Tag Archives: education

M4, P5: The Role Educators Play Towards Reconciliation

The First Peoples Principle of Learning, “Learning recognizes the role of Indigenous knowledge” highlights the importance of us as educators making sure we educate ourselves first when it comes to Indigenous knowledge before trying to integrate Indigenous perspectives and content in our teaching practices. Jo Chrona (2016), who is the Curriculum Manager for the First Nations Education Steering Committee, when explaining the significance of this principle, states that there needs to be a “willingness of educators to see themselves as learners, and seek to develop their own understandings first.” I think taking this course, for me, is one way I can do that, as well as through my own research, but that is not enough. I realize this learning continues. I found that there is a free 6-week MOOC available through UBC on Reconciliation through Indigenous Education, which seems to offer much value through the course description. I see there are also similar courses offered at other universities in Canada as well.

Have any of you taken this course or a similar MOOC—if so, how did you find it?

Chrona, J. (2016). First Peoples Principles of Learning. https://firstpeoplesprinciplesoflearning.wordpress.com/

Reconciliation through Indigenous Education. (2021). Reconciliation MOOC. UBC. https://pdce.educ.ubc.ca/reconciliation/

M4: Entry 4 – Beyond Territorial acknowledgments

Chelsea Vowel is a Métis language instructor at the University of Alberta. In her blog – âpihtawikosisân – which is the Cree work for Métis, she writes about Indigenous issues from a Métis perspective. One section of her website titled Indigenous Issues 101 has multiple resources related to Myths or Misunderstandings (articles include: An Explanation of Indian Status and The wandering nomad myth) and Historic and Continuing Injustice (articles include: First Nations farming in the Prairies and High Arctic Relocations).

In a blog post from 2016, Beyond territorial acknowledgments, she addresses the purpose, best practices and going beyond the territorial or land acknowledgment. She believes they can be transformative only if they cause discomfort for the audience and speaker. They need to address “what needs to be done once we’re ‘aware of Indigenous presence’. It requires that we remain uncomfortable, and it means making concrete, disruptive change.” (Vowel, 2016).

Vowel, Chelsea (âpihtawikosisân). (2016, September 23). Beyond territorial acknowledgments. âpihtawikosisân: Law. Language. Culture [blog]. https://apihtawikosisan.com/2016/09/beyond-territorial-acknowledgments/

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/

M3, Entry 4: Decolonization and Indigenization resource collection

Module 3: Decolonization and Indigenous Property Rights

Entry 4: Decolonization and Indigenization resource collection

This post on UBC’s NITEP (Indigenous Teacher Education Program) page is a collection of resources created to support educators in decolonizing education and indigenizing their teaching. The resources shared are from a variety of Canadian provinces and also one from Australia (8 Ways of Knowing Framework) that I hadn’t seen before.

Diving deeper into the 8 Ways of Knowing Framework, I found the protocol page which states, “if you use something, give something back.” This is a good reminder for me as I seek out resources and begin the process of decolonizing my teaching practice: Reciprocation is part of the process. I cannot achieve this goal in isolation, but rather within a larger community.

NITEP. (2021, January 18). Indigenous education digital resources: From toolkits and reports to guides and frameworks, find resources that will help decolonize learning and indigenize teaching. UBC Faculty of Education NITEP. https://nitep.educ.ubc.ca/january-18-2021-indigenous-education-digital-resources-from-toolkits-and-reports-to-guides-and-frameworks-find-resources-that-will-help-decolonize-learning-and-indigenize-teaching/

Protocol. (July 9, 2021). 8 Ways. https://www.8ways.online/our-protocol

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 3 – ENTRY 5: Transitioning in Western Canada

Free to Share photo by Creative Commons / People Matters Media

The transition into formal early learning settings, such as preschool and child care, represents a significant milestone for children and families.This particular paper that I found online, explores the perspectives of 25 Indigenous parents and family members and two caregivers who share and reflect on their transition of the Indigenous children from their home to an early childhood development program in a large urban centre in western Canada. The findings suggest that the transition experiences begin well before Indigenous children and families even join a program. There are multiple factors that facilitate their participation, such as costs, transportation and location. How these parents negotiate their transition is inevitably impacted by their historical experiences with schooling and the place of culture and language in supporting their children and families. As educators, and facilitators of supportive learning programs, we must all come to an understanding that the social, cultural and historical realities that shape the transition experience for Indigenous children and families, must be done with awareness, acknowledgment, empathy and respect.

