Tag Archives: post-secondary

Module 4 Weblog- Erin Howard

I must say that this weblog assignment has been vital to my learning in the class. Through my research and “web-travels”, I went down many necessary rabbit holes and discovered amazing resources. I have also learned through the posts of my peers. This is a site I will bookmark and continue to refer to throughout my career as an educator.

University of Saskatchewan Indian Teacher Education Program (ITEP)

Many of the readings and videos in the last two modules spoke to the need for trained teachers in Northern areas who were a part of the community and made long lasting connections with students. The students in the videos spoke about how important it was to have Indigenous teachers from their very own communities. As I watched, I wondered how Canadian post-secondary institutions were addressing this need through their programming. I found a great example from the University of Saskatchewan that supports Indigenous students who would like to become teachers. Applicants are encouraged through a coordinator and also flexible admission for new and mature students. The curriculum integrates subject matter that will prepare teachers to work with Indigenous students. I came across another related page that showed how U of S also offers an Indigenous Languages Certificate for any educator to enrich their education.

Think Indigenous Podcast

The Think Indigenous Podcast comes out of the ITEP program (linked in above posting) at the U of S. The podcast is situated at the intersection of “digital media, education, and Indigenous storytelling” and features many interesting and knowledgeable guest speakers. I just discovered this podcast and will need to catch up on past episodes, but it is incredibly relevant to this class as it is all about Indigenous education. A description on its websites promises that the program “peels back the layers, shines a light on and celebrates best practices in Indigenous education!”. It is available for free on many platforms and there is even an accompanying conference that people can attend. I am very impressed at the Indigenous education initiatives coming out of the University of Saskatchewan!

Redefining How Success is Measured in First Nations, Inuit, and Metis Learning- Canadian Council on Learning

This document is about 10 years old but the principles in it are very relevant to today when we are looking at strategies to assist with Indigenizing curriculum. It is also very applicable to any level in education (K-post secondary) that serves indigenous students. The document outlines best practices in several areas: understanding FNMI learners, redefining how Indigenous success in education is measured and looking at holistic learning models and forms of assessment. Place based learning is explored throughout the document, as well as the need to integrate community, language, and Elders into education. The document is full of statistics, quotes from educators, evidence-based recommendations and great graphics. It really brings many of the topics we have explored in our ETEC class together! 

First Peoples Principles of Learning Blog Site

This resource is a WordPress site created by BC educator Jo Chrona. For those of you who use Twitter, Jo (@luudisk) is definitely a must-follow as she posts a lot on the topic of Indigenous education and often shares her viewpoint on issues as well as some rich resources. Her blog site is equally full of tools for educators, and is a thoughtful compilation of research, resources, professional development activities and links to other initiatives in BC and Canada. A quick look at her reference page demonstrates many of the readings that we did in our ETEC class- there is no mention but I wondered if this was possibly an assignment related to this class as it was posted in 2014- worth looking at for any Canadian educator!

Elder in The Making (Film/Series)

Although this resource doesn’t really fit with the theme of the other items in my weblog, I could not resist the need to share it with my classmates as I enjoyed viewing it so much and would recommend it to anyone. Elder in the making is a film (broken into 6 episodes- and free to watch on YouTube) that showcases the journey of Chris Hsiung, a Chinese Canadian from Calgary and CowboyX, a young Blackfoot man from southern Alberta, and their quest to discover their own heritage and how someone comes to be an Elder. One thing I have learned in this class is that in order to understand other cultures, we must first do a self-examination of our own relationship to culture. This documentary is stunningly beautiful, honest, emotional, and educational. In the final episode, an unexpected event leaves Chris and Cowboy to mourn the loss of a friend, yet is inspirational and renews hope for the future. This film is created by local artists and really brings together what we’ve learned in our ETEC class and shares it through the use of technology and storytelling. I ended up watching all the episodes in one day- a must see!

Module 3 Weblog- Erin Howard

In this module 3 weblog, I am beginning to narrow my search to some of the institutions and organizations that are leading and supporting Indigenization strategies for post secondary. I am finding that so much good work has been done, but there are also many lessons documented for the future. Here were some great sites I found this module:

Indigenous Education Protocol: Colleges and Institutes Canada (CICan)

Colleges and Institutes Canada (CiCan) recognizes that colleges serve many Indigenous students throughout Canada, the North included. The organization has clearly defined seven principles aimed at Indigenization of colleges and has encouraged institutions to become signatories by implementing in these principles. So far, there are 54 signatories across Canada. Additional links such as background of the protocol, member documents, resources and FAQ’s are included in the site.

Inspiring Relationships Indigenization Plan: Comosun College

This document was created by Comosun college (Vancouver Island) and was implemented in 2013 and 2014. Although it is a few years old, it has a strong framework for how they approached Indigenization at their institution. They base their strategy on four “corner posts”: curriculum development and delivery, services for students, policy and strategic planning and employee education. Each of these four areas has clear goals and actions to complete. The plan and is laid out in an easy-to-understand format. It includes a comprehensive section on strengths, challenges, opportunities, and lessons learned.

