Tag Archives: Aboriginal perspectives

Dana’s Contributions to Module 4

Aboriginal Nations Education Division (ANED) for School District 61

So many amazing resources from my school district’s Aboriginal Education team. You can find pretty much anything you want here, or use this website as a launch point to bring authentic, Indigenous knowledge into your classroom or workplace.

Having said this, I found this resource on this site, that was developed by the BC government in 2006. It targets Kindergarten through Grade 10, and for the most part, looks like a useful document. However, when searching for material for my ETEC 521 paper, I did uncover something that did not sit well with me on p.82. It suggests that in Mathematics 10, that educators and students research the statistics surrounding Aboriginal graduation rates.  Although graduation rates have been slowly improving over the years, they are still below the provincial average.  An exercise such as this will consequently perpetuate stereotypes amongst non-Indigenous students and potentially send Indigenous students harmful messaging.  This document was produced by the Ministry of Education, who used Indigenous community members and educators to assist with its creation, however, at the end of the day, the MOE was the entity in charge of the final product. Who was the person who added this terrible idea to a government resource? In general, it is difficult to find culturally responsive material for academic Math 10, so did somebody “pad” this section without being informed? I find it very difficult to believe that any Indigenous person would think that this was a good idea!!

Four Directions Teachings

Click on the image to go directly to this interactive website that shares Indigenous knowledge from five First Nations from across Canada.  Drumming, storytelling, sound effects and beautiful graphics are clearly shared and described in these teachings. Be sure to spend time with the Teacher Resource package that is linked on the first page, as well.  My only disappointment is that the Coast Salish was not included in this resource, as this would help my non-Indigenous students connect more to the land that they live on and to the people who were here before colonization.  Barring that, this seems to be a great site for not only learning about specific Nations, but to also dispel stereotypes that promote pan-Indigenous homogenization.

Victoria’s booming shoebox campaign part of “reconciliaction”

This article was recently posted in the Victoria News, a local, community newspaper.  A family of Metis heritage has started a campaign that creates shoeboxes filled with age appropriate gifts for Indigenous youth who presumably are living in poverty conditions, north of Smithers, BC.

Having grown up in a state of lower, lower middle class myself, I think that I would have loved to have received a shoebox full of trinkets as a child. Sometimes when I was young, I did not think that anybody cared about me, and that I was more of a hassle, than anything else. I would imagine that Indigenous youth, in isolated towns, who may not have a heck of a lot to do or to live on, would be prone to feeling this way, as well.  Suicide rates in some communities, definitely exemplify this sentiment, in the worst possible way.

So my hat goes off to these young girls who are not only filling shoeboxes and but rallying others to do the same.  We all need to feel like somebody cares about us, that is the TRUTH!

However, is it fair for the editors of the newspaper to make a play on words, turning “reconciliation”  to “reconciliaction”? Hmmm… that part is not sitting well with me. Is it not the government’s role to “reconciliact”? It seems to me that this family is NOT enacting reconciliation via their noble campaign.  True, they are addressing the oppressive, harmful effects that colonization has had on Nations and their people. But this is not reconciliation…

What does reconciliation mean to you?

So what does reconciliation truly mean? Here are six individuals perspectives from a 2016 CBC article.  Spoiler alert: none of them mentioned shoeboxes…

This.

My Kiwi Godfather posted this on his Facebook feed this week and I had to share.

“Colonization has forced stereotyping

To become a household name

Which resides under our beds

Becoming the monsters that we are now scared of.”

The raw talent of Kia Kaha is unreal and inspirational. When students are given the freedom to have their voices heard, powerful, life changing moments can and will transpire.

 

 

Module 4: Post # 1 ~ Alaska Natives: Our Fight to Survive

A Short AJ+ Documentary Titled Alaska Natives: Our Fight to Survive looks at the past, present and future of Indigenous Peoples in Alaska; including major obstacles, such as the division among the people caused by oil and gas exploration. As people struggled between a desire to protect the land, and the need to earn a living.

The documentary is informative and well done, but I found it interesting that none of the producers are Indigenous.

The documentary does raise many issues. One of which, is food insecurity faced by the Inuit due to high rates of unemployment, and low paying jobs, brought on by the rapid modernization of Canada’s north in the last fifty years. The Feeding Nunavut Program reports that 60% of Nunavut’s children live in households without a dependable quantity of nutritious food.

