Tag Archives: Aboriginal perspectives

Hul’qumi’num Treaty Group



This site represents the collaboration of 6 first nations groups working together to advocate for land ownership, jurisdiction & law making, culture heritage, natural resources etc.

It serves as another example of how technology is being used to strengthen communication among various bands to strengthen native issues and create meaningful change that will facilitate the preservation of culture and ensure its continued development.

Module 2 – Post 5
Ryan Silverthorne

One Laptop per Child Canada


Educational Technology for Aboriginal Youth

For those unfamiliar with the One Laptop Per Child organization, they are group that endeavors to empower the world’s poorest children through education. They operate all over the world and are active in Northern Aboriginal communities. The site is one example of how technology is being used with the intention of protecting Aboriginal culture and is therefore a great resource for my research.


The site is updated regularly and contains multiple articles and information as well as endorsements from famous Canadian Aboriginal people.

Module 2 – Post 2
Ryan Silverthorne

Who owns Native Culture?



Based on the book of the same name Michael Brown created a website focussing on the ongoing “legal status of indigenous art, music, folklore, biological knowledge, and sacred sites.”

Of particular interest are the many links that are aligned to chapters in his book. Brown discusses the importance of protecting the culture for those it represents.

This site is an excellent resource for anyone interested in the topic of cultural protection in general and through online means. It is also a great site for insights into legal rights claims and the implications on communities.

*Note that while most links on the site are still active and relevant Brown has stopped updating the site as of April 2014. It is still however, a worthwhile resource.

Module 2 – Post 1
Ryan Silverthorne

Aboriginal Perspectives on Social-Emotional Competence in Early Childhood


Aboriginal Perspectives on Social-Emotional Competence in Early  Childhood

From: The International Indigenous Policy Journal Volume 4
Issue 4 Educational Pathways of Indigenous Learners Article 2

Authors: Melissa Tremblay, Rebecca Gokiert, Rebecca Georgis, Karen Edwards, Berna Skrypnek

This article from the International Indigenous Policy Journal presents findings from research on social-emotional competencies of young aboriginal learners.  Using a focus group approach, the researchers engaged in dialogue with young learners, parents, service providers and young adults.  They conclude that aboriginal learners require additional skills to navigate the cultural context of educational institutions and the article goes on to suggest some practical applications of their research results.


Module 2 – Post 2
Brendan Clark

Aboriginal Perspectives

Module 2 – Post 4

The diversity and richness of Canada’s Aboriginal peoples present challenges and opportunities for teachers since educators are required to include Aboriginal perspectives in their lessons. There are currently over 600 recognized First Nations governments or bands in Canada and the First Nations, Inuit and the Metis constitute Canada’s Aboriginal peoples. This Aboriginal Perspectives website contains information that will will teachers in including the different perspectives in their lessons.

The following is an excerpt from their website:


  • “We have used video material featuring Aboriginal people and cultural activities as a base for constructing teaching resources and we invite teachers to use these resources. We also encourage teachers to use this video material to construct their own lessons.
  • We have conducted workshops with teachers from grades 3 to 6 to help them include an Aboriginal perspective in their mathematics lessons. On this web site are the lessons, background material on the Aboriginal themes for the lessons, and a description of the material in the kits that the teachers received at the workshops.
  • Included is a collection of Aboriginal games which provide a rich source of material for the construction of lessons.”


Aboriginal Perspectives

Module 2 – Post 3

This site is intended for high school and upper elementary teachers and students that features National Film Board of Canada documentaries by and about Canada’s Aboriginals peoples.

Some of the things that students and educators can do on this site are:

“• Watch key NFB documentaries on Aboriginal themes from the 1940s to 2004.
• Learn about past and current issues relating to the lives of Aboriginal peoples through excerpts or complete films.
• Read critical commentary on the issues.
• Develop critical thinking and media literacy skills.
• Use the Excerpt Library tool to develop a personal collection of film excerpts.”


Integrating Aboriginal Perspectives into Curricula: A Resource for Curriculum Developers, Teachers and Administrators

Module 2 – Post 2

This document is intended to assist curriculum developers and educators in integrating Aboriginal perspectives into Manitoba’s curricula. Even though it is directed towards educators in Manitoba, it can be used for educators around Canada. It outlines the goals intended for Aboriginal students but also for non-Aboriginal students. For each subject and for each grade, it outlines the PLO’s or the Prescribed Learning Outcomes that each student should be able to do by the end of the grade. Although each province has their own PLO’s, this is a great document that includes examples for educators to use.



Module 2 – Post 1

This literature review talks about how to incorporate Aboriginal perspectives into curricula. It examines the history of Aboriginal education in Canada and explains Indigenous knowledge and pedagogy and of Aboriginal learning styles and the different ways of learning. There are great and practical ways for educators on how to integrate Aboriginal perspectives into the curriculum. This paper wraps up by discussing the implications of the research and looks into the future for Aboriginal education.


Module 4.4 Aboriginal Perspectives and the Curriculum – Discussion Papers

Dwayne Trevor Donald has written these discussion papers to engage teachers, pre-service teachers, administrators and members of the community in conversations about aboriginal perspectives and the Alberta social studies curriculum.  Some of the questions he discusses are:

  • Why are Aboriginal perspectives in the curriculum?
  • Why is it necessary for all teachers and students in Alberta to be required to work with Aboriginal perspectives?
  • What are the hopes, wishes, goals of Aboriginal people and their communities?
  • What notions of curriculum are most helpful in understanding the large curriculum shift occurring in Alberta?

Further to this resource are guiding questions intended for users to help guide the conversation.


Module 4 – Post 1: Integrating Aboriginal Perspectives into Curricula

A Resource for Curriculum Developers, Teachers and Administrators

In searching for ways to integrate Aboriginal perspectives in the existing curricula for my project, I happened to stumble upon this excellent resource. The goal of the document is to assist Manitoba’s curriculum developers and instructors in incorporating Aboriginal perspectives, cultural components, historical contributions and achievements in the classroom.

What I liked most about this article is that it touches on many topics such as residential schools, traditional ways of learning (oral tradition, spirituality, Medicine Wheel, and Elders), and ways to include traditional ways of knowing in the current curricula. In addition, it provides an extensive list of learning outcomes for multiple subjects for the different age groups as well as examples of how Aboriginal perspectives have been integrated in schools. One of the examples demonstrates multimedia was used as a means to bring awareness to Type II diabetes in Aboriginal peoples. Finally, the document presents a historical timeline of significant events for the Aboriginal peoples of Manitoba