Tag Archives: Aboriginal

The need for supporting Indigenous students from the top down and the ground up. (Mod 4- Post 1-5)

Watching the interview with Tim Michel sparked my ideas for discussion for Web Blog Module 4 because the connections he made about the lack of understanding and foresight surrounding Indigenous post-secondary education connects with the area of my group’s research about Indigenous students in STEM/STEAM education and careers. Michel mentions that a career fair, he witnessed universities continually asking prospective students to sign up to their mailing lists.  He realized after discussion with many of the Aboriginal students that about 40% didn’t have an email, couldn’t access e-mail, or didn’t have access to a computer at home. It seems there is still quite a disconnect between post-secondary education and our indigenous communities.  We can commend many Canadian universities for reducing barriers Indigenous students face, one of which is financial, by providing substantial scholarships and bursaries to help financially support Indigenous students.  Moreover, the government of Canada “To ensure that First Nation and Inuit students have the same opportunities for success as other Canadian students… …will increase funding to the Post-Secondary Student Support Program by $90 million over two years, beginning in 2017–18.”  This is in addition to “[t]he current budget for the Post-secondary Student Support Program is $340 million which supports approximately 23, 000 First Nation and Inuit Students.”

For more details click here

However, the focus on providing financial means is a bit like putting the cart before the horse if we are unable to support Indigenous youth completing high school with the checklist of requirements, or even at all.

The Canadian labour market is critically understaffed in many technological fields.  So much so, that many fortune 500 companies are hiring students before they even graduate and starting them with a six-figure income.  Yet despite this, universities are finding lower enrollments in STEM/STEAM courses like computer science. (CBC News)

In an article by Ellie Bothwell from Times Higher Education, she discusses how Canadian Universities can bring more Indigenous Peoples and knowledge. In her article, she notes that “Aboriginal people are the fastest-growing demographic in Canada. More than 1.6 million people – or 4.9 percent of the country’s total population – self-identify as indigenous, according to the 2016 National Household Survey, representing a 42.5 per cent increase since 2006.”

Universities need Indigenous peoples. To help fill out a workforce in STEM/STEAM careers is just one of the many reasons why.  But not enough is being done prepare and provide skills for Indigenous students.  A report by Randstad looks at Canada’s technical shortage and addresses the need to expand the talent pool to more individuals.  Randstad notes: “Statistics for STEM skills among Aboriginal people are even more discouraging. In 2013, 10 percent of the total working-age population of Aboriginals had a university degree compared with 26 percent of the non-Aboriginal population. Making up 3.7 percent of the adult population, only 2.6 percent of people with a post-secondary degree are Aboriginal. Clearly doing more to promote the study of STEM-related disciplines among the Aboriginal population is necessary. As the study points out, the inclusion of people with diverse perspectives, experiences, and ideas creates a wider talent pool with deeper assets. ” (p. 5).

What we can see in statistics is reiterated in the academic research and literature and that is the need to couple Indigenous knowledge with 21st-century learning in order to increase the success rate of Aboriginal learners. As Munroe, Borden, Orr, Toney, and Meader (2013) write that it’s essential “to ensure that Aboriginal children maintain their cultural identity while achieving their formal education” and  “that schools that respect and support a child’s culture and language demonstrate significantly better outcomes for students” (p. 319).

Click the following articles for more on culturally response education.

Munroe, Elizabeth Ann; Lisa Borden,; Anne Orr,; Denise Toney,; Jane Meader,. “Decolonizing Aboriginal Education in the 21st Century.” McGill Journal of Education (Online). McGill Journal of Education. 2013.

Nicol, C., Archibald, J., & Baker, J. (2013). Designing a model of culturally responsive mathematics education: Place, relationships and storywork. Mathematics Education Research Journal (Springer), 25, 73-89.

That’s why programs like ANCESTOR (AboriginNal Computer Education through STORytelling) are not only successful but essential.  Students at LÁU,WELNEW Tribal School in Brentwood Bay have animate stories that hold meaning to them and in return, produce outstanding results. As their teacher notes: “Translating arm and arrow movement into animation involved an incredible level of problem-solving and I’ve seen it spill into other parts of his education such as improvement in math. He has turned into the classroom problem-solver,”. For more information on the ANCESTOR project, review the link below.

