Tag Archives: self determination

Module 1 Weblog

I would like to focus my research on the instructional design of e-learning in higher education that incorporates the Indigenous experience and meets the needs of Indigenous learners. I tried to get resources specifically from higher education, but found one with K-12 resources:

Cape Breton University. (n.d.). MIKM 2701: Learning from Knowledge Keepers of Mi’kma’ki [Course Description].

This course answers calls from the Truth & Reconciliation Commission (to incorporate Indigenous knowledge and perspectives into higher education curriculum) by sharing the “history, culture, and wisdom of Indigenous peoples in Mi’kma’ki and across Canada.” It is offered for-credit or for general interest to the public. Classes from the Winter 2016 offering were live webcasted and then archived online.

Indspire (n.d.). K-12 Institute: Successful Practices.

This Canadian Indigenous-led registered charity includes 1000 resources in their online resource centre for Indigenous education stakeholders. Proven practices in the form of research, models, frameworks and educational strategies are shared for K-12, across subjects, provinces, grade levels, topics (e.g., online learning, holistic learning practices) and Indigenous affiliations.

Koissaba, B.R. (2014). E-learning principles and practices in the context of Indigenous peoples: A comparative study. Cultural Survival Quarterly.

This article is published by Cultural Survival, an organization that “advocates for Indigenous Peoples’ rights and supports Indigenous communities’ self-determination, cultures and political resilience” (Cultural Survival, n.d.). The article highlights cases of e-learning in Indigenous communities from Australia, Kenya and the United States, and includes recommendations to develop e-learning practices that better serve the needs Indigenous communities.

Reedy, A., Gulwa, H.W., Charles Darwin University, & Marmaruni School. (2016). Online learning and teacher education: The experiences of Indigenous teacher education students. Learning Communities: International Journal of Learning in Social Contexts, 20, 40-51.

This article looks at the needs of Indigenous post-secondary students taking online courses in Australia. The data was collected through “yarning,” a conversational research method, and a research study into the experiences of Indigenous post-secondary students in order to inform the design of online learning environments.

The University of British Columbia. (2017, February 21). ‘The little MOOC that could’: Online course promotes Indigenous ways of knowing [Media Release].

This is a media release about a massive open online course (MOOC) that introduces participants to indigenous histories and worldviews and shares teaching tools on indigenous education. The third offering ran in Winter 2017 with 8,200 registrants (mostly educators), and the next offerings are slated for Fall 2017 and Winter 2018.

First Nations School Association

Weblog 4.2


The First Nations School Association is a BC organization that works with BC FN schools around the province. Their priorities are:

  • Language and Culture
  • Leadership
  • Funding
  • Effective Instruction
  • Information Communication Technology (ICT)

FNSA often works closely with FNESC (I believe they are co-located in the same building). FNSA has been very helpful in helping provide culturally appropriate curriculum in BC and also with bringing FN schools and educators together.

Posted by Trevor Price

August 4, 2015

First Nations Education Steering Committee

Weblog 4.1



The First Nations Education Steering Committee is dedicated to First Nations-controlled education and improved outcomes for BC FN students. They run a wide variety of programs, including a partnership with SETBC (special ed. technology), Connected Classrooms. They support FN language education, health and science career promotion.

The Connected Classrooms programs addresses a serious problem for FN students (8 – 12) in isolated communities or small FN schools, which is the lack of access to qualified instructors in advanced courses in math, science. Connected Classrooms tries to offer “a combination of technologies, including real time video conferencing, to connect and create an interactive classroom environment” where students are taught by an instructor online (live) along with an in-home educator who is present with the students.

Posted by Trevor Price

August 4, 2015

Module 4: Post #4- Positive Action towards Self- Representation

I had the wonderful opportunity when I was in Regina last week to meet with Phyllis Kretschmer who is my Mother’s good friend.  She is Saulteaux and Cree and a strong activist for Aboriginal issues. She told me stories about her terrible experiences as a student at Residential school. It is very difficult to imagine self-representation or self-determination in a setting where students were strapped for requesting an eraser from a classmate.  Where their braids were cut off without ceremony and where the majority of their week was spent either doing manual labour or absorbing the tenets of the Church in catechism classes, and where the idea of stockings without holes was a fond hope.

Phyllis was able to move forward from these experiences, based on strong family support and being able to find confidence in herself after years of being told by the teachers at the residential schools that she was stupid.

Now at the age of 79, she remains actively involved in educating both Aboriginals and Non Aboriginals about the history of First Nations communities.

She is involved in the Idle No More Movement started a couple of years ago (see articles below) and is a member of the Intercultural Grandmother’s Group organized through the University of Regina. This is where my Mother met her, often partnering with her when they visit Elementary and High Schools to share First Nations knowledge. Students then also see that First Nations issues are cared about by the Mainstream community as well.

Information about Idle No More and Intercultural Grandmother’s Uniting

Morier, Jan. Intercultural Grandmothers Uniting. Community Connection, North Central Community Newspaper. February 2010, page 5. Retrieved from http://www.nccaregina.ca/wp-content/uploads/2011/11/2010_NCCA_News_February.pdf

McDonald, Alyssa. Your Reaction: Queen City Residents Participate in Idle No More. January 11, 2013. Retrieved from:  http://metronews.ca/news/regina/506245/your-reaction-queen-city-residents-participate-in-idle-no-more/

Sinclair, Niigaan. Idle No More: Where is the movement 2 years later. CBC News. December 7th, 2014. Retrieved from http://www.cbc.ca/news/aboriginal/idle-no-more-where-is-the-movement-2-years-later-1.2862675


4.3 – RSA Area Based Curriculum Guide

This was a neat find, as it does not pertain specifically to Indigenous groups, but can apply to them very well. It seems like a generalized version of many of the curricula we looked at in the course, and emphasizes the need for everybody to have a bit of self-determination when it comes to education.

RSA – Area Based Curriculum