Author Archives: chelcy ross

Designing a model of culturally responsive mathematics education: place, relationships and storywork

While researching my research project for digital storytelling I stumbled across this article Designing a model of culturally responsive mathematics education: place, relationships and storywork by Cynthia Nicol, Jo-ann Archibald and Jeff Baker. I was instantly intrigued for within my own classroom I struggle to incorporate relevant mathematical concepts from a First Nations perspective. I found this study fascinating as it occurred over 3 years, with 7 participants (3 First Nations ancestry) in a “small rural school district” (p 76) in the Pacific Northwest, British Columbia who met for full days every “four to eight weeks throughout the school year” (p 78). I believe that kind of support would be invaluable when learning to incorporate culturally responsive pedagogy into your practice. Since culturally responsive education (CRE) “cannot be approached as a recipe or series of steps that a teacher can follow” (p 76), the researchers drew upon “Archibald’s (2008) Indigenous storywork theoretical framework (p 77) and “participatory action research” (p 77)  in which curriculum is developed within collaboration from involved parties as well as community members (p 77). Over the course of the study the participants developed collective projects and individual projects. Working with stories teachers and community members were able to develop mathematical and cultural investigations and example is using Raven Brings the Light students compared “surface areas and volumes of nested boxes, building nested boxes from paper, exploring the concept of transformation and shape-shifting from a mathematical sense and cultural sense” (p 80).  The project determined the following aspects for CRE:

  1. Place- based education: ideas are grounded “to the cultural environment which students and schools are situated” (p 82)
  2. Storywork: cultural stories, legends and art (considered written language) draw context for teaching and learning mathematics (p 83)
  3. Focused on relationships: teachers need to forge relationships with their students, parents and the community
  4. Inquiry based: “inquiry based mathematics provided opportunities to use mathematics to help students make sense of local issues” (p 84).
  5. Requiring social consciousness and personal/collective agency: “commitment to transform mathematics teaching and learning” (p 85)

The big takeaway from the article for me was to become a more culturally responsive teacher a teacher needs to be committed to transforming their practice by using the ideas presented and it can be sustained through support with other educators, parents, and community members.  Knowing every Indigenous community is different culturally responsive education will look different in every community I would like to research how to incorporate culturally responsive education within my school.

Nicol, C., Archibald, J., & Baker, J. (2013). Designing a model of culturally responsive mathematics education: Place, relationships and storywork. Mathematics Education Research Journal, 25(1), 73-89. doi:10.1007/s13394-012-0062-3

Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy

After listening to Adam Gaudry speak to Rick Harp in Episode 135: What does Indigenization of Education Really Mean? from Media Ingenia I wanted to know learn more about his study.

Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy is written by Adam Gaudry and Danielle Lorenz. Gaudry and Lorenz decided to conduct this research as they felt “Canadian post-secondary institutions are now struggling with how to ethically engage Indigenous communities and Indigenous knowledge systems” (p 218) due to the Truth and Reconciliation Commission Calls to Action. They conducting their research by “using an anonymous online survey that contained five open-ended questions” (p 219) to “Indigenous and non-Indigenous individuals who had taught Indigenous content within [their] professional and personal networks” (p 219).  Since they used “convenience sampling” (p 219) this would allow them to have a close relationship with the participants therefore I assume the participants would be more likely to volunteer information but it also made for a small sample pool. I wonder how many Canadian academies they reached out to and were majority of the respondents from Western Canada or other areas within Canada? I also wonder if the results would change had the qualitative research been done within the United States or another area in the world?

Gaudry and Lorenz concluded the Canadian academy uses three different approaches for indigenization:   

  1. Indigenous inclusion: “increase the number of Indigenous students, faculty, and staff” (p 225). The authors note that this policy “is a vital component of improving the experiences of Indigenous people on campus” (p 220) but it cannot be the end goal for indigenization as it is the most basic form (p 220) as the academy does not need to change its structure in any way.
  2. Reconciliation indigenization: “an attempt to alter the university’s structure, including educating Canadian faculty, staff, and students to change how they think about, and act toward indigenous people…[and is] an Indigenous-led process” (p. 222)
  3. Decolonial indigenization: “envisions the wholesale overhaul of the academy to fundamentally reorient knowledge production based on balanced power relations between Indigenous peoples and Canadians, transforming the academy into something dynamic and new” (p 226).