Weston M., Biin D. (2015) The Ancestor Project: Aboriginal Computer Education Through Storytelling. In: Isaías P., Spector J., Ifenthaler D., Sampson D. (eds) E-Learning Systems, Environments and Approaches. Springer, Cham

 

 

Promoting and protecting language through media, technology, and connected communities.

First Peoples’ Cultural Council

The First People’s Cultural Council is a BC Provincial Crown Corporation formed in 1990 and supported by the First Peoples’ Heritage, Language and Culture Act with a mandate to assist BC First Nations in their efforts ot revitalize their languages, arts, and cultures.

As my research is focussing on the use of technology for the preservation of language, I was interested to see this site outline First Nations’ language support across various funding categories, including:  Mentorship-Apprentice, Language and Culture Camps, the BC Language Initiative, and the FirstVoices resource that I have mentioned in previous posts.

This site is a fulsome resource for many facets of language learning and language preservation including a Language Toolkit for communities wishing to develop language revitalization projects.

 

Status of Aboriginal Languages in Canada

This page is not so much a tremendous resource, as it is a great infographic (and who doesn’t love infographics) provided by a company called WinTranslation, which is an Ottawa-based for-profit translation service.  Providing language translation is important for many reasons in the corporate, advertising, and communications world, and I was very pleased to see that this company provides peer-reviewed translation services into over 35 of Canada’s Aboriginal Languages.

Census 2016: The Aboriginal Languages of First Nations people, Métis and Inuit

This Statistics Canada webpage is a summary of information from the 2016 Canadian census and is current as of October 25, 2017.  It contains a number of significant highlights including a growth of over 3% in the number of Aboriginal People who could speak an Aboriginal Language over the past decade.  So much of what we read speaks of a decline in Aboriginal language use, and more concerning, the growth in the number of Aboriginal languages in Canada that are in danger of becoming extinct – in that light, this census data is encouraging.

The census data also points to young Aboriginal people learning their languages at a younger age, and an uptick in Aboriginal language instruction.

First Haida language film offers rare, powerful glimpse of Haida people

OK, perhaps this is veering off the web-based resource as well, but it is very connected to my research theme, and super relevant to the discussions in the course.  I stumbled across this CBC – The National article (and then, as one does, many other articles on the same topic) this week, and was excited to see how film and technology are playing a role in preserving language and culture in this surprising project.

Creating a feature-length film in a language that only a few people speak is both a tremendous undertaking (who can learn and speak the language well enough to fill the roles?) and a significant financial investment.  While the first is a logistical challenge, the second represents a pattern of hope in the restoration of traditional languages and can only mean good things to come.

Pathways to Technology – Interactive Map

Pathways to technology is a project aimed at bringing high-speed, reliable, and low-cost internet to First Nations.  Recognizing that connectivity brings access to health care, education, employment, and economic growth, this project looks to remove some of these barriers for remote, and typically under-connected communities around BC.

The link (in the title) directs towards an interactive map of the 203 First Nations around BC, and displays their name and connection type.  As an educator who visits these communities from time to time, this information is more than informative, it directs the kids of supports that we provide, and opens doors to different conversations.

Solutions for Aboriginal Education or Aboriginal Education AS the solution? (Mod 3, Post 1-5)

It seems that these past few weeks discussions, as well as my research, has been setting me towards similar paths in searching for solutions to help promote Indigenous learning in education.  While student choice over content and project delivery have always increased engagement, I’ve come to realize how projects that provide a real voice and personal narrative are particularly important to Indigenous students.  Moreover, although the content might not fit neatly within the confines of western learning outcomes, with vision, resources, and risk tasking (both on the part of teachers/facilitators and students) new programs can take flight like N’We Jinan and could contribute towards school credits and ultimately student/youth success.

But as I was researching for solutions to education barriers I was also frequently reminded of the successes many Indigenous youths have enjoyed. Too often the media is used to only highlight the issues and problems facing indigenous communities, but rarely highlights the remarkable and impactful ways these youths are empowering themselves and/or their communities.  From Ashley Callingball who was the first Canadian and first First Nations to win Miss Universe, to musical talents such as Tanya Tagag and Leonard Sumner, to activists like Tracie Leost.

