Category Archives: MODULE 4

MODULE 4 – ENTRY 5: Aboriginal Issues in Canada

This short video clip touches on some very informative statistics and data that show how the Indigenous children´s poverty compares to non-Indigenous children, how the income gap is 30% lower for Aboriginal people in Canada, how 1 in 4 children in poverty are of an Indigenous background, how 73% of the First Nations water systems are contaminated,  and overall how the poor socio-economic status of the First Nations people affect their everyday life, with very little to no funding nor aid by the government.  It includes various comparison charts to show the differences between the Indigenous and non-Indigenous peoples of Canada.

Public Domain photo by DMCA

 Reference:

Varga, Ethan. (January 21, 2015). Aboriginal Issues in Canada.  Retrieved on July 10, 2021 from https://www.youtube.com/watch?v=WGqtcnqRRNY

MODULE 4 – ENTRY 4: What Matters in Indigenous Education: Implementing a Vision Committed to Holism, Diversity and Education

This site pertains to what the ongoing issues are for Indigenous students in ourschools. The overriding issues affecting Indigenous student achievement are a lack of awareness among teachers of the particular learning styles of Indigenous students, and a lack of understanding within schools and school boards of First Nations, Métis, and Inuit cultures, histories, and their perspective.  In essence, how can we try to bridge that gap?

Public Domain photo by Shutterstock

Reference:

People for Education. (2021). What Matters in Indigenous Education: Implementing a Vision Committed to Holism, Diversity and Education. Retrieved on July 7, 2021 from https://peopleforeducation.ca/report/what-matters-in-indigenous-education/

MODULE 4 – ENTRY 3: PART III-GARDENS & EDUCATIONAL INSTITUTIONS

Public Domain photo by pixabay.com

POST SECONDARY INSTITUTIONS:

A few months ago, in May of this year, I had an opportunity to post my very first blog.  It was about this tiny little innercity school that my mom worked as a teacher in, and it was where I spent most of my early childhood years.  I was fortunate to have experienced and witnessed the beauty of land, nature, humanitarianism and kindness. I have grown to learn that gardens have brought us all together, to teach us how to learn from one another, share with one another and to take care of one another.  Others are starting to notice this too… This is another educational institute, JIBC, which is finally recognizing the importance of acknowledging that we are living, learning and working on the lands that belong to the unceded traditional territories of the Qayqayt and Musqueam Peoples, where JIBC is located.  This is also an educational institute that I learned at, and I am seeing the gradual changes around my community and the schools that I have attended.  I can see how some of these institutions are finally recognizing the Indigenous peoples, whose land we all reside, work, and live on and how it has really affected me.  I can see the gradual changes of acknowledgement, respect and care returning to the people, whose land was unwillingly taken over generations ago.  I am also witnessing all of the heart-work and determination of the First Nations peoples attaining and rectifying the wrongs that others have oppressed upon them.  This video talks about the Native plants by horticulturists both of Indigenous and non-Indigenous backgrounds, but this media footage, moreover, symbolizes the gradual changes for a better Canada.

 

ELEMENTARY/HIGHSCHOOLS:

Fresh Roots and Farm to School BC are organizations that helps schools attain grants, provides a framework on how to get a garden started at your school, provides useful resources, and networks that can all help an educator and a learner come together to grow, learn, share and create.  Here, the Vancouver School Board recognizes how vital the role of school gardens can play in students’ social-emotional learning. Garden-based learning can enhance academic achievement through integration of hands-on experiences into diverse subjects such as math, science, art, nutrition and environmental education.  This summer my family and I are volunteering some time for an amazing organization called “Fresh Roots” where they “cultivate educational farms and programs where students dig into meaningful connections with the land, food, and each other, inspiring communities to build just food systems.” My sister is supervising a project in Coquitlam right now, where my daughter will be volunteering with her, and my mom and I will be visiting soon to help lend a hand as well at the Coquitlam School District’s Aboriginal Education Department, where Fresh Roots is helping with the food system at Suwa’lkh School.  I’ve added a couple of links below, if anyone is interested to set up a garden at their school.