One of the solutions to the program was paying harvesters to hunt and distribute the food gathered throughout the communities participating. Interestingly the traditional food, called country food, could not be shared with the schools because of health regulations. The author of the report, Taye Newman, noted that this was discouraging as the rules are in direct contrast with the goal of feeding children, and encouraging traditional foods. Another success of the program was the involvement of youth in learning how to hunt, gather, and prepare traditional foods.

www.youtube.com/watch

Filling in the Gaps- When Students Become the Teachers (Mod 2-Post 5)

BC has recently revamped its curriculum and one of the main new components is the focus on Canada’s Indigenous Peoples. However, the teacher training and educational resources to support this new curriculum are not all in place.  This article from the Tyee Newspaper is a reminder that sometimes the best sources of knowledge and teaching can come from the students.  While I would never advocate putting a child on the spot to talk about their heritage in front of the rest of the class, if a student is willing to share his/her personal experiences and ideas on a subject, it often has a much more impactful and intrinsic connection with the students (and teacher) receiving this teaching.

https://thetyee.ca/News/2017/09/05/Bumpy-Start-for-BC-First-Peoples-Curriculum/

Overcoming Barriers Starts with Funding and Education (Mod 2 Post 4)

Coming off my last post and in my search for financial support for Indigenous girls in post-secondary education, I came across an Indigenous-led registered charity called Indspire.  In addition to it dispersing financial aid, it also provides an online resource for teachers with a variety of lesson plans, online webinars, in-class seminars and links to upcoming events.

In my research so far about the barriers facing Indigenous women in STEAM and tech-related fields, two trends are emerging- funding and teacher education.  Funding is one way to support Indigenous students becoming successful in education, but another large indicator for success is the education of teachers and their knowledge and understanding of how to deliver curriculum and better help support Indigenous students.  There are two upcoming conferences that will have Indigenous students and Indigenous educators sharing their experiences and practices of what works and providing teachers with some of this knowledge and understanding about Indigenous needs in education.

The first event is coming up this Oct 19th at Simon Fraser University where a panel of 3 Laureates (Dakota Brant- First Nations, Maatalii Okalik- Inuit, and Gabrielle Fayant- Metis), will “discuss issues such as being the first person in the family to go to university or being the only Indigenous student in the class, and how schools can better support Indigenous students.”  Registration is still open. 

Another upcoming conference is the 23rd Annual Aboriginal Education Conference “Renewing our Relationship” put on by the First Nations Education Steering Committee and happening in Vancouver Nov 30- Dec 1-2 at the Westin Bayshore.  As stated on their website this conference will be:

“Showcasing innovative curriculum, inspiring people and excellent networking opportunities, the First Nations Education Steering Committee (FNESC) Annual Aboriginal Education Conference draws over 800 educators each year. Our conference theme, Renewing Our Relationship, will explore the role of education in reconciliation as part of the ongoing conversations about Canada’s 150th celebrations and planning for the future of First Nations education in British Columbia. This will include examining how we can work together to transform our relationships in order to advance quality First Nations education.

There are a variety of workshops to choose from and several keynote speakers,  including one of the authors from our course readings- Dr. Jan Hare who is the Associate Dean for Indigenous Education (UBC).

 

Finding New Voices (Mod 2- Post 1)

Last year I had an “aha” moment during a professional development session when we were shown the conflicting viewpoints of the Iranian hostage crisis through Google searches. The difference from Canadian Google versus Iranian Google was profound.  Depending on which country you searched from, you would have two entirely different accounts of the event.  As a history teacher, I’m aware that all history is biased and will vary depending on who writes it, however in this day and age, I was shocked to see such a stark difference from the same platform provider.

At the beginning of each year (being a teacher my “New Years” is September 1st) I make a personal finance, fitness, and intellectual goal for myself.  This year my intellectual goal is to “challenge my confirmation bias”.  I feel that I have always been a person open and respectful to others ideas, however, I’ve become more self-aware that my sources of information are from limited sources.