The average Canadian impression of Indigenous communities in crisis is not limited to youth, but for most Canadians, expands outward to all of Canada’s Indigenous peoples.  This perspective needs to shift, and quickly, in order to accommodate the change that is coming with regards to “…Canada’s indigenous people’s involvement in the economic growth of this country; the initiatives they have under way for preparing the large numbers of indigenous youth poised to enter Canada’s labour force; or even the names of two or three aboriginal organizations achieving remarkable success with their enterprises.” (Calliou, 2012).

In addition, “By 2020, there is estimated to be a shortfall of one million workers in Canada, mostly in high skilled and knowledge-oriented occupations” and “In Canada, the Aboriginal population is the fastest growing demographic in Canada. It’s growing at roughly twice the annual rate of the general population. In the next 15 years, more than 400,000 Aboriginal young people will reach labour-market age” (Charleyboy, 2017).

Image result for 2020 aboriginal youth in workforce canadaImage result for stats can Community well-being scores, 1981–2011

Source: Indigenous and Northern Affairs Canada – 2017–18 Departmental Plan

So unbeknownst to many Canadians, improving the Community well-being of Inuit and First Nations and repairing the western education system to be more inclusive to Indigenous learners is not solely for their benefit alone, but also selfishly for Canadians as well if they wish to keep Prime Minister Justin Trudeaus’ trend of a successful and prosperous Canadian economy.

 

References

Calliou, B. (2012, October 15). Let’s hear more indigenous success stories. Retrieved October 30, 2017, from https://www.theglobeandmail.com/opinion/lets-hear-more-indigenous-success-stories/article4610389/?arc404=true

Charleyboy, L. (2017, October 11). The Problem with Aboriginal Education in Canada and what you can do about it. Retrieved October 30, 2017, from https://www.jobpostings.ca/career-guides/aboriginal/problem-aboriginal-education-canada-and-what-you-can-do-about-it

From music to helping others Indigenous youth take the lead. (2017, June 09). Retrieved October 30, 2017, from http://www.cbc.ca/radio/unreserved/from-music-to-helping-others-indigenous-youth-take-the-lead-1.4152032

Indigenous and Northern Affairs Canada – 2017–18 Departmental Plan. (2017, March 09). Retrieved October 30, 2017, from http://www.aadnc-aandc.gc.ca/eng/1483561566667/1483561606216

Morin, B. (2016, January 14). 16 Indigenous movers and shakers to watch in 2016. Retrieved October 30, 2017, from http://aptnnews.ca/2016/01/14/16-indigenous-movers-and-shakers-to-watch-in-2016/

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).

 

Indigenous Girls and Technology (Mod 2 Post 2)

For our final research assignment, Kathryn, Sara and I have decided to look at the relationship of technology and STEAM learning and Indigenous girls.  We were drawn to focus our research on girls because of the unique differences they have in learning compared to boys as well as the fact that Indigenous girls, already from a marginalized community, are even more vulnerable as they face gender bias and stereotypes in a male-dominated technology industry. In our research of current programs and initiatives in place, we found “Native Girls that Code” .  The goals of this program are:

  • Build leadership of women and the capacity of women-led projects and organizations
  • Build the capacity of our youth to develop strong identities through Indigenous knowledge and stronger supports for their education
  • Advance the preservation and revitalization of traditional Native knowledge through environmental justice programming that focuses on following the original teachings of Mother Earth

This program has found a way to incorporate STEAM learning with place-based learning that connects the girls with the land around them.

The success of this program but shows the promise and capability of integration between Indigenous girls and technology and could pose as a model for other similar programs.

Indigenous Peoples, Technology, and our Post-Secondary Institutions (Mod 1 Post 4 & 5)

With our recent class discussions on the cultural neutrality of technology and the difference of educational goals in our Indigenous communities, I realize there is strong evidence for and against Indigenous use of technology and the extent of its benefit. However, for the non-Indigenous community, I believe that technology been an invaluable tool to help increase awareness and understanding as well as helping to promote advocacy for Indigenous communities.

