Category Archives: MODULE 1

M1 P4 Sit Spots

I’ve been looking into ways of how we I can teach more according to the First People’s Principles. I was introduced to this activity through a colleague of mine who does this often with her English class. The activity is called Sit Spots and here is a link describing the activity : https://wildsight.ca/education-resources/sit-spots/#:~:text=What%20is%20a%20sit%20spot,builds%20routine%20and%20increases%20focus.

I’ve started doing this with my class about once a week or sometimes once every two weeks. In our class, it’s considered as a form of land acknowledgment. Before starting the activity we discuss what land we are on and after each sit spot, we discuss not only what they noticed when sitting outside, but also what they are grateful for in terms of using the land we are on.

I find it’s been an interesting twist on our usual land acknowledgments. I can see that students are enjoying it and it has been encouraging reflection about land use and gratitude.

Rupertsland Institute – M1 P5

Rupertsland Institute is an affiliate of the Métis Nation of Alberta. This resource is especially awesome for educators residing in AB. Among a number of things, they offer resources for meaningfully educating around Métis culture and tradition. They have lesson plans, activities and what really drew me in was a tab titled, Empowering Educators. Under this tab one can learn about the Foundational Knowledge Themes identified by Rupertsland Institute. They also offer a free and asynchronous  Foundational Knowledge course that anyone can join. I have come across a few of their resources when looking for activities for Métis Week in the classroom but never dove deeper into their website. It appears to be a great and authentic resource for educators to utilize when incorporating Indigenous perspectives in their classrooms.

Website: https://www.rupertsland.org/

3 Points for Settler Educators – M1 P4

I came across the following article, Settler Educators Teaching Indigenous Perspectives and History by Dr Angela Nardozi who is an educator at the Ontario Institute for Studies in Education at U of T. She shares 3 points to assist settler educators in teaching about Indigenous perspectives and histories:

  1. “Spend time remembering and unlearning your own education about Indigenous peoples.”
  2. “Listen to Indigenous peoples in terms of what they want taught.”
  3. “Center Indigenous peoples experiences and stories in your teaching.”

A few of the resources mentioned in the article worth noting:

  • Stolen Lives: A book created for Canadian educators with first-person accounts.
  • Shi-shi-etko: A short illustrated story that introduces residential schools in an age appropriate way

The full article can be found here.

Yellowhead Institute – M1 P3

Yellowhead Institute is an Indigenous-led research and education centre. They offer resources surrounding many topics some of which include the 94 Calls to Action, reclaiming Indigenous governance of culture and heritage, climate action and treaty rights and title. The research they are conducting and resources they are producing are critical voices for educators to listen to when discussing reconciliation and Indigenous perspectives in the classroom. They also have a Youtube channel which can be useful if you prefer to learn through audio or visual as opposed to reading articles.

Website: https://yellowheadinstitute.org/

Youtube: https://www.youtube.com/c/YellowheadInstitute

 

Indigenous Education

Module 1 Post 1
I am going to focus on indigenous education in Canada and as I embarked upon video research, I found a 7-part UBC lecture series for my first blog entry. Below I have included links and short summaries of each section. My subsequent blog posts for Module 1 will follow up with additional material and commentary of issues which intruigued me most throughout the video series. The final post of this blog series with be reflection, reflexion and questions of agency.
Introduction speaks to the importance of Truth and Reconciliation for Indigenous peoples in Canada and Internationally. It introduces the concept of disruption for awakening. It also introduces the 94 Calls to Action.
Topic 1 reminds us that colonisation is something that is still happening now and that we all need to take an active role in deconstructing and reconstructing our relationships with each other and with the land. It talks about “unsettling the settler” and moving beyond rationalizations of the “perfect stranger” that promotes romanticized Indigenous images, rationalizes settler presence on Indigenous land and abuses natural resources to sustain a destructive lifestyle on the Earth and its People.
Topic 2 reviews the Canadian colonial history of schooling and compares a Western liniar notion of time to a circular Indigenous spiraling ideation. The Medicine Wheel is discussed and the ideas of agency and resistance are introduced.
Topic 3 introduces various indigenous theories of learning and educational frameworks through the lens of culturally responsive education (CRE) and socio emotional learning (SEL) to ensure the continuation of relationship building through story.
Topic 4 elaborates on stories by emphasizing their place in Indigenous pedagogy and relaying their social and moral lessons for the listener.
Topic 5 introduces the concepts of land as teacher and land as pedagogy in order to ‘metissage’ the curriculum; or in other words, to braid the true colonial history into the curriculum. It reminds us that Indigenous concepts of life and knowing are embedded in the land as a source of knowledge and experience.
Topic 6 challenges educators to confront their own prejudices, power and privilege. This concluding section of the video series reminds us that due to a circular Indigenous worldview, our contemporary actions can have an impact on the 7 Generations destroyed through Residential Schooling in Canada, although Simpson also warns us from being too focused on residential schools rather than the greater policies and relationships that allowed such schools to run for 100 years. Leanne Simpson: As We Have Always Done: Indigenous Freedom Through Radical Resistance – YouTube

M 1 P4 Social Media and Indigenous Education

“Medicine as a term to encompass all of someone’s feelings.”

