Tag Archives: education

Resources on Indigenous Ways of Knowing and Culturally Responsive Education

Infusing Aboriginal Perspectives into Your Teaching Practice

http://www.oise.utoronto.ca/deepeningknowledge/Teacher_Resources/Infusing_Aboriginal_Content_and_Perspectives_into_Your_Teaching/Infusing_Aboriginal_Perspectives.html

This source comes from the Ontario Institute for Studies in Education (OISE), and is a collection of various topics relevant to indigenous education, ranging from incorporating indigenous ways of knowing into mainstream curricula to video interviews with Elders sharing their perspectives on education. Formats include books, videos, resource guides, and websites. This curated selection is noteworthy for its range of perspectives.

The Challenge of Indigenous Education: Practice and Perspectives

http://unesdoc.unesco.org/images/0013/001347/134773e.pdf

This document from UNESCO is divided into 3 parts: challenges to indigenous education, criteria for good practice, and lastly, case studies surrounding quality education of indigenous peoples. It is especially interesting to view the case studies, as they are focused in various parts of the world, and the way in which challenges were presented and dealt with in the given cultural setting. Not all case studies pertain to preK-12 education, but also highlights training, and community learning settings.

Culturally Responsive Pedagogy: Towards Equity and Inclusivity in Ontario Schools

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf

This document from the Government of Ontario provides short points that are easy to read, and hence offers an efficient reminder of characteristics of a culturally responsive classroom, and ways to achieve it. It is a well-organized document for reading purposes, and provides guiding questions along the way to help facilitate one’s own practice. It also includes a plethora of relevant references at the end, on related topics. This source is developed in collaboration with the Ontario Human Rights Commission.

First Peoples Principles of Learning

https://firstpeoplesprinciplesoflearning.wordpress.com

As stated on the website’s homepage, the resource was developed “to help educators in British Columbia understand how they might incorporate the First Peoples Principles of Learning (FPPL) into their classrooms and schools.” It is set up as a blog that includes background information on the FPPL, and insight into what “authentic” resources are. There is also an activity section created to coincide with each of the principles, and to promote conversation about indigenous learning in the community.

Strong Nations

http://www.strongnations.com

This website is a resource full of books related to the First Nations in Canada, as well as in the United States. It is a great resource for educators looking for supplementary material about indigenous cultures, by providing books and lesson plans for sale. The site is definitely a “store,” and thus will work for anyone looking to buy materials for their classroom, but not useful for gaining any free knowledge.

First Nations Eduction Steering Committee

As an added source, I thought I would shed light on this one again, though I have previously posted relevant information from it, but only regarding specific content on the site. It offers many resources, links, information about programs and events, and more on indigenous education. As our discussion has grown to incorporate a large variety of topics and challenges, it seems fit to include the wider site as relevant, since it also provides information on language, local education agreements, special education, and relevant publications. The Committee behind the website was founded in Vancouver by a group of participants at a First Nations education conference.

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.

Module 2 – Weblog – Tanya Walsh

The incorporation of spirituality into everyday life seems to be a value in many Indigenous communities. I am, therefore, interested in finding out how this is done within educational environments and whether or not this is even done in online learning environments. My ultimate focus will likely be on adult education, as I work in a post-secondary environment. However, at this point, I am not limiting my research to that age group.

These are the some of resources I have examined recently:

Astin, A. W., Astin, H. S., & Lindholm, J. A. (2010). Cultivating the Spirit: How College Can Enhance Students’ Inner Lives. San Francisco, California: John Wiley & Sons.
- What is an academic’s role in a student’s spiritual development? Faculty are only responsible for the academic and professional progress of their students, aren’t they? Perhaps they are, but the fact remains that students are asking questions, such as: “Who am I?”, “What is my purpose in life?” and “What kind of world should I help to create?” These all have spiritual overtones.
- This book examines the role that post-secondary education has in student spiritual development. According to Astin, et al. (2010), although religious practice may decline during these years, spiritual growth is enhanced, which in turn enhances other college outcomes.
- So although this book does not deal with Indigenous spirituality in education, it is a good starting point for examining spirituality in post-secondary education, which is where my interests lie.