A recent revelation pertaining to this was after watching a Vice HBO Episode titled: ‘Post-Truth’ News & Microbiome.  In this discussion, it showed Parallel Narratives of Twitter data surrounding journalism and Clinton/Trump supporters.  Following only Clinton or Trump was an indication that your information circles only covered either left wing or right wing topics. As Vice puts more eloquently “[the] support had an effect on a user’s information flow as people seemed to cut themselves off from users who supported a different candidate.”

For more information on Vice’s story and Electome’s Analytics click here

If “following” is seen as supporting, then it will be difficult to break this segregation of information for fear of reprisals from peer groups.  But maybe this is what we need.  Following Trump and his supporters may help to bridge the gap in our understanding of each other.  While I think (at least I hope) that the same degree of polarization does not exist between Canadians and Indigenous peoples presently, I wonder, are we making an effort to truly understand and “follow” each other?

Bringing it back to our topic; focusing on my goal and engaging in this course has made me analyze my current practices. How can we break free from our singular narrative bubble and actively seek Indigenous community members both locally and nationally to “Follow”?  Indigenous Tweets and other platforms of the like might be a good springboard to find new sources of information.  Moreover, reviewing and reiterating our current practices for searching for literature. Pivoting from UBC summons and Google Scholar to Indigenous databases and Index’s such as the Indigenous Peoples North America and iPortal: Indigenous Studies Portal databases.  Searching through these ‘new’ mediums I found significantly fewer ‘hits’ for the subject matter I was looking for, however, what I gave up in quantity I found in quality with literature that was reflecting a new perspective.

Dana’s Contributions to Module 1

From CBC: Sachs Harbour, N.W.T., teen pens song about uncle’s death, garners thousands of views online

This story, published on September 16, 2017, came to my attention from my Facebook feed. Two years ago, a colleague of many years, left Victoria to take a teaching position in Inuvik, Northwest Territories.  Jasmine has been Michelle’s student for the last two years.  Because the community that Jasmine is from is so remote (Sachs Harbour in Inuvialuit Territory), she stays with a host family in Inuvik while attending high school. At the time of the recording, Jasmine was part of a program that takes part on a ship that sails through the Arctic in the summer, visiting communities and taking part in cultural communities along the way. Apparently, a student from my school, Esquimalt High, recently took part in this program as it is open to any student that applies, who falls within the age restriction. Until the song went “viral”, Michelle did not even know that Jasmine was a singer-songwriter! Another layer to Jasmine’s viral social media experience, is her mother’s story of attending residential school. Sending her daughter away to school, however, was not an option for her.

 

From CBC: ‘A punch in the gut’: Mother slams B.C. high school exercise connecting Indigenous women to ‘squaw’

This story was published September 18, 2017. A Grade 9 teacher, using the Teacher’s Guide, distributed worksheets to their students that had students associate racist nomenclature with the person of origin. Apparently, the motivation was to teach students what the ubiquitous terminology of the day was, however, as the mother astutely points out, the workbook is void of context, and fails to educate students about relevant information regarding the Indian Act and the reserve system, amongst other knowledge. Turning to Michael’s essay from this week; “ Educators must help students conceptually focus the mirror rather than a magnifying glass at native people.” (p. 499) This workbook perfectly exemplifies the magnifying glass approach.  What also should be pointed out, is that the teacher in question, was likely trying to incorporate the new K-9 BC curriculum that has attempted to bring Indigenous knowledge into every course. As a BC teacher, I can say with certainty, that there has not been enough (any?) professional development to facilitate this change so that BCTF members can actually teach Indigenous knowledge with confidence.  I am grateful that I am taking ETEC 521 so that I can hopefully avoid making one of my students or their parents feel link I have “punched them in the gut.”  Most teachers will not be paying $1600, however, in order to take such meaningful Pro-D.  Moreover, I wonder how many teachers will simply side step this portion of the curriculum in fear of making a mistake?  <Segway to next article…>

Marker, Michael, “After the Makah Whale Hunt: Indigenous Knowledge and Limits to Multicultural Discourse”, Urban Education, Vol. 41(5), 2006, 482-505.

