MODULE 3 WEBLOG – EDENIA LAI

Module three has focused on the topic of decolonization. I admit that the readings and videos that I’ve delved into this month have admittedly been both anger inducing and very touching all at once. The stories of youth in particular were uplifting despite the heavy material of the topic. Overall. I think the learnings speak to a journey of reconciliation and compensation that is still ridden with challenges. In sum, there’s still work to be done and we must work diligently towards it.

On this note, I was inspired to look into the work of organizations (including the government) and institutions that are working towards culturally responsive models of education in our schools.

B.C Principals and Vice Principals Association (BCPVPA)
Link: http://bcpvpa.bc.ca/about-the-association/

The BCPVPA is an independent professional association dedicated to helping administrators provide educational leadership in their schools. Members have access to resources and services to promote student excellence in the classroom. I was drawn to the number of resources on the website speaking to readings and references on the topic of indigeneity and education. In particular, I was also very interested to see that the organization had partnered with the UBC Faculty of Education to publish a book speaking to Aboriginal education enhancement agreements, curriculum development and change, policy and research just to name a few. In sum, leading educational change is a topic that isn’t discussed enough in our schools, therefore an association with a mandate to support administrators in their push forward for positive change through learning, knowing and sharing is in my opinion a step in the right direction.

Thompson Rivers University Handbook for Educators of Aboriginal Students
Link: https://www.tru.ca/__shared/assets/Handbook_for_Educators_of_Aboriginal_Students39099.pdf

In my search for educator resources, I stumbled upon the TRU website. To quote directly from the website, TRU supports roughly 1,000 Aboriginal students on its Kamloops campus therefore they self-publicize to be the ‘university of choice’ for aboriginal students. TRU emphasizes a focus on student strengths and aims to incorporate aboriginal culture, history and knowledge in their curriculum, research and classroom activities. In addition to having an office for aboriginal education, I was very pleasantly surprised to see that they have established protocols and even an aboriginal service plan. Furthermore, TRU has created a handbook for educators of aboriginal students that speaks to effective and innovative educational practices and supports (WOW!). I sum, I was very impressed to see that TRU is working to support a teaching and learning environment that advocates for aboriginal students and in tandem, equips its staff to do so as well.

First Nations Education Steering Committee
Link: http://www.fnesc.ca/

The mandate of the FNESC is to provide services, communications, advocacy, program administration and networking, however most importantly, it aims to share information about government policies and initiatives that impact First Nations learners. In my search for resources, I was very interested to learn about the activity of steering committees across the province and their work in partnership with schools at both the K-12 and post-secondary level. In short, I was tremendously impressed and inspired by their accomplishments which include the development of innovative curriculum at the secondary level and the establishment of the BC Aboriginal post-secondary education and training partners group. Publications and reports also live on this website, namely one of great interest to me titled “How Are We Doing?” Aboriginal Performance Data to monitor the performance of Aboriginal students in the BC public school system.

UBC CTLT: Indigenous Initiatives
Link: http://indigenousinitiatives.ctlt.ubc.ca/

Closer to home, I was (embarrassingly so) surprised to learn that the CTLT or the Center for Teaching, Learning and Technology routinely develops and offers programming, resources and consultations focused on indigenous engagement in curriculum, pedagogy, classroom climate and professional development. For staff in particular, there are opportunities to engage in six prominent projects that all focus on building a shared awareness of indigenous topics. The projects also provide an accessible starting point for the university community to learn about Aboriginal cultures, politics and histories.

Information about the six projects are outlined at the following link: http://indigenousinitiatives.ctlt.ubc.ca/research-resources/

University of Victoria Aboriginal Student Transition Handbook
Link: https://www.uvic.ca/services/indigenous/assets/docs/Aboriginal%20Student%20Transition%20Handbook%20Final.pdf

The UVic Aboriginal Student Transition Handbook was created out of a desire to address questions and concerns of indigenous students as they enter into post-secondary study or are preparing to graduate. The handbook contains the views of indigenous students and was created in collaboration with research partners and a steering committee. As I read through the document, I was grateful to see that there was content speaking to culture shock, a topic that we’ve touched upon this module and staying connected to community and culture. Although the audience of the handbook are indigenous students, I really felt that this resource is a necessity for advisors as well. To elaborate, it’s important for advisors to understand the transition to university from the student perspective. If there’s an area that we can improve on, I would say that we (the school) can do a better job of anticipating the challenges that students will face so that they can focus on their studies and being well.

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