Fraser, D. (2007, January 22). Secular schools, spirituality and Maori values. Journal of Moral Education, 33(1). Retrieved from http://www.tandfonline.com.uml.idm.oclc.org/doi/abs/10.1080/0305724042000199996?needAccess=true#aHR0cDovL3d3dy50YW5kZm9ubGluZS5jb20udW1sLmlkbS5vY2xjLm9yZy9kb2kvcGRmLzEwLjEwODAvMDMwNTcyNDA0MjAwMDE5OTk5Nj9uZWVkQWNjZXNzPXRydWVAQEAw
- In New Zealand, Maori education initiatives have grown to include Maori values, beliefs, and spirituality. This challenges the definition of secular education in New Zealand.
- This article discusses the moral obligation to include Indigenous values within education in order to develop understanding and respect for their unique cultural identity. Are they broad enough concepts to have relevance for a diverse student population? Some say yes. However, others believe that even concepts such as self-worth and personal identity are too personal and intrusive to be discussed in a public classroom.
- On the other hand, the Maori do not believe that they should be expected to fragment their lives and values and therefore wish their spiritual values to be taught alongside the intellectual, physical, emotional, and social ones. They believe that “a natural acceptance of spirituality…creates a moral space in which people’s values and beliefs can co-exist without excuse or apology in secular education”.
- Although I had planned on keeping my focus on Canadian Indigenous peoples, this article describes some issues that I believe will be faced in Canadian society as we begin to teach about aspects of Indigenous culture in mainstream Canadian classrooms.

LaFever, M. (2016). Switching from Bloom to the medicine wheel: Creating learning outcomes that support Indigenous ways of knowing in post-secondary education. Intercultural Education, 27(5), 409-424.
- LaFever uses the Medicine Wheel as a framework for learning outcomes. She sees it as expanding the three domains of learning, as described by Bloom (cognitive/mental, psychomotor/physical, and affective/emotional) while adding a fourth dimension of spirituality.
- Having begun my exploration of the psychology of learning by studying Bloom, I am most interested in seeing how his theories are enhanced by Indigenous ways of knowing.

Royal Canadian Mounted Police. (2016, June 14). Native spirituality guide. Retrieved from http://www.rcmp-grc.gc.ca/en/native-spirituality-guide
- This website was found in the reference of the LaFever article. I found it intriguing that the RCMP would have a guide for their employees on the understanding of sacred practices of aboriginal peoples in Canada.
- The RCMP sought out four different elders in creating the guide and gave additional thanks for permission to digitally publish this knowledge, considering the fact that many elders do not consent to having their knowledge reproduced in this fashion.
- The article goes on to list important concepts, such as the Circle of Life, the Medicine Wheel, and the Four Powers. It then outlines various ceremonies and ceremonial objects.
- There is also a section on the treatment of medicine bundles by law enforcement officials, particular during legal searches, so that these objects are treated with the respect that they deserve.
- Although very simplistic, the information contained on the site would be a very good starting point for someone with little or no knowledge of these sacred objects and traditions.
- The main thing that surprised me about the website was that it did not distinguish between Canadian Indigenous cultures. Depending on what regions of the country and RCMP officer serves in, he/she will be exposed to considerable variation in belief and practice.

Tisdell, E. J., & Tolliver, D. E. (2001, June 01). The role of spirituality in culturally relevant and transformative adult education. Adult Learning, 12(3). Retrieved from http://journals.sagepub.com.uml.idm.oclc.org/doi/pdf/10.1177/104515950101200305
- Elizabeth Tisdell is also the author of the book Exploring Spirituality and Culture in Adult and Higher Education. (2003). San Francisco, California: Jossey-Bass. This article briefly discusses some of the themes explored more fully in her later publication.
- This article discusses the connection between spirituality and culture and how educational experiences that allow for their expression can be both culturally relevant and transformative to the students involved.
- What is unique about this article is that it connects knowledge construction to the unconscious processes which are often culturally and spiritually based, such as the use of image, symbols, music, and ritual.

Module 2 – Resources for Teaching First Nations Curriculum

After the last several weeks of readings and discussions, I have become more keenly aware of the resources I use in the classroom, or at least where I look for those resources. My goal is to create a bank of useful resources that are created with an indigenous perspective, or at least in collaboration with authentic cultural input. Some of these links I have posted below are not necessarily teaching resources, but ones to instil a sense of awareness for all educators to be more culturally aware in their practice.