Many have a willingness to learn but not always the tools or resources at their disposal.  Technology helps reduce boundaries by increasing our learning networks.  One of these learning networks is the MOOC/EdX course run by Jan Hare through UBC on Reconciliation through Education.  This free online course starts Oct 16, 2017 and covers the following program outcomes:

  • Explore personal and professional histories and assumptions in relationship to Indigenous peoples histories and worldviews
  • Deepen understanding and knowledge of colonial histories and current realities of Indigenous people
  • Engage with Indigenous worldviews and perspectives that contextualize and support your understanding of the theories and practices of Indigenous education
  • Develop strategies that contribute to the enhancement of Indigenous-settler relations in schools, organizations, and communities
  • Explore Indigenous worldviews and learning approaches for their application to the classroom or community learning setting
  • Engage in personal and professional discussions in an online environment with others committed to understanding and advancing reconciliation

Additionally, another post-secondary resource from UVic sees the revitalization of Aboriginal languages. Technology and western education has contributed to the diminishment of Aboriginal languages,  but now it is also being used to revitalize the languages not only with the descendants of native tongue speakers but with the non-Indigenous community as well.   While this course, unfortunately, is not free, it does offer courses that are face-to-face with Indigenous community members as well as career opportunities to work in and with various Indigenous communities upon completion of the course.  The program outcomes are as follows:

  • Learn foundational knowledge and skills in linguistics that are needed to undertake language preservation and revitalization work.
  • Build knowledge and skills in language preservation and revitalization.
  • Develop your ability to analyze language preservation issues relevant across Indigenous cultures and specific to your own communities.
  • Enhance your capacity to develop responsive strategies and programs designed to preserve and revitalize Indigenous languages.
  • Earn a comprehensive and respected certificate.
  • Create a foundation for subsequent academic studies in related areas, such as education, cultural resource management and linguistics.

 

Internet Access and Indigenous Communities – Chris Cramer

Getting remote Indigenous communities online

Most remote Australian Indigenous communities have little or no access to digital technology. Last year, three internet-enabled terminals were installed as a trial in the remote communities of Burraluba Yuru Ngurra (Halls Creek WA), Binjari Top Camp (NT) and Bana Yarralji Bubu (Shiptons Flat QLD).

The terminals are robust, free standing units with vandal-resistant screens, keyboards and touchpads, designed to run 24/7 in the harshest conditions. Each has three screens and keyboards so several people can use them simultaneously. Educational games, books, and a child-friendly copy of Wikipedia were included as part of the content.

Source: http://theconversation.com/getting-remote-indigenous-communities-online-19549

 

Internet access in Aboriginal communities

The Internet is yet to make a difference in remote Aboriginal communities. Very few people there own a computer and even fewer are connected.

Source: https://www.creativespirits.info/aboriginalculture/economy/internet-access-in-aboriginal-communities#ixzz4tLrK4ltB

 

Home Internet for Remote Indigenous Communities

Only one household out of 30 in the Kwale Kwale, Mungalawuru, and Imangara communities in Central Australia is connected to the internet.

The Home Internet for Remote Indigenous Communities provides a baseline study of communication use in these three remote communities. It includes an overview of existing policies, demonstrating the significance of the intersection between communications and social policy for indigenous consumers living in remote communities.

Source: http://accan.org.au/files/SWIN-CLC-CATHomeInternet.pdf

 

Social media and digital technology use among Indigenous young people in Australia: a literature review

The use of social media and digital technologies has grown rapidly in Australia and around the world, including among Indigenous young people who face social disadvantage. Given the potential to use social media for communication, providing information and as part of creating and responding to social change, this paper explores published literature to understand how Indigenous Australian youth use digital technologies and social media, and its positive and negative impacts.

Source: https://equityhealthj.biomedcentral.com/articles/10.1186/s12939-016-0366-0 

 

Is the Internet A Useful Resource For Indigenous Women Living In Remote Communities In Canada, Australia and New Zealand To Access Health Resources?

In the emerging Information economy, the internet is a very powerful resource. Yet for most Indigenous people, access to this resource is very limited. This report examines the digital divide in our society and how it affects Indigenous peoples in remote communities in Canada, Australia and New Zealand. Also explored is the issue of whether or not the internet is a viable resource for Indigenous women to access health resources, and other valuable information that promotes a holistic approach to health and well-being.