The article is an interesting read as I believe many universities do incorporate the first policy of Indigenous inclusion as it is the easiest one to incorporate. Some universities are moving towards the second policy but I do not know if any are anywhere near the third policy. But the respondents did stress the need to get to the third vision of indigenization for reconciliation to truly occur.    

Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the canadian academy.AlterNative: An International Journal of Indigenous Peoples, 14(3), 218-227. doi:10.1177/1177180118785382

Miscalculations: Decolonizing and Anti-Oppressive Discourses in Indigenous Mathematics Education

The paper written by Stravos Georgios Stavrou and Dianne Miller, whom both identify as of White settler heritage, is a compelling in-depth examination of Indigenous mathematics education. The paper argues that math is not a culturally neutral subject therefore teachers must examine the curriculum and teaching methods to enable a higher rate of success for Aboriginal learners. The paper highlights the difference of Indigenous knowledge compared to Western science and mathematics and how the two do not always align. For example, an Indigenous language word may not exist for a Western mathematical translation therefore a teacher cannot simply write or say the math problem in the Indigenous language. The authors noted feelings of frustration and inadequacy by Indigenous communities when this approach is taken. As well, the paper argues oversimplification of incorporation of Aboriginal culture into mathematical problems does not meet the needs of Aboriginal students ie., The tribe set up 6 teepees and took 2 down. How many teepees are left?  This type of problem “does little to address inequality, and instead perpetuates stereotypes…” (p. 111) The paper provides 2 examples of authentic Indigenous activities which apply decolonizing methodology. Both examples are place-based learning with strong community connections and appropriate context. The paper contains numerous references and is an interesting read as the authors do challenge current research on Indigenous math practices. Introducing decolonizing methodology into the classroom will require time and energy of a teacher but isn’t it worth it?

Stavrou, S. G., & Miller, D. (2017). Miscalculations: Decolonizing and anti-oppressive discourses in indigenous mathematics education. Canadian Journal of Education, 40(3), 92-122.

media Indigenia: The Podcast

Media Indigena is a weekly roundtable style podcast on Indigenous current affairs hosted by Rick Harp.

Episode 135: What does Indigenization of Education Really Mean? was taped in front of a live audience at The University of Alberta in Edmonton on October 7, 2018. The popcast was hosted by Rick Harp, roundtablers Kim Tallbear, Kenneth T. Williams and special guest Adam Gaudry. If you wish to learn more about Rick, Kim, and Kenneth  please click the following link “Who We Are”. This podcast is 1hr 15 mins and discusses 3 topics; (1) Proctol Schmotocol examines how to approach Indigenous communities when conducting sensitive research subject matter, (2) Indigenous Renaissance examines the success of Indigenous Artists in regards to award recoginition, & (3) Adam Gaudry talks about his research paper written with Danielle Lorenz Indigenization as inclusion, reconciliation, and decolonization: navigating the different visions for indigenizing the Canadian Academy which explores true reconciliation within higher education institutions.  

I hope you enjoy: https://mediaindigena.libsyn.com/2018/10. Note:You will have to scroll down to episode 135. 

Math Catcher

Incorporating Indigenous knowledge into curriculum areas can be challenging. I found this resource while conducting researching for my end project on storytelling.

Math Catcher: Mathematics through Aboriginal Storytelling introduces math concepts through animated films (9 in total) using Indigenous imagery and storytelling. The films are produced in “several First Nations languages (Blackfoot, Cree, Squamish, Heiltsuk, Nisga’a, Sliammon, Halq’em ́eylem, Hul’q’umi’num’, and Huu-ay- aht) as well as bilingual picture books in Blackfoot/English, Cree/English, Squamish/English, Nisga’a/English, and Sliammon/English.” The website also contains information pertaining to workshops for mathematics outreach.

 

Post 5 – Secret of the Dance

Secret of the Dance is a fictional childrens literature story based on an incident which happened in Elder Alfred Scow’s life. The story explains the challenges faced by Aboriginal people when the Canadian government passed a law forbidding cultural ceremonies. The book enhances  classroom discussions on Indigenous “ceremonial and spiritual aspects of traditional education, and the relationship with the land” (p. 18, Indian Residential Schools & Reconciliation Teacher Resource 5), Indian agents, and “the restrictive laws of the Indian Act that were imposed on First Nations people”(p. 18, Indian Residential Schools & Reconciliation Teacher Resource 5). The beautiful illustrations complement and showcase First Nations art.