First Nations Education Steering Committee (FNESC)

FNESC recognized that they needed a collective organization that was dedicated to the betterment of education for all Indigenous learners from K to post secondary. THis organization practices at the provincial level and works to improve success in education to BC’s Indigenous population through research, communication, advocacy, and networking. This site includes comprehensive annual reports, resources for students and educators, media (videos and images), and opportunities to become involved. They put on a yearly conference that looks fantastic (in fact, it is already full for this coming year!)

BC Campus Indigenization Project: Environmental Scan Summary

This publication is an environmental scan completed by BC Campus that analyzes professional learning resources and opportunities that are available for staff and educators. Their findings are quite interesting and look at the type of training available, training topics, access to resources, authenticity of resources, and engagement of faculty and staff. This provides a great overview to see what is currently being offered and where gaps may still exist.

White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh

I wasn’t sure if I should post this resource and have had it in my “maybe” list since the start of this course. I decided to post it for the reason that none of the indigenization strategies will be as effective unless those of us who are not Indigenous first “unpack our knapsacks” and realize that we inevitably bring our own histories, pasts, values and viewpoints to our interactions whether we are aware of it or not. Recognizing our biases is the first step in removing them and moving forward.

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).

 

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.

 

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 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.

What has gone right?

Our readings over module one have demonstrated what has gone wrong in relation to indigeneity, technology and education. I wanted to seek out what has gone right and how one might replicate or improve on it.

The Future

btati

I loved the title of Ball’s (2007) paper, Indigenous Learners Online: The Future Isn’t What it Used to Be!The paper highlights some of the most common demands for online post-secondary education, common issues and successful practices. Many of the issues were familiar to what I hear at my current school as well as at the college I used to work at; issues of internet access, a desire to learn as a cohort, challenges of work, family and community responsibilities. It got me to thinking about some of the successes that I have heard about in my workplaces. At ADLC, we have many indigenous students learning in cohorts at the school with an online teacher who makes occasional visits. At Lethbridge College, there have been some creative (and highly successful) initiatives that included cohort learning and a combination of on campus and in community learning. For example, the Blood Tribe Agricultural Training Initiative, saw college instructors travel to the Blood reserve as well as students travelling in to the college for field trips. This initiative was so successful that 20 of the 22 participants completed in the allotted eight months and the remaining two plan to finish. The Early Childhood Education program also has a dual credit course that is running at reserve schools near Lethbridge. In the first year, college instructors taught the course online with the assistance of an onsite facilitator. During this time, they trained the facilitator to take on more responsibility. The second year, the on site facilitator managed the course with the occasional assistance of the college instructors.

Got Heart?

A project that I found within the above resource was invaluable. I am sure that many of you have already heard of the Project of Heart, but it was my first experience with it. It is a unique site that I would classify as a Community of Inquiry. The site is intended to be a journey for students seeking the truth of indigenous peoples in Canada. There are resources by and for teachers as well as resources by and for students. Among the most impressive is this video produced by a group of Grade 8 students. The site also contains maps, historical documents, other literature, testimonials and more.

Strategies, Programs and Practices

Beyond the Shadows: First Nation, Metis and Inuit Student Success is a comprehensive document emerging from the Canadian Teacher’s Federation (2013) President’s Forum on First Nations, Metis and Inuit Education. It explores seven major themes centered around facilitating indigenous student success and engaging indigenous communities.

themes

Themes in Beyond the Shadows retrieved from https://www.ctf-fce.ca/Research-Library/BeyondShadows_EN_Web.pdf

Instructional Design and Culture

McGloughlin and Oliver (2000)  raise the issue of culture in instructional design, noting that instructional design, like technology, is not neutral. The article discusses the possibility of culturally pluralistic design and suggests ten design principles for culturally inclusive instructional design. Although somewhat dated, this article addresses a very specific and relevant issue in online education.

References

Blood Tribe farming training program aims to cut unemployment. (2015, February 5). CBC News. Retrieved September 14, 2016, from http://www.cbc.ca/news/canada/calgary/blood-tribe-farming-training-program-aims-to-cut-unemployment-1.2946131

Ball, P. (2007). Indigenous Learners Online: The Future Isn’t What It Used To Be! (Rep.). Retrieved from http://www.ecdip.org/docs/pdf/Ind Ed Conf paper 07.pdf

McLoughlin, C., & Oliver, R. (04/01/2000). Australian journal of educational technology: Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level Australian Society for Educational Technology.

National Center for Truth and Reconciliation. (nd). Project of Heart. Retrieved from http://projectofheart.ca/filmsvideos/

Toulouse, P. R. (2013, August). Beyond the Shadows: First Nation, Metis and Inuit Student Success (Publication). Retrieved https://www.ctf-fce.ca/Research-Library/BeyondShadows_EN_Web.pdf

Post Secondary Education and Aboriginal Students

Reducing BarriersThis website is actually a PDF document which discusses barriers to post-secondary education in Canada.  While this 130-page document examines PS barriers for all Canadians, it does take an in-depth inquiry into the challenges faced by Aboriginal communities and students.  Created in 2011, by the Standing Senate Committee on Social Affairs, Science and Technology, this document provides a list of barriers as well as recommendations to resolving these issues.

To access this document, follow this link: http://www.parl.gc.ca/content/sen/committee/411/soci/rep/rep06dec11-e.pdf

Ronaye Kooperberg (Module 4 – Post 5)