Source: http://www.yorku.ca/anthna/DigitalDivide.pdf

References:

Fisher, J. (2013, November 25). Getting remote Indigenous communities online. Retrieved September 21, 2017, from http://theconversation.com/getting-remote-indigenous-communities-online-19549

Rennie, E, Crouch, A, Wright, A & Thomas, J 2011, Home Internet for Remote Indigenous Communities, Australian Communications Consumer Action Network, Sydney. Retrieved September 21, 2017, from http://accan.org.au/files/SWIN-CLC-CATHomeInternet.pdf

Rice, E. S., Haynes, E., Royce, P., & Thompson, S. C. (2016, May 25). Social media and digital technology use among Indigenous young people in Australia: a literature review. Retrieved September 21, 2017, from https://equityhealthj.biomedcentral.com/articles/10.1186/s12939-016-0366-0

Smillie – Adjarkwa , C. (2005). Is the Internet A Useful Resource For Indigenous Women Living In Remote Communities In Canada, Australia and New Zealand To Access Health Resources? [PDF]. National Network for Aboriginal Mental Health Research. Retrieved September 21, 2017, from http://www.yorku.ca/anthna/DigitalDivide.pdf

Spirits, J. K. (n.d.). Internet access in Aboriginal communities. Retrieved September 21, 2017, from https://www.creativespirits.info/aboriginalculture/economy/internet-access-in-aboriginal-communities

Texts in the classroom. What’s appropriate and where to find them? (Mod 1-Post 3)

B.C. teaching exercises that references ‘squaw’ 39 times pulled

Recently published in the Canadian News was a mothers outrage over the use of the term “Squaw” used 39 times in the book “Susanna Moodie: Roughing it in the Bush,” printed by Second Story Press which was being used in the classroom and included teaching materials.  The teacher gave students a test that had students matching the derogatory terms to correct “definitions or appropriate language”. Being able to see a few questions above, you can tell that this test is discussing the prejudice and background of when or why these terms were used.  One can hope that further discussion was implemented about such content. But this raised a few questions for me:

Was the teacher in the wrong for using the resource, despite it being an approved teaching material?

Was this content appropriate for 14 year olds?  If not, what age is?

Assuming the teacher did her due diligence in both prepping and unpacking such topics, are there certain topics teachers should not address, that are too controversial?

This book was published in 1852.  Is it considered a classic or are our reading lists that outdated (most likely due to budget cuts in recent years)?

How easy/difficult is it for teachers/districts to get new reading materials in that perhaps might be more appropriate as well as more engaging for students both from indigenous and non-indigenous communities.

I’d like to share some resources that I and my colleagues have used recently in the classroom that have been well received. I would also like to open it up and ask for more suggestions of any books/audio books that you have used or come across.  Additionally, after speaking with an Aboriginal Success Teacher for one of the nearby school districts, she directed me to the Canadian Aboriginal Books for School list which has quite an extensive list.

“Secret Path”  by Gord Downie, Illustrated by Jeff Lemire

“Three Day Road” by Joseph Boyden

“Trudy’s Rock Story” by Trudy Spiller, Illustrated by Jessika von Innerebner

“Wenjack”by Joseph Boyden

“Three Feathers” by Richard Van Camp

MODULE 3 WEBLOG

The following are resources (articles, videos, websites) on ideas and initiatives focused on Indigenous knowledge, learners and education:

Conestoga College. (2017, March 20). Indigenizing Post-Secondary Education [Video file].

This video explores the experiences of a few post-secondary Indigenous students, within their courses and on-campus supports. The students provide suggestions on going beyond a Euro-centric style of teaching and infusing Indigenous content and teaching methods into the education system, as well as ways to help build stronger relationships among Canadians.

Project of Heart. (n.d.). Project of Heart.

This is an “inquiry based, hands-on, collaborative, inter-generational activity” that helps students learn about the history of Aboriginal people in Canada, including the legacy of the residential school system. It is tailored to different grade levels, including post-secondary, but is not only tied to educational institutions: it can be used by anyone.

Province of BC. (2013, October 25). Changing Results for Young Readers: Laura Tait, First Peoples Principles of Learning [Video file].

This is a presentation by Laura Tait, an educator and administrator. She covers ideas such as Indigenous identity, pedagogy, reflective practice, relationships and understanding. Tait invites viewers to look at the world through an Indigenous lens. She shares some activities that teachers can use with their students and resources for their professional development.

Simon, J., Burton, K., Lockhart, E. (2014). Post-secondary distance education in a contemporary colonial context: Experiences of students in a rural First Nation in Canada. International Review of Research in Open and Distance Learning 15(1).

This article shares some of the challenges of and opportunities through post-secondary online/distance education in rural and remote First Nation (Indigenous) communities in Canada. The Elsipogtog First Nation community in Nova Scotia is profiled. Student experiences using videoconferencing technology are shared.

