Tag Archives: Aboriginal Education

Internet in First Nations Communities

http://www.straight.com/article-254208/first-nations-kids-need-net

This online article contains video interviews and research on promoting the need for high speed internet access in native rural communities. It discusses how urban internet speeds continue to rise while rural communities stays relatively static. It discusses how internet skills have been a positive for aboriginal communities in terms of education and finding jobs.

I would recommend this site to anyone studying how technology can aid in cultural development of aboriginal communities.

Traditional Knowledge

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http://www.nativescience.org/html/traditional_knowledge.html

The term traditional knowledge is used very often in reference to aboriginal cultural sustainability. It is widely accepted among Aboriginal leaders that this is missing from the educational system. This certainly would prompt one to ask: What is traditional knowledge? That is the question that this site endeavors to answer. The article goes into great detail explaining what traditional knowledge is but it also attempts to compare and contrast it to “western scientific knowledge.” The site In addition to this the site provides many interesting links to the applications of traditional knowledge to current ecological issues.

This site is a great resource for those studying cultural preservation and indigenous education.

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https://www.edu.gov.on.ca/eng/research/eFaries.pdf

This online article, by Dr. Emily Faries, is hosted by the Ontario Ministry of Education. It is an attempt to help educators understand the issues facing aboriginal students from a historical perspective. It details the lack of aboriginal representation in provincial curriculums and points to government concessions that indeed the needs of aboriginal students are not being met. Identity is a major theme of the essay, as is spirituality and connection to the land. Dr. Fairies overall message is that the Ontario Ministry of Education has an opportunity to fix the wrong of the past and she makes a strong case. This paper would be an excellent read for those interested in  aboriginal educational reform.

Chris Garner

This is an excellent talk given by Chris Garner, who has taught in indigenous communities in both Australia and South Africa. He echoes the fact that “voice” and “context” are the most important things in education. He uses statistics to show the gap in education completion rates and also statistics showing dramatic changes when context applies. He argues for something that we all know is needed: A change in teaching dependent upon the needs of the student.

I would highly recommend this video and Mr. Garner’s research to anyone who is studying the educational reform in indigenous communities.

Native Resistance: Women Warriors

 

Pine Leaf, the Indian Heroine

The article, Fight the Power: 100 Heroes of Native Resistance, Women Warriors, by Vincent Shilling lists Native women warriors who fought heroically against colonization. The stories of these warriors illustrate non-stereotypical depictions of historical Indigenous women. This article is part of a series posted on the Indian Country Today Media Network.com.

 

ALASKA NATIVE EDUCATION: HISTORY AND ADAPTATION IN THE NEW MILLENNIUM

http://ankn.uaf.edu/Curriculum/Articles/OscarKawagley/ANEHistory.html

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.

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

https://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING_GLOBAL_MATTERS_FINAL_ONLINE.pdf

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.

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Integrating Aboriginal Perspectives into Curricula

http://www.edu.gov.mb.ca/k12/docs/policy/abpersp/ab_persp.pdf

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.

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HAWD How are we doing?

https://www.bced.gov.bc.ca/abed/perf2014.pdf

The HAWD is a report put out by BC’s ministry of Education each year. I’ve linked the 2014 report. HAWD stands for: How Are We Doing? This question is asked in relation to BC’s commitment to Aboriginal Education and Aboriginal graduation rates.

If you like detached, faceless government reports with colourful graphs and charts with lots of numbers that show trends, then this document is a must read!

All kidding aside, this document is very visually telling as it shows in shocking detail just what the state of Aboriginal Education is like.

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