Tag Archives: education

Module 1 Post 2: Science First Peoples

Description:

Highly recommended as a useful start to help new Science teachers embed Indigenous perspectives in the classroom. The resource guide is designed for grade five to nine, but applicable to higher grades.

Resources and lessons reflect the First Peoples Principles of Learning.

  • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
  • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
  • Learning involves recognizing the consequences of one’s actions.
  • Learning involves generational roles and responsibilities.
  • Learning recognizes the role of indigenous knowledge.
  • Learning is embedded in memory, history, and story.
  • Learning involves patience and time.
  • Learning requires the exploration of one’s identity.
  • Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

Link: http://www.fnesc.ca/science-first-peoples/

Module 1 Post 1: A Journey Into Time Immemorial

Description:

A virtual interactive tour situated in f Xá:ytem Longhouse in Mission BC. Created by Simon Fraser Museum of Archaeology and Ethnology. Students are able to view and interact with the displayed natural world. Key facts and terms such as family relationships, dynamics, potlatch, spiritual beliefs, trade relations, tools, technology, hunting, and housing are described in detailed statements. There are a series of short videos that help students better understand the learning context.

Link: http://www.sfu.museum/time/

Post 5- One Useful Book

Indigenous and decolonizing studies in education : Mapping the long view.

When I first registered for this course, I was very nervous. I had no idea what I was getting myself into or how it would challenge my way of thinking. I was very nervous and thought I should do some scholarly reading before the course began to get myself ready for what could be coming down the line. This book, although it is set to be officially published in 2019, has really opened my eyes to some of the views I hold and how I need to shift my sense of belonging to better understand how I am impacting my students.  Chapter 10, titled, Decolonization for the Masses? Grappling With Indigenous Content Requirements in the Changing Canadian Post-Secondary Environment by Adam Gaudry and Danielle E. Lorenz really piqued my interest in universities requiring mandatory Indigenous studies courses and how they are paving the way towards supporting the Truth and Reconciliation Commissions Calls to Action.

Tuhiwai-Smith, L., Tuck, E., & Yang, K. W. (2019;2018;). Indigenous and decolonizing studies in education : Mapping the long view. Milton: Routledge. doi:10.4324/9780429505010

Post #2: Driftscape (app)

https://www.driftscape.com/home

This app provides information place, event, and tour information related to First Nations in Toronto as a map overlay (it provides other non-First Nations overlays as well, which can be toggled on and off).

This app is useful to understand the oft-ignored local First Nations history, geography, and culture of Toronto, and also provides a great (app or map) template for other places outside of Toronto. I think situating oneself in this way is important when beginning research as the local features predominantly in much of Indigenous literature.