Indigeneity, Technology, and Education
I found this lesson which poses a great inquiry question: ” Do the 20th Century changes in the treatment of First Nations Peoples in Canada
represent a period of progress, decline or stasis?” There is the potential for a great deep inquiry into the contemporary issues that are facing Indigenous peoples. Having students research the history (Indian Act) and look at how that is impacting Indigenous peoples today.
Download link: https://wiki.ubc.ca/images/f/f0/Lesson_Plan_FNs_12.pdf
Looking at other modes of inquiry learning that can be modified for the classroom and align with Indigenous Ways of Knowing and Being. I found this resource after being pointed in this direction by Dr. Marker.
Transformative Inquiry (TI) is a unique approach designed to help educators negotiate the complex terrain of learning & teaching. While many types of inquiry exist, TI is imbued with a distinct emphasis on the emotional, physical, spiritual, and mental facets of education. This very much aligns with the Medicine Wheel. TI is a dynamic process that helps educators negotiate the complex and vibrant terrain of learning & teaching as they ask:
A FREE iBook is available here: https://itunes.apple.com/ca/book/transformative-inquiry/id854038743?mt=11&ign-mpt=uo%3D4
A FREE .PDF version is available here: http://www.transformativeinquiry.ca/downloads/files/transformativeinquiryv4.pdf
A versatile discussion-based humanities game to practice argumentation around any text or topic for grades 6 through 12.
Socratic Smackdown offers a fun approach to having students practice discussion strategies. Socratic Smackdown is a printable game designed to be played with up to forty students at a time. In the game students are awarded points for using each of six questioning and discussion methods. Students can lose points for interrupting or distracting others. The play of Socratic Smackdown can be organized around a text-based question or organized around debate a question delivered verbally. During the game students can play the role of participant or “coach.” A coach’s role is focused on listening to the group and completing “coach cards” on which they write observations on what the participants did well and what they can do to improve.
This is an excellent way to involve students in deep discussions around social justice issues, and I have modified the game-play and introduced this as a ‘contemporary talking-circle” to address topics on social justice affecting Indigenous Peoples in Canada (i.e. Indian Act, UNDRIP, Access to Water, MMIWG, Media Bias, etc.)
Background: https://www.instituteofplay.org/learning-games
Print Resource: https://docs.wixstatic.com/ugd/4401d6_aeab4158fb324a5d80ba9dbcc0c6eed5.pdf
This site explores ways to more effectively utilize the traditional knowledge systems and ways of knowing that are embedded in Indigenous communities to enrich the school curriculum and enliven the learning experiences of the students. It touched on several topics, including: the convergence between Indigenous knowledge and western science, Ethno-mathematics, Indigenous Language Learning, Cross-Generational Teaching, Place-based Learning, Cultural Systems: Complexity and Learning.
http://www.ankn.uaf.edu/curriculum/Articles/barnhardtKawagley/Indigenous_Knowledge.html
Grade Levels: 9/10, 11/12
Subject Area: First Nations, Métis and Inuit, Social Studies, History, Language Arts, Art, Social Justice
This lesson is an experiential approach to Indigenous people’s history. I believe it can be modified for lower grade levels, especially as a followup to the Kairos Blanket Activity. This lesson was written using a Indigenous pedagogical approach.
https://www.canadashistory.ca/education/lesson-plans/walking-on-the-lands-of-our-ancestors
“Education is what got us here, education will get us out.” – Honourable Justice Murray Sinclair
A succinct overview of the history of residential school and why reconciliation should be important to Canadians is covered by the head of the TRC, Honourable Justice Murray Sinclair. This video is only 2:55 in length and is a good starting point to begin deeper discussions.
The abuse of Indigenous children for 7 generations in the guise of education has caused intergenerational trauma affecting Indigenous people today. There is a huge responsibility for educators to take the lead in educating future generations of this dark history and explore ways to collectively take responsibility for healing, so that we can all move forward.
Murray stresses the importance that, “if you feel connected to the future of this country, and if you feel responsible for the future, then you need to care about reconciliation, for the sake of the future of this country.”
https://bctf.ca/uploadedFiles/Public/AboriginalEducation/AboriginalWaysofKnowing.pdf
I also use this as a guide to inform the work that I do as a Indigenous Curriculum Consultant. This is similar to the FNESC “First Peoples Principles of Learning”. I find that the BCTF’s “Aboriginal Ways of Knowing and Being” document makes deeper connections to cultural learning and protocol.
In understanding that many of our Indigenous teachings are rooted in the land, I love that the first statement on this document is: “Learning is connected to the land, place, and spirit”. It also recognizes a sacred connection our environment.
**Note this document has been revised its title to “Indigenous Ways Of Knowing and Being” but is not yet available in digital format.
The First Peoples Principles of Learning has been developed by the First Nations Education Steering Committee (FNESC). The purpose of this document it to have teachers reflect on how to approach the inclusion of Indigenous perspectives in a respectful and holistic way.
All these principles speak to me, but one that I constantly connect with is: “learning involves generational roles and responsibilities”. I honour my elders and knowledge keepers who help guide me in the important work I am doing as the Indigenous Education Consultant for the Vancouver School Board.
I have shared this document with teachers, and they have embraced it, using it to help guide them in planning and facilitating Indigenous perspectives and content within BC’s new revised curriculum.
https://itunes.apple.com/ca/app/firstvoices-keyboards/id1066651145?mt=8
Similar to my previous post, this app is also developed by the First Peoples’ Cultural Council. It is an Indigenous language keyboard app for Apple and Android mobile devices.
“The FirstVoices Keyboard App contains keyboard software for over 100 languages, and includes every First Nations language in Canada, Australia and New Zealand, plus many languages in the USA.”
Several Indigenous people I know recommend this app, as it allows them to communicate in emails, texts, social media, etc., in their mother tongue. It provides the syllabics and characters that the QWERTY keyboard does not.
With the push to save endangered Indigenous languages, this site has been designed to archive and record as well as engage in cultural revitalization by providing teaching resources for Indigenous language learners.
This site is still in beta preview and is an improvement over the old version of the site. It has been developed with the input of over 50 community partners.
You can choose to listen to the recorded words, play a game, there even is a “Kids Portal” which includes, words, phrases, games, songs & stories for student learning. The Kids Portal can be accessed here: https://www.firstvoices.com/kids/FV/sections/Data/