Working Toward Transformation and Change: Exploring Non-Aboriginal Teachers’ Experiences in Facilitating and Strengthening Students’ Awareness of Indigenous Knowledge and Aboriginal Perspectives

http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1942&context=etd

This resource is a graduate thesis that includes a discussion about culturally responsive teaching for the non-indigenous teacher. The latter half of the document delves into a qualitative research study about how non-Aboriginal educators incorporate Aboriginal knowledge and perspectives into their instruction. The conclusion falls short of making suggestions or offering resources for use in the classroom (intentionally), but does offer a critical reflection and insight on practices used, including student opinions. It could resonate with many non-indigenous educators who find themselves facilitating lessons that are similar.

Indigenous Principles Decolonizing Teacher Education: What We Have Learned

http://ineducation.ca/ineducation/article/view/61/547

I predominantly like this paper for its Figure 1 chart titled “Ways of knowing” which highlights the differences between Euro-American-Centrism/Neoliberalism and Indigenous curricula. However, it is also local, and created in collaboration between non-indigenous and Lil’wat First Nation educators. Figure 2 highlights the Lil’wat principles of teaching, which I see as being valuable to incorporate into a variety of classroom practices.

Website: ineducation.ca

After discovering a few great articles that came from this site, I realized it is a useful platform that is a peer-reviewed, open access journal, based in the field of education. It is also out of the University of Saskatchewan, offering Canadian specific content.

Best Practices for Teaching Aboriginal Students

Adapted from: Best Practices in Teaching Aboriginal Children: From an Aboriginal and Non- Aboriginal Perspective. By Theresa Wilson, (Master’s Thesis: Conversations with First Nations Educators) 2001 UVic

https://www.oise.utoronto.ca/deepeningknowledge/UserFiles/File/UploadedAmina_/Best_Practices_for_Teaching_Aboriginal_Students.pdf

This short pdf doc is an easy to read, bullet pointed document that could be shared and distributed amongst teaching staff as a daily reminder to stay mindful of how to differentiate our teaching for indigenous students. I see it being very accessible for everyone.

Beyond Words: Creating racism-free schools for Aboriginal learners

http://www.bctf.ca/uploadedFiles/Public/AboriginalEducation/BeyondWords(1).pdf

This BCTF document has a few sections I find particularly impactful for myself, and to share with my colleagues. Three sections serve as a self-reflection on one’s own teaching, as well as one’s school culture:

Questions for Teachers to Consider (p. 19)
A Self-Assessment Guide for Teacher (p. 25)
School Review of Inclusiveness for Aboriginal Students (p. 45)

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.

Module 1 websites for research purposes

In thinking about what I would like to do my research on, I was brought back to a concern or sense of confusion I have about the new BC curriculum. I teach grades 2-3 in North Vancouver, and have several students with First Nations ancestry. In rolling out the new curriculum this year, I have found that the curricular outcomes targeting First Nations content in the primary years are extremely broad, and I’m finding it challenging to find appropriate relevant resources to target those particular outcomes. It would be beneficial to explore authentic, meaningful resources developed by the First Peoples for First Peoples and others.

Here are a few I have come by so far…

Aboriginal Worldviews and Perspectives in the Classroom http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/aboriginal-education/awp_moving_forward.pdf

This document provides useful background information on engagement, a vision for the future, and discusses attributes for responsive schooling, including those of teachers. It falls short of providing classroom lessons and examples of how to role out the process, but offers a more general idea of the way to move forward in the realm of education.

Authentic First Peoples Resources http://www.fnesc.ca/wp/wp-content/uploads/2016/08/PUBLICATION-61460-FNESC-Authentic-Resources-Guide-2016-08-26.pdf

An annotated list of resources written by First Peoples for a student audience. It is a collection of informational and fiction works, but is quite language heavy, and would work well for teaching themes and issues in the older grades.

Indigenous and Northern Affairs Canada https://www.aadnc-aandc.gc.ca/eng/1302889494709/1302889781786

Government of Canada resource with links to reading and listening activities, primarily for the younger grades.