Stories are being warped to fit Canadian Western cultures and to “Other” Indigenous people. Social media allows them to clarify and accurately portray their culture. The “Truth” in Truth and Reconciliation . It allows for Indigenous voices to be heard.

Here is an interview with a content creator on social media platforms such as TikTok and Instagram to share his culture and educate people about Indigenous ways utilizing comedy and Indigenous knowledge.

Indigenous Folks To Learn From – M1 P2

One of the topics I always bring up with my students when we have discussions around residential schools, colonization and their legacies is that though it is extremely important to learn and reflect on these topics, it is just as important to learn and celebrate Indigenous joy. Coming to this course, I had been previously learning from a number of really awesome Indigenous individuals. One of the ways we can support Indigenous communities is by sharing their work, buying their work and amplifying their platforms. Here is just a few of the awesome Indigenous individuals I have appreciated learning from over the last few years:

  • Megan Tipler (@tiplerteaches on Instagram and Twitter) She is a former teacher and current Master’s student at the University of Alberta who authentically shares her experiences as an educator and creates fantastic classroom resources.
  • Blake Desjarlais (@blakedesjarlais on Instagram and Twitter) He is a current MP for Edmonton Griesbach and shares many of the happening within the federal government and Indigenous relations.
  • The folks behind the Yellowhead Institute (@yellowheadinstitute on Instagram, @Yellowhead_ on Twitter) They provide critical perspectives on Indigenous policy and always have vital information to share about the 94 Calls to Action.
  • Michael Linklater (@michael_linklater on Instagram) As a basketball coach I love celebrating the accomplishments of this guy. He has played on the 3X3 Team Canada and has a community project called Boys with Braids that encourages and supports Indigenous men and boys who wear traditional braids.
  • James Jones (@notoriouscree on Instagram and TikTok) Shares cultural dances, dress, songs and traditions. I especially enjoying showing his videos to my students.
  • Dr James Makokis (@creeture82 on Instagram and @DrMakokis on Twitter) A medical doctor who also won the Amazing Race Canada with partner Anthony Johnson. Dr Makokis shares insights into what healthcare looks like for Indigenous folk both on and off reserves.

There are so many others, including fantastic artists that are so open and willing to share about their culture with their platform and following. I always share with my students that we consume so much media. It is important to make sure some of that media supports and represents Indigenous creators.

Sylvia Duckworth’s Wheel of Power/Privilege – M1 P1

The following image is a powerful tool that I find myself reaching for frequently when engaging in conversation and reflection about colonization, education, research or even technology. I have used it to spark conversation amongst my middle schoolers, many of whom have not yet engaged with the word “privilege” quite yet. It provides an opportunity for us to reflect on the things we innately possess, even without knowing it and the way our society has been set up to be easier to navigate for those sitting closer to the center of this wheel. This often leads us into a discussion of equity versus equality and why it is okay and in fact, important to acknowledge these differences amongst one another.

Duckworth, S. (2020). Wheel of Power/Privilege. This is How You Can. Retrieved September 30, 2022, from https://www.thisishowyoucan.com/post/__wheel_of_power_and_privilege.

Module 1 – Post 5

Google Earth is an interactive digital tool that enhances educational experiences. Review these Google Earth Stories that help to share knowledge about our Canadian history. Three Canadian Geographic Google Earth Stories to explore:

  1. Canada’s Residential Schools
  2. Indigenous Cultural Heritage
  3. Original Place Names

https://earth.google.com/web/@43.127456,-80.240846,200.99398697a,4500000d,35y,0h,45t,0r/data=CkYSRBIgYTBlNWFkNDVhMjBiMTFlN2IzZmQzZjBhY2YwNDZiOWEiIGVmZWVkX3JjZ3NfcmVzaWRlbnRpYWxfc2Nob29sc18w

https://earth.google.com/web/@55.95077294,-79.32640954,-3.37038313a,5664994.70106378d,35y,23.89356515h,0t,0r/data=CjASLhIgYjU0YWFhNDI2ZTRhMTFlOGFjYjM0ZGJhNDk1NmM3YjQiCnZveV9zcGxhc2g

https://earth.google.com/web/@55.95077294,-79.32640954,-3.37038313a,5664994.70106378d,35y,23.89356515h,0t,0r/data=Cj4SPBIgYmVjMmFjMDczMzhlMTFlOGEzYTFmZjM4NTk0YmQ5ZmEiGGVmZWVkX3JjZ3NfcGxhY2VfbmFtZXNfMA

These resources make learning visible.

Google Earth can also be used to map different regions. For example when searching Treaty 7 in Google Earth I was able to see the borders and share the different Blackfoot regions in Alberta. You can view the Google Earth Stories that are designed and shared in the voyager tab of Google Earth. However, you can also make your own Google Earth projects to build your own stories. This is valuable as it focuses on creation versus consumption. The Canadian Geographic Google Earth stories are important to view as they were designed with authentic voices across Canada. They were made to give teachers the confidence to teach about Indigenous topics.

I think everyone should use Google Earth as a resource because it is imperative for people to understand what is where, why there, and why care?