References:

Fresh Roots. (n.d.). Good Food For All. Retrieved July 1, 2021, from https://freshroots.ca/about/our-vision/

Justice Institute of British Columbia (JIBC). (July 10, 2020). Introduction To JIBC’S Indigenous Garden. Retrieved July10, 2021, from https://www.youtube.com/watch?v=4t4dVAaN47o

Public Health Asssociation of BC (2007). Farm to School BC-Growing Outside: School Gardens. Retrieved July 16, 2021, from https://farmtoschoolbc.ca/school-gardens/

 

 

MODULE 4 – ENTRY 2: PART II-GARDENS & EDUCATIONAL INSTITUTIONS

I feel this a full circle moment, in that the school I have attended for most of my adult life, the University of British Columbia, has undergone many vital changes over the last few decades. I came across another related website, that again ties in with my final assignment and my own personal experiences, which has brought back many memories of my educational journey, from 2006-2007, when I was learning to become an educator.  I had an opportunity to visit a place where teaching, learning, and research, was interconnected with Indigenous knowledge and sustainable food growing.  There was an idea that was planted on campus, which  focused on Indigenous food sovereignty, food security, and traditional plant knowledge.  Here, the students, like myself, could gain a wealth of knowledge and have access to both traditional and non-traditional plants/food uses of the Indigenous peoples.

Public Domain photo by PXhere

This garden today has become a guide on the principle that ‘food is medicine’ and follows the research ethic framework of the “4R’s: respect, relevance, reciprocity, and responsibility” and a holistic understanding of health and healing. It has become grounds for an international, community-based research and land-based teachings, where the garden engages with numerous regional Aboriginal schools, communities, and organizations.  This life motto has always resonated deeply with me, and I had no idea how much of it has had a positive influence in my life, not only as an educator, but as a learner.

Reference:

Indigeneous Research Partnerships. (2014). Highlights from the Indigenous Health Research & Education Garden: 2014. Retrieved July10, 2021, http://lfs-indigenous.sites.olt.ubc.ca/files/2015/03/2014-Highlights-from-the-Indigenous-Health-Research-and-Education-Garden.pdf

MODULE 4 – ENTRY 1: PART I-GARDENS & EDUCATIONAL INSTITUTIONS

The UBC’s Point Grey Campus is located on the traditional, ancestral, unceded territory of the Musqueam People.  The Xʷc̓ic̓əsəm Garden (Indigenous Health Research and Education Garden) has been at the UBC farm since 2007.  Ironically, I remember vividly that I was a returning student at UBC, undertaking my Bachelors in Education in 2006/2007, and my cohort and I had a wonderful opportunity to partake in a fieldtrip to an Indigenous garden.  It was in its beginning stages of being planned and created by wonderful humanitarians, students, and teachers of Indigenous backgrounds just before the main campus, near a secondary school is what I can recall.  I remember walking down a street and there was an opening of land.  This is where our fieldtrip began.

Public Domain photo by Wallpaper Flare

I remember a feeling of nostalgia and hope coming over me when I saw what was being done.  I remember having goosebumps on my arms, because it reminded me of what my mother did at her school…she began growing a garden for the children at her school in 1976 and when I was born, she would take me with her to her school and I would watch her garden, while I played with the other students.  In 2014 the Xʷc̓ic̓əsəm Garden received a traditional name from Musqueam Indian Band. Xʷc̓ic̓əsəm is pronounced phonetically as “Hw ‘ts i ‘ts u sum-”. The hən̓q̓əmin̓əm̓ word means “The place where we grow” and it provides a reassertion of xʷməθkʷəy̓əm Musqueam land-based protocols and principles informing land-based practices.  It reminded me of the place I grew, along with the other Indigenous students at ¿Uuqinak´uuh aka Grandview Terrace Daycare Centre.  This is a 3 part blog, in relation to my final assignment, which focuses on experiential learning.

Reference:

Indigenous Research Partnerships (2007). Xʷc̓ic̓əsəm Garden. Retrieved July 10, 2021, https://lfs-iherg.sites.olt.ubc.ca/the-garden/

Indigenous Sports Heroes Education Experience

Module 4 – Entry 1

Tyler Ohashi

Indigenous Sports Heroes Education Experience

While watching yesterday’s Global News, an interesting story came up that spoke about Indigenous sports heroes and their journeys. The Indigenous Sports Heroes Education Experience is a national education initiative that will be available to educators at no cost. It will highlight the stories of 14 Indigenous Hall of Famers.

I find this an interesting initiative because it will cast light on what is possible for young aspiring Indigenous athletes. I look forward to looking at this resource with an educator lens. I want to see how they engage their learners, the types of media they use, how they incorporate Indigenous voices in meaningful, respectful ways, and how they utilize technology. This website is the culmination of many great minds working together to create something great, therefore, I look forward to seeing how this effort raises Indigenous awareness.

This resource goes live, August 9, 2021, but they already have a lot of resources available to view already.