Reference:

Hare, J., & Anderson, J. (2010). Transitions to early childhood education and care for Indigenous children and families in Canada: Historical and Social Realities. Australasian Journal of Early Childhood, 35(2), 19–27.[Site]. Retrieved June 22, 2021 from https://doi-org.ezproxy.library.ubc.ca/10.1177/183693911003500204

MODULE 3 – ENTRY 2: HAVING MENTORS IN YOUR LIFE, CAN MAKE A HUGE DIFFERENCE

I just wanted to show with this blog, a change for the better through education, culture and technology, and having mentors like Nelson Bird and Cree Agecoutay, who also had mentors like their mom, grandmother and teachers, all help pave the way for the next generations to come.

This site, celebrates Creeson Agecoutay, a news anchor on CTV, who was raised by a single mother on Cowessess First Nations. Creeson Agecoutay has attained his goal of working in journalism at CTV. This particular individual exemplifies how positive role models and providing a strong educational foundation can lead you to any goal and path you want to take. “Education was a big thing in our home. That was the rule. If you’re in Mom or Grandma’s house, you have to go to school every day. So after we got home from school, our time together would be at the dinner table while CTV News was on.” This quote by Creeson ties in culture, family, generations, education, tradition, and technology and reminded me so much of how my mom spoke to her students when she was teaching.

Nelson Bird, left, and Creeson Agecoutay are shown on the Indigenous Circle set.
PHOTO BY PHOTO COURTESY NELSON BIRD

Ironically, I researched a little further to see that Creeson began his television journey on another show called “Indigenous Circle,” which gives a weekly in-depth look at news and issues facing the First Nation and Metis population of Saskatchewan, and it is hosted by award winning journalist Nelson Bird, who happens to be one of Creesons lifelong mentors. He was born on the Peepeekisis First Nation and graduated from the University of Regina / First Nations University with a degree in Journalism and Indigenous Studies. He started in 1995 as a video journalist, became a producer, and then anchor person. His job allows him to tell the stories of Aboriginal people from across Canada and beyond. Another part of his work, which he loves, is to train young aboriginal people and encourage them to be the best they can. He conducts motivational speeches at schools and universities.

Nelson Bird’s Mission Statement:

Our mission is to foster, in a holistic way, greater understanding between Aboriginal and Non-Aboriginal people as to traditional values,

current issues and future directions of First Nations and Metis communities.

Reference:

Bell Media. (2021). Indigenous Circle on CTV News Regina. [Site]. Retrieved June 16, 2021, from https://regina.ctvnews.ca/more/indigenous-circle

Vanstone, R. (August 6, 2020). Creeson Agecoutay savours his ‘dream job’ with CTV. [Site]. Retrieved June 16, 2021, from https://leaderpost.com/news/local-news/creeson-agecoutay-savours-his-dream-job-with-ctv

M2 P2: The story of the Hummingbird

This story was suggested to me by Shirley in relation to my research question about barriers in nursing education for Indigenous students. I think it really illustrates not only the message of the story (perseverance, that every little bit can help, even if the problem seems insurmountable, even the smallest of us can contribute, no act of kindness is too small), but also how media is used to tell a story that otherwise might not be accessible to anyone outside the community that it’s from. It’s such a beautiful story and I’m grateful to be able to experience it.

https://www.hummingbird.vancouveropera.ca/story

Yahgulanaas, M. N. [mnyhaida]. (2013, April 8). Flight of the hummingbird – Haida manga [Video]. YouTube. https://youtu.be/naj6zZakgEg

M2, Entry 1: Potlatch as Pedagogy

Module 2: Stereotypes and the Commodification of Indigenous Social Reality

Entry 1: Potlatch as Pedagogy

This book was an informative and inspiring read, written by Sara Davidson and her father, Robert Davidson. I listened to Sara speak and she spoke about her father who authored the book through his storytelling and was given author credits for his oral contributions. The book takes the principle of the Haida culture and presents a model of learning through the lens of the Haids culture. The result is a holistic approach to education.

This book will provide some ideas for my research project of weaving Indigenous easy sof knowing, doing, and being into the curriculum I teach.

Find it here: https://www.portageandmainpress.com/product/potlatch-as-pedagogy/

Davision, S. F., & Davidson, R. (2018). Potlatch as pedagogy: Learning through ceremony. Portage & Main Press.

M1: P5: Reconciliation Through Indigenous Education taught by Jan Hare through Associate Dean for Indigenous Education at UBC

This course came to my attention through an ETEC 512 discussion on “How will MOOCs (massive open online courses) revolutionize education?” It is also offered by one of the authors of this week’s readings, Jan Hare. I have yet to take Hare’s course, “Reconciliation Through Indigenous Education”, but I vowed to look into taking it after I finish this program, rationalizing that it “provides a vessel to reach out to Canadians to address the issues facing our country’s history.” Although this may not be a resource accessible right now to us in this course, it is important that educators consider joining a course like this to reach out to and connect with students that we have in our classrooms.

Reconciliation Through Indigenous Education at UBC