Category Archives: MODULE 1

M.1-P.5 Article-Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature

M.1- P.5

I came across this article in a previous class and found myself revisiting it for this course. Castagno & Brayboy (2008) claim that Indigenous epistemology is left out of the traditional school framework. Indigenous students learn by seeing “the big picture and its meaning rather than the smaller parts that make up the whole” (Castagno & Brayboy, 2008, p.951). Schools break up this ‘whole’ by dividing students into classroom, disciplines, and often focus on student centred approaches and neglect that Indigenous knowledge focuses on community. To consider the socially responsible schooling for Indigenous youth that Castagno & Brayboy (2008) discuss, learning styles should be “hands-on, connect to real-life, [offer] direct experience, participation … be reflective [and] collaborative” (p.954). I am interested on HOW technology can mimic this type of existence.

Reference

Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for Indigenous

youth: A review of the literature. Review of Educational Research, 78(4), 941-993.

https://journals.sagepub.com/doi/full/10.3102/0034654308323036

Advancing STEM Knowledge in an Indigenous Professional Learning Community

Module 1, Post 1

The is an online professional learning community formed between the First Nations, Metis & Inuit Education Association of Ontario (FNMIEAO), and the Mathematics Knowledge Network. Their goal is to promote Indigenous Knowledge systems in the context of mathematics, science technology engineering & mathematics (STEM) and advance Indigenous education in Ontario for Indigenous community and all learners in education.

“We Come From the Stars” is a 6-part webinar series. Each segment is approximately 1.5 hrs. It is a community of elders gathering and sharing their Indigenous traditions, stories, and knowledge. This is an interesting example of how an Indigenous community can create connection in a digital space.

“Indigenous Knowledge & Mathematics Community of Practice” is a collection of 5 videos, each approximately 5 minutes long, demonstrating the integration of math concepts through Indigenous culture and traditions (drumming, building a lodge, and medicine walk).

First Nations, Metis & Inuit Education Association of Ontario. (2021, May 28). Revitalizing Star Knowledge Webinars. http://www.fnmieao.com/initiatives/

First Nations, Metis & Inuit Education Association of Ontario. (2021, May 28). Indigenous Knowledge & Mathematics Community of Practice (Exploring Math Through the Construction of a Lodge Part 1) [Video]. YouTube. https://www.youtube.com/watch?v=QHGi8YXqS7w&list=PLC-h5KFwALU2nI4lL7gu4xRjSPfDBiX8W&index=2&t=5s

M1 Entry 5: Creating Environments for Indigenous Youth to Live and Succeed

I was very inspired by Tunchai Redver’s Ted Talk. She co-founded the We Matter Campaign, a national multimedia campaign that communicates with indigenous youth that there’s always a way forward no matter how hard it gets. It seems that these issues hit close to home for Tunchai as she witnessed addiction and violence in the communities and family she grew up in and experienced some issues herself.

I liked that she used the metaphor of a house to explain the everyday realities that Indigenous youth experience. The roof and foundation of the house represents oppression/colonialism including systemic racism, the Indian Act, and residential schools to name a few. The furniture, appliances, and everyday items of the house represent a loss of culture and language, violence, mental health issues, stereotypes, and abuse. All of these different issues are internalized and manifest in negative ways. Tunchai provides insight on how we can create an environment where Indigenous youth live and succeed. She returns to her metaphor at the end of the talk to illustrate what it should look like. In order to support our Indigenous students effectively, I think that it’s so important to understand where they are coming from.

M.1-P.4 Legacy of Hope, 100 Years of Loss-Teacher’s Guide

M.1-P.4

The 100 Years of Loss is an amazing teacher activity guide which can be ordered through the Legacy of Hope. This national indigenous charitable organization has curated an educational kit with full pull down blinds that fill an entire wall of a classroom with the timeline of residential schools throughout Canada. The kit also includes full lesson with resources, videos, and rubrics connected to competencies. You can also download some of the resources directly from the website. The resource should be a staple in school libraries or within the Social Studies department. All lessons are suitable for grades 8-12.

I just recently visited the website and noticed the podcast section. I will be looking into this over the week. It is one the most authentic sources I have used and helps with indigenizing curriculum with the voices of those who lived and experienced the residential school system.

References

100 Years of Loss, The Residential School System in Canada [Kit]. 2017. Canada. Legacy of Hope Foundation.

Canada’s Impossible Acknowledgment

MODULE 1: ENTRY 5

The article “Canada’s Impossible Acknowledgement” was published in the New Yorker in 2017. The article provides some perspective on Canadian history, inclusion in acknowledgements, and the issues that are holding back the progress of true reconciliation.

