Tag Archives: First Nations Education

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.

 

 

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).

 

Women in Tech- or Lack Thereof (Mod 2-Post 3)

Thinking about the recent initiatives set forth by the BC government to recruit and train British Columbians in skilled trades, I wondered if there was an for technology training specifically for Indigenous peoples.  It was here where I found out about the 2.2 Million invested into Indigenous skills training for the tech sector. 

The Bridging to Technology program was created by the First Nations Technology Council and when reviewing the team making up the council I was pleasantly surprised to see a team full of women.  However, I was disappointed to find the board of directors consisted of only men.  This was a stark reminder of the gender gap in authoritative roles that women of all ethnicities face.

As the CNET article highlights, the tech industry is already male-dominated:

And this is for white women. The statistics get worse if you’re a woman of a minority.  According to a study done by Michelmore & Sassler (2016), “Black women, Latina women, and Indigenous women especially, earn less than white and Asian American women” (Rao & Lunau, 2017).

The dominance of men over women in higher paid, higher power positions is a trend in most sectors but is especially pronounced in the tech sector.  As Blanche (2016) highlights “The problem is when diversity programs focus on “women” as a whole, they often fall into the trap of prioritizing the majority: White Women”.

If we truly want to make our tech industry more diverse, we need to analyze the barriers that Indigenous women face specifically.  Grants for an example are a start, but while I did find technology grants for women, I was unable to find grants dedicated specifically to Indigenous women

References

Blanche, A. (2016, December 20). Diversity in tech too often means ‘hiring white women.’ We need to move beyond that. Retrieved October 15, 2017, from https://www.recode.net/2016/12/20/14013610/gender-diversity-women-race-age-geography-initiative

Michelmore, K. & Sassler, S. (2016). Explaining the Gender Wage Gap in STEM: Does Field Sex Composition Matter?RSF: The Russell Sage Foundation Journal of the Social Sciences 2(4), 194-215. Russell Sage Foundation. Retrieved October 15, 2017, from Project MUSE database.

Rao, A., & Lunau, K. (2017, April 04). You Can’t Close the Gender Gap in Science and Tech Without Equal Pay. Retrieved October 16, 2017, from https://motherboard.vice.com/en_us/article/4xeevp/stem-science-technology-women-pay-gap-equal-pay-day

 

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.

 

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 1 -1 – Teaching the Teachers

 

One resource that I have come back to numerous times is the First Nations Steering Committee website http://www.fnesc.ca 

From their site: “FNESC works at the provincial level to provide services in the areas of research, communications, information dissemination, advocacy, program administration and networking”. Their mandate is:  “to facilitate discussion about education matters affecting First Nations in BC by disseminating information and soliciting input from First Nations.  The primary goal is to promote and support the provision of quality education to First Nations learners in BC.”

As a non-indigenous person educating in the British Columbia school system, I would like to get the correct information to share with our students. FNESC provides resources, research, and professional development opportunities.

Particularly helpful as a middle school classroom teacher are the Learning First Peoples Classroom Resources. http://www.fnesc.ca/learningfirstpeoples/  which provide  support B.C. Mathematics, English Language Arts, Social Studies, and Science curriculum. The First Peoples Principles of Learning (below) are also located in every classroom in our school where educators use them to guide their teaching.

 

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Module 4 – Weblog – Tanya Walsh

The list of resources below continues my research into Indigenous spirituality and its incorporation into education. A more recent theme found is the link between spiritual strength and resiliency among Indigenous people.

  • Fleming, J., & Ledogar, R. J. (2008). Resilience and Indigenous spirituality: A literature review. Pimatisiwin, 6(2), 47-64. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2956755/pdf/nihms762.pdf
    • This article discusses the uniqueness of Indigenous spirituality in that it is closely bound to cultural practices and daily living. Therefore, when researching the topic of Indigenous spirituality and resiliency, a holistic approach is needed.
    • One conceptual framework suggested is that of ‘enculturation’ or the degree to which spirituality is integrated within the culture which, in turn, leads to protective factors, such as better academic achievement and lower substance abuse.
    • Another framework is ‘cultural spiritual orientation’ which is also predictive of protective factors against substance abuse and suicide, but which can be distinguished from the specific spiritual beliefs of the tribe in question.
    • The goal of the research is to enable communities to use their own cultural and spiritual traditions to promote resilience.

 

  • Grieves, V. (2009). Aboriginal spirituality: A baseline for Indigenous knowledges development in Australia. The Candian Journal of Native Studies XXVIII(2), 363-398. Retrieved from http://www3.brandonu.ca/cjns/28.2/07Grieves.pdf
    • This article discusses how essential it is to include spirituality in any study looking at Indigenous knowledge. Spirituality is the basis for the cultural concept of ‘personhood’ which involves their relationship to others and to the world. It is intricately tied to the notion of well-being and thus must be included in any discussions of healing from colonization.

 

  • Ontario Human Rights Commission. (2017). Policy on preventing discrimination based on creed: 11. Indigenous spiritual practices. Retrieved from http://www.ohrc.on.ca/en/policy-preventing-discrimination-based-creed/11-indigenous-spiritual-practices
    • This website discusses the duty to accommodate Indigenous spiritual beliefs and practices under the Ontario Human Rights Code.
    • It begins by discussing the historical context of the suppression of Indigenous spirituality due to colonialism and the desire to prevent any further denigration of Indigenous spiritual practice.
    • The site discusses the legal framework which protects the rights of Indigenous people to practice their spiritual traditions.
    • It then goes on to describe some ceremonial practices and customs, including the scheduling of such events and the need for access to sacred sites and objects.

 

  • Stevens, N. (2010, November.) From the inside out: Spirituality as the heart of aboriginal helping in [spite of?] western systems. Native Social Work Journal, 7. Retrieved from https://zone.biblio.laurentian.ca/bitstream/10219/389/1/NSWJ-V7-art8-p181-197.pdf
    • This piece discusses the reclamation of traditional spiritual practices within Indigenous communities and specifically how spiritual strength fosters general resiliency.
    • It is written from a social worker’s perspective on how to honour and integrate the spirituality of Indigenous clients.
    • Stevens sees spirituality as an important component of healing for everyone, but for Indigenous peoples, it is also central to identity, purposefulness and resilience which can be seen to be manifested in their daily living.

 

  • Wane, N. N., Manyimo, E. L., & Ritskes, E. J. (Eds). Spirituality, Education & Society: An Integrated Approach. Toronto, ON: Sense Publishers. Retrieved from https://www.sensepublishers.com/media/973-spirituality-education-society.pdf
    • In this book, each chapter is filled with stories of how a limited recognition of spirituality decreases the richness of learning experiences, especially for those who see the world holistically, wherein everything is interconnected.
    • In addition, an absence of spirituality in education, under the auspices of ‘rationality’,  undermines the knowledge foundations of Indigenous societies and belies the fact that we are connected to each other and the world in subjective ways.

 

 

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.