Author Archives: emily ansley

First Nations Steering Committee


This video introduces teaching resources that can be used to introduce Residential Schools in British Columbia.  It includes all of the necessary teaching components needed to introduce the topic sensitively and in a culturally sound way.  


Module 4 post 3

Toward a First Nations Cross-Cultural Science and Technology Curriculum


This article explores First Nations science curriculum from a cultural perspective.  It documents the stark contrast of nature  as seen by science and Aboriginal people. These differences are seen both socially, intellectually and how they associate with human action.  Typically science is seen as a Western philosophy, so in order for Aboriginal students to learn about western science it is seen as crossing cultural borders for them.  Aboriginal people would rather embrace and respect the mysteries of nature rather than conquer it and explain it.

Module 4 post 2

Cultural Competency – Working With Aboriginal Peoples: A non-Native Perspective

This article is from the perspective of a non-Native social worker working in a Native social work program.  He speaks of the harsh realities that First Nations people have endured and how working in this program has enlightened his perspective immensely.   His overall understanding of cultural competency and Aboriginal issues is beneficial is assisting and providing the level of support needed in crisis.  He speaks of his interest in working in the Native Social work program and the obstacles he faced due to being non-Native.  He understood that he required some background knowledge so enrolled in as many Aboriginal courses he could.  He came to understand that First Nations people were one of the most oppressed group, and because of this, what better group to teach people about oppression and resilience.  

Module 4 post 1

Worldviews and Aboriginal Cultures: Where hearts are rooted

This article provides an insightful view into the historical relationship between  Aboriginal peoples and the European settlers.  It reiterates that education is the key to recognizing the wrongs that have been committed and by acknowledging the broken past, bridges to a more positive relationship can be made. It includes information about the major historical events and what kind of impact they have had on the lives of Aboriginal people.  It brings to light the notion of incorporating Aboriginal content in ways such as creating a foundation for a solid classroom community or recognizing how our individual actions affect those around us.

module 3 post 4


This article talks about the interconnection of Aboriginals and nature and how specifically, the Yupiaq  people in Alaska, are no different.  Due to their remote location with a harsh climate they have come to have vast empirical knowledge of the land.  It breaks down the essence of the Yupiaq lifestyle and how nature plays an important role in all aspects of their lifestyle.  It explains how the encroachment of Western civilization has changed the way they go about many things, including education.  Many of the teachers(non-Aboriginal) don’t recognize that the Yupiaq children learn differently  and are not like European children.   By ignoring their values, beliefs and culture, ultimately they are saying their skills and knowledge is of little importance.  This article offers relevant information from the perspective of the Yupiaq people and what ignoring and encroachment do to Aboriginal children skill acquisition.

Module 3 post 3

Deepening Knowledge to Inspire Action: Including Aboriginal Perspectives in Teacher Education

The focus of this particular article is bringing awareness of Aboriginal content to new and upcoming  teachers;  to encourage teacher candidates to be willing and ready to incorporate Aboriginal knowledge and pedagogy into everyday teaching.  It addresses the main reasons why new teachers may not include Aboriginal content and realizes that when these reasons are addressed teachers are more encouraged to include Aboriginal content.  Giving new teachers the knowledge and resources to feel like they have more than just a “little” relevant and accurate information to share they are more capable of teaching the material.

Module 3 post 2

Integrating Aboriginal Perspectives into Curricula

The overall goal of this article is to assist educators with integrating more Aboriginal perspectives effectively into the curriculum.  Historically, the aboriginal perspective of how Canada came to be has been ignored, and it is only recently that that is starting to change.  The Aboriginal culture is based on the view that the universe was made by the Creator and humans must live in harmony with nature.  To foster the changes in perspective and correct social biases, it is indicated that developing curricula with Aboriginal content is a start.  This document looks at all aspects of Aboriginal culture and moves into ways to make Aboriginal content a staple in the curriculum, which will benefit both non-Aboriginal and Aboriginal students.

module 3 post 1


This article looks at the connections between First Nations education and the 21st century.  They look into the unique ways of First Nations knowing and those found in the 21st century movement.  Historically, the Aboriginal ways of  educating were diminished in very oppressive ways, such as Residential schools and now an effort is being made to decolonize education. Efforts have been made to  make necessary changes by way of adopting more Aboriginal perspective; however, there is still a lot to be done.  It looks at taking colonization head on and addressing it directly.

Module 2 post 5

Indigenous Principles Decolonizing Teacher Education: What We Have Learned

This document is written by a collection of teacher educators, including the perspective of a member of the Lil’Wat First Nation of Mount Currie.  Their argument stems back to the teacher education programs and the lack of changes seen in traditional programs that are primarily based on Euro-American-centric values.  Indigenous pedagogical principles such as,inclusivity, community building, recognition and celebration of individual uniqueness are not reflected or encouraged in Education programs.  It is realized that to shift the mindset of preservice teachers it requires continuous effort and is met with various challenges along the way.

Module 2 post 4

Inspiring Success: Building Towards Student Achievement

The purpose of this policy framework guide is to build capacity and achieve change within the education system by way of  goals and strategies that will support achievement for all learners. This document is put out by the Saskatchewan government to address the educational needs of the First Nations and Metis population.  The goal is to work with First Nations people to create a platform that all students can be successful.  It is the government’s goal to re frame education  in the 21st century where all students feel their needs are reflected.  This policy addresses many of the historical issues in Saskatchewan as well as the economic, demographic and moral issues.

Module 2 post 3