of the request. Reach out to discuss your preferred dates and timeline.

That is a good place to start. You may have a specific project in mind, or you may be looking for guidance on how to approach a broader challenge. An initial conversation can help identify your priorities and determine whether consulting support is a good fit.

Get in touch to discuss your goals, ask a question, or explore how Maclane Cardinal Consulting can support your organization.

Contact: maclanecardinal@gmail.com