Category Archives: MODULE 2

Module 2 (Post 5) – School science from the eyes of the Woodlands Cree

The following paper is written from the perspective of an educator and a member of the Barren Lands Cree Nation, who grew up on the eastern shore of Reindeer Lake in Saskatchewan. It aims to provide a guide to including cultural content in science education. Throughout our readings and discussions, we have learned a lot about the value of place-based education and culturally relevant education. Although not aimed at post-secondary science classrooms, I still think the content is valuable as many of my Indigenous students come from northern Saskatchewan communities.

Michell, H. (2012). School science from the eyes of the Woodlands Cree: Using the migawap dwelling and traditional values as a guide to plot fundamental key concepts and ideas. The Canadian Journal of Native Studies, 32(2), 19-49.

Module 2 (Post 3) – Indigenous Science Division of Environment and Climate Change Canada

While searching for resources about Indigenous science, I discovered that earlier this year Environment and Climate Change Canada started an official Indigenous Science Division (ISD). Dr. Myrle Ballard, an Anishinaabe scholar at the University of Manitoba, is leading the division using the framework of Three-eyed Seeing. I am excited to see a federal ministry taking steps towards reconciliation and hopefully decolonizing the science that informs government environmental decisions.

The ISD has a beautiful logo that represents Bridging, Braiding, and Weaving. I was unable to find the information on whether or not I could post it without copyright infringement. I did find a neat option to download a QR code that should take you directly to the image, though!

M2 Post 4: Connected North

https://www.connectednorth.org/

Connected North is a website that connects to the North with virtual field trips, cultural exchange, and virtual career fairs. This can help Indigenous youth who may live in remote areas have access to tools and experiences they may not be able to otherwise. It helps to connect school groups across Canada as well.

M2 Post 3: We Matter

https://wemattercampaign.org

We matter is a campaign that focuses on supporting Indigenous youth and their mental health. The website is filled with videos from Indigenous role models and people, and non-Indigenous people who support Indigenous youth. The videos remind students that they matter and although things may be difficult there are people across Turtle Island that are rooting for them and want them to succeed.

M2 Post 1: Future Pathways Navigator

https://www.futurepathwaysnavigator.org

Future pathways navigator is meant to help Indigenous youth from the North look into post-secondary schooling and life during post-secondary. It has information on grants and scholarships, exploring career options and even ways to build skills. When it comes to building skills, they include Indigenous skills by Indigenous people, including cultural activities. My favourite part of this site is how it includes a section where you can find support for a range of topics from LGBTQIA2S+ to Partying 101 and be homesick. The stance is one of education without stigma with videos from Indigenous people who have been there before and can give you tips and advice.

Module 2 (Post 2) – Instructor’s Guide to Including TEK in Undergraduate Biology

This paper, which was published online just one month ago today, provides suggestions to biology instructors for including Traditional Ecological Knowledge (TEK) into their courses.

From the abstract: “Suggestions include exploring other ways of knowing, teaching holistically, establishing a classroom culture of respect, explicitly including TEK, consulting Indigenous experts, incorporating Indigenous languages, and using other evidence-based teaching practices.” (Greenall & Bailey, 2022).

I was excited to find this resource and plan to share it with my colleagues.

Greenall, R.F., & Bailey, E.G. (2022). An instructor’s guide to including Traditional Ecological Knowledge in the undergraduate biology classroom. CBE-Life Sciences Education 21(4). https://doi.org/10.1187/cbe.21-12-0340

Module 2 (Post 1) – Living Knowledge

The Living Knowledge Project is an Australian-based research project that was developed to find the most effective way to integrate indigenous knowledge into the secondary science curriculum. The page that I have linked to here is dedicated to the history of ‘both ways’ education, where students are exposed to a mixture of western and indigenous education.

https://livingknowledge.anu.edu.au/html/educators/07_bothways.htm

M2 P5 words from Bear Rock Mountain

This resource is invaluable because it explores the experiences and lived interactions of Bear Rock Mountain. Mountain has first hand accounts and insights onto how Residential Schools attempted to erase and forbid Indigenous Languages. Mountain also connects this back to his understanding of identity and demonstrates the powerful connection of language to who you are. Mountain’s story is important because it also demonstrates the cycle of coming to terms with what has happened and figuring out how to move forward. Would that be with angry and hate? Would that be with a hope for the better? Mountain has chosen to reclaim and empower his identity, language and community. Although this is located in the North West Territories, the stories hold connections to experiences of our communities in British Columbia and common themes of identity, language and culture.

 

Citation for the book:

 

Mountain, A., 2019. From Bear Rock Mountain : The Life and Times of a Dene Residential School Survivor, Heritage House Publishing. Ottawa, Ontario. Retrieved from https://canadacommons.ca/artifacts/1878314/from-bear-rock-mountain/2627306/ on 20 Oct 2022. CID: 20.500.12592/2chm26.