Indigeneity, Technology, and Education
https://www.bctf.ca/HiddenHistory/
This resource is an excellent tool for developing my own understanding of Residential Schools and sharing pictures and stories with my students. The stories are from real people, the pictures are of real places, and helping students understand that Residential Schools are real creates deeper connections.
I participated in my first blanket exercise. I was killed by small pox. My co-worker was taken from her land and moved to a Residential school. Another colleague survived Residential Schools but later died due to the negative impact it had on her life.
These experiences are not our own, but were lived by us during our last Non-Instructional Day. The Blanket Exercise shares First People’s history from across Canada in a unique way. I began to better understand what it meant to be killed by a disease I had no control over, I watched people be removed form their land, to be taken to Residential schools. This experience is one I want to share with my classes in the future.
This document is written by the Ministry Of Education – Aboriginal Education department with the intent to move forward to deconstruct and decolonize education in BC. Themes that are covered include:
Characteristics of Aboriginal Worldviews and Perspectives
Connectedness and Relationship
Awareness of History
Local Focus
Engagement with the Land, Nature, the Outdoors
Emphasis on Identity
Community Involvement: Process and Protocols
The Power of Story
Traditional Teaching
Language and Culture
Experiential Learning
Attributes of Responsive Schooling
The Role of the Teacher
When an article has a headline like the one above, I find that it is directly pointing out the challenges with the education system. Many provinces require education about Residential Schools, but there are limited resources for teachers to use and teachers do not feel comfortable leading discussions on such a traumatic event. I personally struggle to teach my students about residential schools. I can read Shi Shi Etko, I can share Phyllis’ Story, we can watch a video, but to lead a deep and meaningful conversation about the trauma and atrocities experienced in these buildings is extremely challenging. I fit in with many of the non-indigenous teachers who lack the confidence to discuss and teach this topic, and it’s something that I need to learn how to do.
CBC News Article, August 20, 2017: https://www.cbc.ca/news/canada/edmonton/residential-schools-edmonton-1.4254947
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.