University of British Columbia. (2017, February 17). Learning from Story [Video file].

This video is part of a non-credit massive open online course (MOOC), “Reconciliation Through Indigenous Education,” which focuses on strategies, teaching examples and resources supporting teaching and learning of Indigenous ways of knowing. The video focuses on the use of Indigenous storytelling and the benefits of utilizing it as a teaching strategy.

Module 4 Weblog – Anne Coustalin

For this final module, I chose to continue my investigation of the intersection of (Western) Place-based education and Indigenous learning from place. I also broadened my scope to explore some models outside of the public school system – specifically band and reserve schools.

Sterenberg, G. (2013). Learning Indigenous and Western mathematics from placeMathematics Education Research Journal25(1), 91-108.

In this paper, the author explores one student’s experiences with learning mathematics from place. The paper recounts a math unit exploring triangles that was taught to grade nine students in SOMEWHERE. In the unit, place was the inroad for intertwining Western and Indigenous math learning. The author provides a useful analysis of the distinction between hands-on, place-based learning and Indigenous learning from place.  The approach taken for the unit was not so much a blending of Indigenous and Western approaches, but rather an intertwining “to increase tensile strength”. As a result of participating in the unit, students reported increased confidence in math competency as well as increased connections to the land and feelings of belonging to their culture. I found this approach to be a compliment to the idea of “Two-Eyed Seeing”, “two-way Aboriginal schooling”, and “walking in both worlds”.

NSF Includes: Envisioning Impact  – Integrating Indigenous and Western Knowledge to Transform Learning and Discovery in the Geosciences

Here is a quote from the website:

[The program] uses the principles of collective impact (CI) to create new partnerships between tribal communities and STEM institutions that promote the participation and inclusion of Native American (NA) scientists in the geosciences.

Our proposed program partners the Rising Voices: Collaborative Science for Climate Solutions (Rising Voices) member tribal colleges and communities with Haskell Indian Nations University, NCAR, Biosphere 2 (B2), and UCAR’s SOARS internship and GLOBE citizen science programs. Together, we commit to greater integration of indigenous and “traditional western” knowledge into collectively-developed climate change research projects, enhancing our collective ability to address climate change, and contributing to climate resilience in all communities.

This program is a good example of attempts to draw from the strengths of both Western and Indigenous knowledges in finding solutions to ecological problems. The fact that it is funded by the National Science Foundation indicates that such collaborations are increasingly seen to be of value within Western science organizations.

Cosmic Serpent – Bridging Native and Western Science Learning in Informal Settings

This program, which is also funded by the (U.S.) National Science Foundation, is a four-year collaboration between the Indigenous Education Institute and the University of California-Berkeley targeting informal science education professionals. This project is designed to explore the commonalities between western science and native science in the context of informal science education.

The group has produced a beautiful and informative ebook based on their project outcomes, which is available to download free on their website.  Here is a quote from that book:

Cosmic Serpent set out to explore commonalities between Western and Native science, taking into account that Native cultures have, over millennia, developed ways of knowing that are highly adapted, interconnected, and enduring. Each knowledge system informs the practice of science and its role in society in a fundamental way, and the commonalities can provide a framework for developing mutually inclusive learning experiences in STEM (science, technology, engineering, and mathematics).

Successful Practices In First Nations Schools:  They Tyee special edition (September 2011)

This special issue is part of a series hosted by the Tyee Solutions Society. In it, reporter Katie Hyslop explores several different models for BC Aboriginal education. There is great breadth of scope here from examining the context (successes and challenges faced by Aboriginal youth in BC as well as legislation and rights concerning indigenous education, and funding for indigenous education) to specific working models of Indigenous education both within BC and internationally.

Exploring the topic of reserve/band schools

In exploring education models that chose to focus more intensely on Indigenous knowledges and ways of knowing, I came across several interesting newspaper articles on reserve/band schools in BC. These articles shone a light on various aspects of the schools, from how they operate to how they are funded and fit within the provincial system. Here are some of the more relevant articles I encountered.

  1. How Chief Atahm Elementary School Became a Success Story (The Tyee, September 6, 2011)
  2. First Nations School teaches “all that culture stuff” (Globe and Mail, October 13, 2012)
  3. Low graduation rates at reserve schools put aboriginals in jeopardy: report (Globe and Mail, January 24, 2-16)