 

From CBC: Teachers lack confidence to talk about residential schools, study says

This story was published August 20, 2017. Yes. This is me.  Or rather, this was me. I feel fortunate to work at a school that devotes a portion of our Pro-D time, every year, to Indigenous education and the well-being of our Indigenous students.  But still, I do not feel like I know enough to say too much in class. With the Truth and Reconciliation Commission being part of mainstream media, combined with some incredibly meaningful Pro-D, I have begun to say more, however. On Orange Shirt Day 2016, I gave my first talk to my homeroom class about the significance of the day— how could I not? I felt like I had finally broken through my self-imposed, block of ice. It is now three weeks into ETEC 521, and I feel more equipped to say what needs to be said, when it needs to be said. I am looking forward to learning more, however, as I know there is much more knowledge to come!

This is Just Us: A Digital Media Documentary

At my high school, we run a course called First Peoples English, in which any student may elect to take this course, in lieu of regular English.  Recently, students created the documentary, “This is Just Us.” For whatever reason, I only just learned of this documentary this week (it is amazing what you can find on your school’s website!). It is a bit of a commitment to watch, however, should you have 38 minutes to spare, you will not regret it.  In the documentary, Indigenous and non-Indigenous students are interviewed. As well, a local Elder, one of our school’s Aboriginal Educational Assistants and the teacher of the course are all interviewed. Topics that are touched on include: Why Digital Media? What is self-esteem? Who are you thankful for? … and more! I was blown away with the students’ candidness, honesty, bravery and wisdom in their responses. The Elder speaks of running away from his residential school, seeking refuge in Washington.  This really drove home the reading of “Borders and the Borderless Coast Salish” from last week. As opposed to the educator who ran into trouble when they attempted to “teach” Indigenous knowledge using an inappropriate “magnifying glass”, Ms. Dunn helped her students “conceptually focus the mirror”, with this project. The project would not have been a success without the partnership with Dano, an actor and director from Tsawout First Nation. Dano came in once a week for a couple of months, and after getting to know the students, he decided that the common thread was how self-esteem affects individuals, families and communities.

Indigenous Leaders on How to Celebrate National Aboriginal Day

This page was published on June 20, 2017, on the University of Toronto’s website. It interviews a variety of Indigenous Leaders (a student, an Elder, and the former National Chief, amongst others), who share how they plan to celebrate June 21 and what any Canadian could also do to recognize this day. I would like to specifically highlight one piece from this page, that addresses the Canada 150 celebrations. This summer, there was a heap of dialogue concerning whether we should be celebrating 150 years of colonialism. Many people I know chose to boycott all July 1 celebrations, and they were not afraid to make it known to all who would listen. Reading this piece, you will find Phil Fontaine’s (albeit brief) take on Canada 150. I don’t think everyone shares his perspective, however, it does exemplify the power of the “positive re-frame”.  That is, when a situation is not ideal or seemingly “good”, by changing our perspective a few degrees, we can sometimes see opportunity past the darkness.

Pacific People’s Partnership

PPP is a non-profit organization that promotes sustainability, peace, social justice and community development for Indigenous peoples from the Lekwungen territory in coastal BC and South Pacific Indigenous peoples.  I chose this site because I was able to attend a recent event at the BC Legislature on September 16, 2017, The One Wave Gathering.  Five local Indigenous youth won a contest that resulted in their work being displayed on the front of four longhouses that were temporarily erected on the Legislature. The fifth artist’s work was made into a dance screen, as the judges were not able to let his work go unnoticed. Both the Songhees and Esquimalt Nation chief’s spoke at the opening ceremony. Chief Andy Thomas described the history of the land that we were meeting on, and how his Great-Great Grandparents were forced to move their village from Victoria’s Inner Harbour to the Esquimalt Harbour. I was particularly moved by the stories of the young artists and I truly felt the sense of proudness that they had of themselves and that their community had for them.  That proudness wrapped itself around everyone in attendance.  I will put a couple of my pictures on this blog, however, feel free to check out the Instagram hashtag, #onewavegathering to see other pictures and videos.

