Tag Archives: indigenous knowledge

Post #17 – Honouring Earth – http://www.afn.ca/honoring-earth/

http://www.afn.ca/honoring-earth/

 

This page from the Assembly of First Nations offers a deep and wide perspective on ecology and the policies required to support a healthy environment. It also links out to other external resources such as the Convention on Biological Diversity and the SARA Survival Guide. This page has a massive amount of links to all kinds of related content fact sheets, research papers, and facebook groups. This page would be an excellent resource for any teacher planning lessons seeking to integrate indigenous perspectives on specific and current ecological initiatives. It covers a variety of topics and is an excellent starting point for immersing a learner into the issues and current policies and initiatives.

POST #17 – The Ecology of Mind and Cybernetics.

Today, I diverted slightly and took a journey into philosophies of Cybernetics and the Ecology of Mind.  Though I don’t want to draw comparisons between these philosophies and Indigenous Knowledge.  I do think the perspectives elucidated in Cybernetics and Ecology of Mind on interconnectedness, relationality, and transdisciplinary worldviews, are interesting in the light of Indigenous Knoweldge.  If you are interested in learning more check out:

https://www.youtube.com/watch?v=e7r0hUyT7q4

https://www.youtube.com/watch?v=y8lA8jsQkNw

https://www.youtube.com/watch?v=Oad8Ro8j_fE

Post 3- First Peoples Principles of Learning

This week I have become more inspired by the First Peoples Principles of Learning (FNESC). I appreciate how this describes what learning is and the emphasis on relationships and what learning involves. The knowledge shared in this poster is great, but the broad reach of it can be daunting when considering how to utilize this information when creating unit plans and a classroom culture. Being aware of how our own experiences, beliefs and identities impacts our classrooms and students is an important first step to embracing these principles.

Post 4- Healthy Education for Teachers and Students

After listening to Lee Brown’s interview in Module 1, I realized that he has a lot of insight into making inclusive classrooms for First Nations Students.  I have downloaded his thesis Making the Classroom a Healthy Place: The Development of the Affective Competency in Aboriginal Pedagogy and begun to unpack what he is noticing in classrooms.

There is a lot of fear for teachers when teaching about cultures that are not their own, but Lee Brown helped me to realize that it’s not specifically about the academics, but about the emotional attachment, the values, and the connection to each other and our place, that will create more culturally inclusive classrooms.

Module 1 Post 4: First Voices

Description:

An interactive online Indigenous teaching resource. Online dictionary of the majority of BC First Nations languages.  The site includes Indigenous language resources; writing systems, videos, recordings, photos. Recently, FirstVoices have been developed into an app that works for iOS and Android devices. The app contains First Nations language in Canada, Australia, and New Zealand, plus many languages in the USA.

Link: https://www.firstvoices.com/

Module 1 Post 3: Lessons of Our Land

Description:

A highly useful website with structured lesson plans that work for Pre-K to Grade 12. Each lesson has an achievement goal, teacher background, teacher resources, student activity, evaluation, and lesson resources. PDF links are active and embedded in each lesson plan. My favorite lesson is “Wild Rice” where students learn the value of wild rice to the Ojibwe people. I was able to adapt the lesson to both Science and Social Studies.

Link: https://www.lessonsofourland.org/

 

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/