Who’s to blame for lack of indigenous history lessons in Ontario’s schools? Published on June 14, 2016 by Brittany Spencer
This article talks about the fact that although there are expectations set in the Ontario curriculum to have indigenous perspectives and history integrated in the classroom, its application depends on the level of comfort of the teachers and their understanding. A problem is that teachers’ training is not deep enough and they don’t feel confident enough to do the job properly. That’s why in 2015, the Aboriginal Education centre launched the Knowledge Building Experience Program, which offers mandatory training to deepen the understanding of indigenous culture by teachers. Teachers go through simulation experiences by working with elders and simulation leaders. The program is fairly new but there is hope that it can entail successful achievements.
School Transition Webinar Series. Retrieved from https://youthrelationships.org/school-transition
These are a series of 4 webinars where students, school administrators and parents are interviewed on challenges of indigenous students while transitioning from elementary to secondary, from reserve-based to non-reserve school and from secondary to post-secondary schools. The interviewees discuss different challenges and emphasize on the importance to get help from indigenous support systems. The interviews also display that racism still exist and there is a talk on the significance of educating the non-indigenous people on indigenous traditions. An example is for teachers, bus drivers and others to know about morning smudging ceremonies and what is involved so they won’t make racist comments out of ignorance.
Byrnes, J. (1993). Aboriginal Learning Styles. Retrieved from: http://www.naclc.org.au/cb_pages/files/Jill%20Byrnes%20-%20Aboriginal%20learning%20Styles%20and%20adult%20education.pdf
The article talks about two-way learning where Non-aboriginal instructors get to know their aboriginal students and their history by listening to them. It states that courses should be research-based and experience-based; they should have spontaneous-approach as opposed to being structured. Learning by observation and imitation should be promoted. Planning and responding as the lesson develops will help with the outcome. We need to develop a curriculum that would benefit both cultures.
McLoughlin, C. & Oliver, R. Instructional Design for Cultural Difference. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=474609F53C7F641A64DFF32CD4E50D14?doi=10.1.1.33.9346&rep=rep1&type=pdf
The paper stresses the importance of creating student-centered environments that are culturally inclusive. It refers to Henderson’s proposal of using a multiple cultural model which enables variability and flexibility while allowing interaction with material. It emphasizes the inclusion of multicultural realities of the learner groups and multiple cultural ways of learning.
A pedagogical model for engaging aboriginal children with Science learning. UBC Library. Retrieved from: http://web.b.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?sid=0844903a-6149-4073-aae9-ea2aeb368be3%40sessionmgr120&vid=1&hid=102
Stresses the importance of relationship-building, integration of effective hands-on activities, participation and giving experiments a context by relating them to student’s experience.