 

Teaching the Students (Mod 1 Post 2)

To play off Natalie’s post, I find that Wab Kinew’s videos are informative and popular with students.  Like Natalie says, it’s important to get the right information and I try to find sources of information about Indigenous peoples BY Indigenous peoples. He is a great speaker and tackles issues like residential schools and First Nations stereotypes.  He was also recently within the past 24 hours elected as the leader of the Manitoba New Democrat Party.  There are a lot of great resources out there and not always time to get through them.  Thats why I enjoy posting links to different videos found both by myself and other students for them to watch on their own time.  I find it very rare that they ever just watch the one video but watch multiple videos connected with the original post.  Technology is always a double edged sword.  And in the same way one can get sucked into watching multiple cat fail videos, students can also get sucked into an issue or topic brought up in class using the same technology medium if we provide them the right guidance.

Module 4 – Indigenous Education and the Environment

Indigenous Environmental Education for Cultural Survival 

https://nycstandswithstandingrock.files.wordpress.com/2016/10/simpson-2013.pdf

  • This paper, written by an Ojibwe PhD student at Trent University, addresses a number of “serious and complex environmental issues” facing Indigenous communities in the Canadian context. It is focused predominantly on post-secondary environmental education programs, and touches on the importance of Indigenous philosophies in education, including elders in program development, language, Indigenous ways of knowing, the connection to land. This document also touches on the ways in which Western science plays into supporting Indigenous education. I found it particularly interesting to explore the ways in which Indigenous education is addressed and promoted at a post-secondary level, and my predominant focus has been on earlier education.

 

Indigenizing Environmental Education: Conceptualizing Curriculum that Fosters Educational Leadership

http://www.mfnerc.org/wp-content/uploads/2013/04/Section4_Indigenizing-Environmental-Education-Conceptualizing-Curriculum-that-Fosters-Educational-Leadership.pdf

  • This article reviews various reforms that have taken place in the public education systems across Canada that continue to exacerbate a gap between Indigenous knowledge and mainstream environmental education by highlighting two dichotomous perspectives. It further considers how to bridge this gap, by suggesting activities and ways for students to develop a meaningful understanding and sense of importance for place. Topics include oral story-telling, intergenerational knowledge sharing, and how to incorporate one’s environment into curricula in alternative ways.

 

Aboriginal Cultural Programs

http://www.cheakamuscentre.ca/programs/aboriginal-education-programs

  • This website provides information on a variety of educational programs available to students and adults to broaden their understanding of the Squamish Nation territory in British Columbia. The Cheakamus Centre was formerly known as the North Vancouver Outdoor School, and as the name implies, its main focus it centred on providing educational experiences based in nature and the surrounding environment. It also has an active role in the conservation of various areas on the North Shore.

 

TEDxDarwin – Chris Garner – Transforming the Teacher in Indigenous Education

  • This Ted Talk sees Australian educator Chris Garner challenge the ways in which educators can evolve in their practice to meaningfully improve Indigenous student success by engaging in school and increasing their graduation rates. Stories and example are in an Australian context but are very relatable and transferable to our communities in Canada. Chris Garner asks how we can make activities relevant to each student’s real life and desired outcomes, versus treating and assessing each student the same way.

 

Clearing

clearingmagazine.org

  • CLEARING is a nonprofit organization based in the United States that serves as “an online and print magazine for environmental literacy education in the Pacific Northwest and Cascadia bioregion.” It is a useful resource for educators looking for tools and strategies to connect environmental education/issues with their curricula, and offers best practice strategies. The bottom of the Monthly Newsletter section provides a useful, wide-ranging search option that allows you to browse information by theme or topic.

Module 3 – Weblog – Tanya Walsh

Below you will find some additional resources on Spirituality in Indigenous Education:

  • Battiste, M. (2008, March 26 -29). Nourishing the Learning Spirit: Elder’s Dialogue. Saskatoon, SK: Aboriginal Education Research Centre, University of Saskatchewwan. Retrieved from http://aerc.usask.ca/downloads/Nourishing-the-Learning-Spirit-Elders-Dialogue-8.pdf
    • This is an outline of the proceeds from a conference of elders from diverse language groups gathered to discuss the concepts of lifelong learning and the learning spirit.
    • They define the ‘learning journey’ as a “holistic outcome of diverse conditions, contexts, relationships, education, training, and connections with a living universe” (Battiste, 2008. p. 12).
    • They discuss how an acknowledgment of the spirit world is an integral part of the learning journey and must be honoured through ceremony and relationships with spiritual leaders in the community.