References:

First Nations Education Steering Committee and First Nations Schools Association. (2015). Indian Residential Schools & Reconciliation Teacher Resource Guide 5. West Vancouver, BC: First Nations Education Steering Committee and First Nations Schools Association

Spalding, Andrea & Scow, Alfred. (2006). Secret of the Dance. Victoria, BC: Ocra Book Publishers

Post 4 – They Came for the Children

They Came for the Children is a historical document written in 2012 by the Truth and Reconciliation Commission of Canada. It was published to educate Canadians on the history of residential schools. The hope is by educating Canadians on the legacy of residential schools they can become part of the reconciliation process.

Reference:

The Truth and Reconciliation Commission of Canada. (2012). They Came for the Children [electronic resource]: Canada, Aboriginal Peoples, and Residential Schools. Winnipeg, Manitobia: Truth and Reconciliation Commission of Canada. Retrieved from: http://www.myrobust.com/websites/trcinstitution/File/2039_T&R_eng_web%5B1%5D.pdf

 

Post 3 – Red Parka Mary

I enjoy reading this story to my own children and my class. It is a light-hearted story about the friendship between an Elder named Mary, and a young boy. The book details how their friendship blossoms with Mary teaching the young boy many things and the young boy wanting to repay her for this gift by buying her a Christmas gift. When teaching Reading Powers by Adrienne Gear I use this book to emphasize the reading power of Transform.

Reference:

Eyvindson, Peter. (1996). Red Parka Mary. Winnipeg, Manitoba: Pemmican Publications Inc.

Post 2 – Stoney Creek Woman The Story of Mary John

The book Stoney Creek Woman written by Bridget Moran tells the story of  Mary John an Elder from my reservation. The book details Mary John’s life and provides readers with a mirror into the life of a Native woman living in rural northern British Columbia. Mary John was awarded the Order of Canada in 1997 and after reading the book people will understand why. I also enjoy reading the book as my grandmother is mentioned in it.

References:

Moran, Bridget. (1988). Stoney Creek Woman. Vancouver: Arsenal Pulp Press.

Indian Residential Schools and Reconciliation Teacher Resource Guides

The Indian Residential Schools and Reconciliation Teacher Resource Guides were developed in 2015 by FNESC (First Nations Education Steering Committee) and FNSA (First Nations Schools Association). The guides are age-appropriate educational materials about Indian Residential Schools for grades 5, 10, 11 and 12. The curriculum within the guides reflects the First Peoples Principles of Learning pedagogy. The guides are easy to read, provide background knowledge and organized into parts.

The grade 5 teacher resource guide primarily uses grade appropriate literature to discuss Aboriginal and non-Aborignal relationship within Canada’s history. “While the instructional activities are presented in a structured format that is an example of how they may be incorporated, they are intended to be flexible in their use” (Indian Residential Schools & Reconciliation Teacher Resource Guide 5, p. 6). Indian Residential Schools is a sensitive topic and teachers must gauge their class when discussing and implementing the content.

The grade 10 teacher guide is a self-contained unit with case studies. While the grade 11/12 teacher guide is divided into 2 books with the first book setting the stage for inquiry and the second book containing documentary evidence.

Video courtesy of: http://www.fnesc.ca/irsr/

Resources:

First Nations Education Steering Committee and First Nations Schools Association. (2015). Indian Residential Schools & Reconciliation Teacher Resource Guide 5. West Vancouver, BC: First Nations Education Steering Committee and First Nations Schools Association

First Nations Education Steering Committee and First Nations Schools Association. (2015). Indian Residential Schools & Reconciliation Teacher Resource Guide 10. West Vancouver, BC: First Nations Education Steering Committee and First Nations Schools Association

First Nations Education Steering Committee and First Nations Schools Association. (2015). Indian Residential Schools & Reconciliation Teacher Resource Guide 11/12. West Vancouver, BC: First Nations Education Steering Committee and First Nations Schools Association

First Nations Education Steering Commitee (Producer). (2015). Introducing the Indian Residential Schools and Reconciliation Teacher Resource Guides [Video file]. Retrieved from https://vimeo.com/136350623