In Our Own Words http://aboriginal.sd34.bc.ca/sites/default/files/In-Our-Own-Words-final-Apr-16-web_0.pdf

A collection of practical lesson ideas for the K-3 classroom by the First Nations Education Steering Committee (see below)

First Nations Education Steering Committee http://www.fnesc.ca

FNESC is a regional (BC) committee of First Peoples who work “at the provincial level to provide services in the areas of research, communications, information dissemination, advocacy, program administration and networking.” As they work in a multitude of areas in the public sphere, one avenue of information dissemination is through schools in the K-12 education system. As such, they provide a variety of links to curricular resources divided into relevant topic areas.

I will keep searching for relevant information and tailor my research interests from here.

Module 1 Websites

Module 1

Indigenous and Northern Affairs Canada- Education

This site outlines the roles and responsibilities that the Canadian government and First Nations have in regards to education of youth in the communities. It’s a comprehensive site that has specific information about K-12 education, bursary programs, infrastructural investments, etc. As this is the government’s official site it exhibits a clear bias towards portraying the educational conditions in First Nations in a positive light.

http://www.aadnc-aandc.gc.ca/eng/1100100033601/1100100033605

Assembly of First Nations- Education Policy Area

This is the official site for the AFN. They outline many of the funding decisions by the federal government. There are areas that focus on Indigenous language preservation. This site also focusses on specific Indigenous initiatives to support educational excellence, such as literacy intervention.

http://www.afn.ca/en/policy-areas/education

Mushkegowuk Council Education Department

I chose to include this site, as it connects directly with the community where I teach. Mushkegowuk Education supports Attawapiskat, Fort Albany, Kashechewan and Moosonee. They focus on literacy, numeracy, student success and cultural teaching. This site shows how all of their varied educational resources support the students along the James Bay Coast.

http://www.mushkegowuk.com/?page_id=2098

Ontario Ministry of Education Indigenous Education Strategy

This site has all of the relevant Indigenous education documents and policies of the Ontario government. Included are supports for Indigenous populations in urban areas, curriculum documents, as well as policies and procedures that support First Nation student success.

http://www.edu.gov.on.ca/eng/aboriginal/

World Indigenous Peoples Conference on Education

The WIPCE will be held this year in Toronto. This conference brings educators who specialize in Indigenous Education together from across the globe. I think that it would be fascinating to look at the similarities in lived experience for Indigenous communities, and to look at how different countries are supporting Indigenous education.

http://www.wipce2017.com/

5 links on decolonization and its link to education

Cultural Connection and Tech Make School More Relevant for Indigenous Teens. Retrieved from https://www.teachontario.ca/community/explore/teachontario-talks/blog/2016/03/07/cultural-connection-and-tech-make-school-more-relevant-for-indigenous-teens

The article displays two projects undertaken by a high school teacher in northern Ontario to encourage indigenous students’ engagement in school. Through the projects, students were connected with the indigenous communities. Indigenous heritage was worked into their subjects with the help and involvement of their communities. The project was successful and it showed that building relationship with Indigenous students is an important factor in getting them engaged. What I found very interesting is that the Lakehead District School Board to which this school belongs, has created an Elder-Senator Protocol to assist school staff to understand how to engage elders’ help for school activities.

What works? Research into Practice. Retrieved from http://fneii.ca/Toulouse.pdf

This is a paper written by Dr. Pamela Rose Toulouse on Integrating Aboriginal Teaching and

Values into the Classroom. It is based on the claim that raising indigenous students’ self-esteem is a key factor in their success at school. The article lists strategies on how to create and nurture educational environments that honours the indigenous culture and language. It stresses that meaningful representation of indigenous people’s contributions and innovations should be incorporated in schools.

Charles Clarke success story – Aboriginal Human Resource Council. Retrieved from https://aboriginalhr.ca/en/resources/success-story/charles-clarke

This site has many success stories of indigenous youth. However, the one that struck me the most is the story of Charles Clarke. From having picked up the identity of the school clown at the elementary school, through a life of addiction, and finally being stabbed at the age of 21, he finds his identity after a six-week treatment at a center on Six Nations reserve. His healing happened through teachings of aboriginal people and made him find his spirituality. He eventually went back to school and went on to post-secondary education.

