Alexander Tawpisim, whose preferred pronouns are He/Him, hails from the Muskeg Lake Cree Nation situated to the north of Saskatoon. In 2011, he completed his undergraduate studies at the University of Saskatchewan (USask) College of Education. Since then, he has embarked on a career in teaching and recently transitioned into school administration within his indigenous community.
Apart from his professional endeavors, Tawpisim takes pride in being a devoted husband and father to two children. Currently, he is actively pursuing a Master of Education specializing in Educational Administration through the Indigenous Education Leadership Cohort program at the College of Education.
At the Indigenous Student Achievement Awards (ISAA) ceremony held on March 6, Tawpisim was recognized for his outstanding academic performance. This event, which is part of Indigenous Achievement Week (IAW), celebrates the accomplishments and contributions of Métis, First Nations, and Inuit students, faculty, and staff across the university.
When asked about his educational journey and sources of inspiration, Tawpisim shared his motivations and aspirations. He expressed his commitment to making a positive impact on First Nations students’ education, serving as a beacon of encouragement and support along their path to success.
Looking ahead, Tawpisim aims to complete his master’s program and leverage his expertise to enhance educational systems in indigenous communities as well as in urban settings. His vision includes collaborating with community leaders to shape innovative educational structures and foster academic growth.
Reflecting on his academic achievements, Tawpisim emphasizes the importance of knowledge sharing and acknowledges the influence of past scholars on his own learning journey. He views academic success as a collective endeavor aimed at elevating consciousness and empowering communities through education.
Drawing from his personal experiences as a descendant of residential school survivors, Tawpisim underscores the significance of addressing the educational needs of indigenous communities with sensitivity and cultural awareness. By incorporating Trauma Informed Practices and promoting literacy initiatives, he strives to create a balanced approach that honors tradition while embracing modern educational strategies.
In the Educational Leadership Cohort, Tawpisim finds inspiration in the collaborative learning environment and the opportunity to apply theoretical knowledge to practical solutions within his community. The program has not only enhanced his understanding of organizational leadership but also instilled a sense of responsibility towards creating sustainable systems that benefit indigenous populations.
In closing, Tawpisim shares a heartfelt message encouraging self-care, positive decision-making, and gratitude for loved ones. He emphasizes the importance of mental well-being, setting healthy boundaries, and approaching challenges with a solution-oriented mindset. Lastly, he expresses love and appreciation for his family—his son Karter, daughter Keisha, and supportive wife, Kristen.