Reference:

Marche, Stephen. (2017, September 7). Canada’s Impossible Acknowledgement. The New Yorker. https://www.newyorker.com/culture/culture-desk/canadas-impossible-acknowledgment

M1, Entry 5: Indigenous Language Revitalization

Module 1: The Global and the Local in Indigenous Knowledge

Entry 5: Indigenous Language Revitalization

This TED talk discusses the importance of language to culture and identity. Watch to find out what is currently being done in Canada to support the revitalization of Indigenous languages and what still needs to be done to meet the goals of the Truth and Reconciliation Commission and the United Nations Declaration on the Rights of Indigenous Peoples.

Morcom, L. (2019). A history of Indigenous languages – and how to revitalize them. [TED, 14 mins.] https://www.ted.com/talks/lindsay_morcom_a_history_of_indigenous_languages_and_how_to_revitalize_them#t-826657

M1, Entry 4:Indigenous Knowledge in Science

Photo by Emily Hopper from Pexels

Module 1: The Global and the Local in Indigenous Knowledge

Entry 4: Indigenous Knowledge in Science

Many readings in Module 1 talk about science being viewed as culturally neutral from a western perspective, but argue that science does, in fact, present a biased view when viewed through the lens of Indigenous cultures. I found two articles about scientists who are using Indigenous knowledge in their scientific research. These articles are not from peer-reviewed journals, but provided me with a starting point for additional research.

CBC Radio: Earth Day Indigenous Scientists, Academics, and Community Members Take the Lead in Environmental Causes

Narwhal Article: Meet Scientists Embracing Traditional Indigenous Knowledge

References

CBC Radio. (2018, April 22). ‘Every plant and animal is useful to us’: Indigenous profession re-thinking how we deal with invasive species. https://www.cbc.ca/radio/unreserved/earth-day-indigenous-scientists-academics-and-community-members-take-the-lead-in-environmental-causes-1.4605336/every-plant-and-animal-is-useful-to-us-indigenous-professor-re-thinking-how-we-deal-with-invasive-species-1.4605344

Thompson, J. (2019, June 20). Meet the scientists embracing traditional Indigenous knowledge. The Narwhal. https://thenarwhal.ca/meet-scientists-embracing-traditional-indigenous-knowledge/

M1 Entry 4: The Learning Circle

“First Nations storytelling has always been a communal experience. Stories brought people together to share a past, to explain the seemingly inexplicable in creation or to instruct. A powerful story might also make children see the consequences their actions might have”. – Harvey McCue and Associates for Indian and Northern Affairs Canada

The Learning Circle is a resource that I implemented in my own classroom last year. I encountered it quite late in the year, so we were only able to work through the storytelling unit, but I was amazed by how engaged the students were during our sessions. The class would sit in a circle and listen intently. Some students would close their eyes. Below is an example of one of the stories.

The Learning Circle is organized in thematic units (storytelling, seasons, and games) with different learning activities. The exercises are short, but meaningful. It is noted that because First Nations communities are culturally diverse, the information in this activity book does not necessarily apply to all groups.

Click below to check out the resource:

The Learning Circle

https://www.rcaanc-cirnac.gc.ca/eng/1316530132377/1535460393645

M1 Entry 3: Knowing the Past, Facing the Future

As I work through this course, I’m interested in reading this book called “Knowing the past, facing the future: Indigenous education in Canada”.

It goes through the challenges that need to be removed before reconciliation can be met. It comes in three parts:

Part 1 focuses on colonial promises and practices including the treaty right to education and the establishment of day, residential, and industrial schools
Part 2 focuses on the legacy of racism, trauma, and dislocation
Part 3 explores contemporary issues in curriculum development, assessment, leadership, and governance.

Carr-Stewart, S. (2019). Knowing the past, facing the future: Indigenous education in canada. Purich Books.

M1 Entry 2: In Our Own Words

This teacher resource guide document has been developed by the First Nations Education Steering Committee with Assistance from the BC Ministry of Education and support from the Education Partnerships Program of Aboriginal Affairs and Northern Development Canada. FNESC.

It has been developed to provide teachers with guidance and information on how to incorporate First Peoples principles into instructional practices. It’s important for educators to recognize that First Peoples content and world views are valuable for all students and should be incorporated into classroom learning experiences in meaningful ways.

It is evident that educators and communities have recognized a need for increased information and support in the use of culturally appropriate and meaningful Indigenous content and pedagogy. This guide provides a wide range of ideas that can be applied to incorporate First Peoples content into a K-3 classroom. After skimming through the units and activities, I can see how this resource can help support my Grade 2 students with their learning. I find comfort in the idea that this resource walks teachers through the lessons.

In-Our-Own-Words

British Columbia Government EBook Collection, First Nations Education Steering Committee (B.C.), & First Nations School Association. (2012). In our own words: Bringing authentic first peoples content to the K-3 classroom. First Nations Education Steering Committee.