Here is a promotional clip from YouTube:

Module 4 Post 5: Mutual Respect and Fairness

diversity-hands

Photo from United 4 Equality

There were hundreds of people gathered at the Canadian Museum for Human Rights on December 11, 2019 to learn about what a decolonized Canada looks like. Experts (Indigenous and non-Indigenous) discussed mutual respect and fairness between Indigenous and non-Indigenous Canadians. A few take-aways for me include (University of Manitoba, 2019):

  • There is a power differential between colonizers and colonized people. The colonizer has to give up power for decolonization to take place. We shouldn’t be afraid to share power. In reality, people don’t like to give up power.
    • I feel uncomfortable learning that I am in a position of power as a colonizer. However, it is important for me to recognize this to ensure I share this power and I don’t abuse it.
  • Indigenous and non-Indigenous parents have different concerns. For example, Indigenous people may worry about sending their child to school with a rip in their clothing. We should all have the freedom to worry about normal things.
  • Having a future where all cultures can flourish.
  • Colonizer and colonized are both affected by colonization.
  • We need to deconstruct the colonizers view of the world.
  • There is hope – we have technology, knowledge, and thinkers. We can solve hate, anger, distrust, and fear. All it takes is the will of the people.
  • Cultural competency is good but it’s just the surface.

References:

University of Manitoba. (2019 December, 13). Visionary conversations. What does a decolonized Canada look like? [Video]. Youtube. https://www.youtube.com/watch?v=4ZSYPfF3iuI

United 4 Equality. https://united4equality.wordpress.com/2013/08/15/sisterhood-equalitys-call-to-action/

Module 4 Post 4: truth first, then reconciliation

McMaster University hosted a MIRI Indigenous Governance Symposium. The government does a good job promoting a reconciliation agenda. But we need to examine the government’s work carefully. The Canadian government is not exposing the entire truth. We can’t jump to reconciliation without addressing the truth. As a non-Indigenous educator I need to ensure that I turn to reliable sources for guidance to support my work in Indigenization. It makes sense to address the truth before reconciling anything. How can Indigenization efforts be genuine if truths are not disclosed?

https://www.youtube.com/watch?v=4qttzjHTjwE

Reference:

McMaster University. (2019 January, 20). 10 Principles to decolonization – MIRI Indigenous governance symposium. [Video]. Youtube. https://www.youtube.com/watch?v=4qttzjHTjwE

Module 4 Post 3: Calls to Action

One of the residential school survivor “lucky ones” recalls the experience | The Manitoulin Expositor

The calls to action by the Truth and Reconciliation Commission was made to help move the Canadian reconciliation process forward and set right the legacy of residential schools. They call upon the federal, provincial, territorial, and Aboriginal governments for a number of different reasons including child welfare, education, language and culture, health, and justice. As a healthcare educator, the following caught my attention:

  • Culturally appropriate curricula.
  • Cultural competency training for all healthcare professionals.
  • Recognize the value of Aboriginal healing practices.
  • Aboriginal health issues in medical and nursing schools in Canada.
  • The need for educating teachers in post-secondary institutions on how to integrate Indigenous knowledge and teaching methods into their classrooms.

This calls to action document is an effort towards truth-telling and reconciliation. This document gives me a better idea about what actions need to be taken to address Indigenous peoples concerns.  The more familiar I am with existing concerns and requests for change, the better prepared I am to participate in Indigenization efforts with purpose and interest.

Reference:

Truth and Reconciliation Commission of Canada. (2015). Calls to Action. http://trc.ca/assets/pdf/Calls_to_Action_English2.pdf

Module 4 Post 2: Indigenous youth are clear about what they want and need

My work in finding authentic ways to Indigenize post-secondary curriculums requires listening and learning directly from Indigenous youth.

How can we possibly Indigenize post-secondary curriculums without listening to Indigenous youth? What do they want from their educational experiences? Susan Dion from York University spoke with various Indigenous youth and discovered that they are clear about what they want and need from education. These include lessons that address: “Indigenous humanity and diversity, the history of colonialism, local history and contemporary culture, Indigenous knowledge, languages, and worldviews” (Dion, 2016, p 471). They don’t want Canada’s story to be their story. They don’t want destruction of their culture nor the disappearance of their language. They strongly want to survive as Indigenous people and they refuse to assimilate.

https://onlinelibrary.wiley.com/doi/epdf/10.1111/cars.12128

Reference:

Dion, S.D. (2016). Mediating the space between: Voices of Indigenous youth and voices of educators in service of reconciliation. Canadian Sociological Association. https://onlinelibrary.wiley.com/doi/epdf/10.1111/cars.12128