 

  • George, N. (2008). Aboriginal Adult Literacy: Nourishing Their Learning Spirits. Saskatoon, SK: Aboriginal Learning Knowledge Centre, University of Saskatchewan. Retrieved from http://fneii.ca/NourishingSpirits_LitReview_en_1_.pdf
    • This is a literature review on Aboriginal literacy designed to provide information and direction for those working in the field of Aboriginal literacy.
    • It describes people as having a body, heart, mind and spirit, with spirit being the most important part because that is the essence of who you are. Therefore, they state that it is imperative that adult educators engage learners spiritually by helping them make meaning out of what they are learning, in order to help them answer their deepest questions, as these are a people who believe that we are one with creation, not separate from it.
    • The learning spirit is the state of being that facilitates learning and will help a person fulfill his/her purpose for being in this life.

 

  • Kitchen, J., Cherubini, L, Trudeau, L., & Hodson, J. (2009, Fall). Aboriginal education as cultural brokerage: New aboriginal teachers reflect on language and culture in the classroom. McGill Journal of Education, 44(3), 355-376. Retrieved from: http://mje.mcgill.ca/article/viewFile/2853/3980
    • This is an interesting report on six Aboriginal teachers in Ontario using a talking circle to explore their roles as teachers as they prepare their students to walk between two parallel but very different worlds.
    • They state that Aboriginal education is oriented around a ‘spiritual centre’ and that it is important that aboriginal teachers attend to their own healing if they are going to be expected to heal and teach others.

 

  • Micallef, S. (2017, January 23). Our dreaming: The Indigenous link between the physical and the spiritual. SBS Radio. Retrieved from http://www.sbs.com.au/topics/life/culture/article/2017/01/18/our-dreaming-indigenous-link-between-physical-and-spiritual-world
    • “Our Aboriginal spirituality is a link from the past to the present a shared pathway that helps us to understand more about where we come from and who we are as people.” (Micalleff, 2017, para. 16).
    • This site tells a particular creation story. However, more importantly, it explains the importance of handing down ‘dreaming’ stories as part of Aboriginal education in Australia. These stories link people over time to physical places in creation. Micallef also describes how the land then becomes a cultural connection to their prehistoric history.

 

  • Weenie, A. (2012). Toward and understanding of the ecology of Indigenous education. Retrieved from http://mfnerc.org/wp-content/uploads/2012/11/007_Weenie.pdf
    • This article discusses the concept of ‘spiritual ecology’ which is the “application of special intellectual, ritual, psychological, and spiritual teaching tools that facilitated deep levels of learning and understanding” (Cajete, 1994, p. 223, as cited in Weenie, 2012, p. 59) and which is the essence of meaningful and constructive Indigenous curriculum.
    • For Weenie, ceremonies and traditional activities, like storytelling, provide a ‘spiritual sustenance’. In time, the deep significance of these teachings can induce direct and powerful understandings of basic truths about how to interact with the world.
    • The Elders teachings that ‘everything has a spirit’ leads to the principle of living in harmony with the environment and developing healthy communities.

Lessening the Cultural Divide through the Teaching about Indigenous Culture

In thinking about what my final assignment will be focused on, I have two somewhat differing ideas and routes in consideration. Watching films such as Nanook of the North, however archaic it may be, has me interested in ways in which third-person/outsider narratives can positively contribute to Indigenous identity and self-representation. Of course putting the film-making process into the hands of the culture itself would be most impactful, but it is evident that film-making is not always a self-representation, but rather a representation of an “other.” Therefore, how can we mitigate this misappropriation of cultural identity that inevitably comes from this process?

On the other hand, instead of focusing on the mishandling of Indigenous identity, culture, and values by the media, how can educators help lessen the “us vs. them” mentality that is still perpetuated. Now more than ever, the BC school system is acknowledging the deep-rooted historical legacy and importance of the First Nations in our province, by having incorporated more facets of Indigenous culture into the curriculum. But frankly, teachers won’t always be equipped with appropriate or accurate strategies/knowledge to shed light on this culture in a fruitful way. Educators are part of the third-person narrative that so often harms Indigenous (self) representation. How can we better equip our teachers to offer an Indigenous curriculum that not only discusses the culture based on observation, but relays the feelings and cultural understanding experienced by those that are a part of it.