Aboriginal Education in Timmins. Retrieved from https://www.youtube.com/watch?v=XiffbeMPusY

This is an interview about aboriginal students in Timmins. All three interviewees talk about lack of confidence being a major issue for indigenous students. These are some of the issues raised:

First Nations schools are federally funded and they are underfunded. This causes a gap between students’ levels when they come to city schools from reserve schools.
Bringing the culture into the school and classroom makes the students proud and increases their self-esteem.
The way education was used to oppress people has affected many parents to not value education. Some even protect their children by not sending them to school.
Now, there is a process called Education Jurisdiction, where First Nations people will have more control over funding and more control as to what programs are run to better meet the need of the students.
First Nations people are just beginning to be empowered, but it will take time.
To gain self-esteem, the history of aboriginal people has to be taught in schools since there is still racism and stereotype out there.

Aboriginal Education. Retrieved from https://www.youtube.com/watch?v=2DZC5Cezs1o

A debate on challenges of aboriginal people to get higher education and closing the gap between aboriginal and non-aboriginals college/university attendance. Many issues are discussed, including the following:

There are many barriers such as remoteness of reserves where families are (lack of family support), financial barriers (Metis don’t get any funding), and culture shock from moving from reserves into large cities.
To apply for scholarship, students need to write an essay but this goes against their humble culture. (I found this point interesting. It shows how the western education system does not understand the indigenous values yet)
Non aboriginal students should also learn about the aboriginal history. Aboriginal ways of knowing should be taught in public schools.
There is no mechanism for a long term planning.

Indigenous Literacy & Language

As I continue on my journey exploring language and literacy development of Aboriginal children in Canadian schools, I have benefited greatly from our forum discussions and the following websites, videos and literature.

The following video is a wonderful place to start when thinking of literacy as communication and the blend of traditional literacy and digital literacy to empower human connectedness and literacy, in any culture.

https://youtu.be/0hlG6loSQFM

2. This document, Fostering Literacy Success for First Nations, Metis and inuit Students,reflects the importance of a bilingual approach to literacy, recognizing that many FNMI students communicate in non-standard forms of English/French “For these students, literacy success is cultivated by individualized programs that support their identity; experiences and relationships to the world”. The below link does not work here on this blog but paste into browser and it links fine!

http://chrome-extension://mloajfnmjckfjbeeofcdaecbelnblden/http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Fostering_Literacy.pdf

3. First Nations 101 http://www.firstnations101.com/is a basic starting point for exploring the history of the First Nations People of Canada. It aims at supporting true reconciliation between First Nations and non-First Nations people. It was published in June, 2011 to celebrate National Aboriginal History month and in the Sunshine Coast School District was given to all teachers in 2013.

This website http://firstnationspedagogy.ca/FNliteracy.html

focus’ on the need for literacy development in digital media as well as traditional reading, writing and numeracy. “Although the number of literacy models that exist are extensive and sometimes confusing, researchers agree on a few key principles:

☉ Parental involvement in literacy initiatives is invaluable – the younger the child, the higher the value☉ First Nations children need instruction and literacy development in their own traditional language just as much as the mainstream language.☉ Orality is a traditional literacy skill that has endured since time immemorial in First Nations communities and continues to be an important one. Children should be encouraged to both listen to and tell stories and express themselves orally from a young age.☉ Connecting with Elders can help children and adults develop traditional literacies”

Do You Speak My Language – Mi’kmaw at First Nations School in Nova Scotia is a video focusing on why young aboriginal students are losing their traditional language. It is based on interviews with elders discussing the influence of television in their communities in 1954.

Let me find my talk so I can teach you about me.

Students interviewing elders in their community end up being interviewed themselves about the importance of their traditional languages and how to preserve them for future generations.

First People’s House At McGill University

I have personally worked very closely with Kakwiranoron Cook, director of First People’s House at McGill University. McGill’s First Peoples’ House provides a sense of community and a voice to Indigenous students who have left their home communities in order to pursue higher education. They also extend themselves to Secondary schools with Aboriginal you to come to McGill to get a taste of University life by providing Doctor For A Day workshops and bringing in various Aboriginal speakers. Many of my students loved the activities provided by the First People’s House and felt a sense of belonging before even entering McGill University.