Tag Archives: Indigenization

M2 P4: BCIT’s Indigenous Vision

This framework is the basis for the Indigenization of the nursing program at BCIT. It is broad and ambitious, but serves as a guiding framework for the work being done by faculty to ensure Indigenous student success in the programs. It is openly available to the public on the BCIT website. This vision prioritizes three actions around inclusion, accountability and collaborative relationships. The faculty working within this framework works closely with Indigenous educators and leaders from BCIT Indigenous services.

https://www.bcit.ca/indigenous-vision/

“Truth is the foundation. Indigenization is the action. Reconciliation is the goal”.

British Columbia Institute of Technology. (n.d.-a). BCIT’s Indigenous vision. BCIT.Ca. Retrieved February 21, 2021, from https://www.bcit.ca/indigenous-vision/

M2, Entry 4: Decolonizing Education

Module 2: Stereotypes and the Commodification of Indigenous Social Reality

Entry 4: Decolonizing Education

I am excited to share this resource with my colleagues as it may be relevant to several of our research projects. This film is airing on Monday and was made in partnership with the Saskatchewan Teachers’ Federation. The link below allows you to register for the webinar for those who are interested. I look forward to learning about what this province is doing to Indigenize and decolonize education.  

https://www.stf.sk.ca/education-today/lets-talk-about-decolonization?utm_medium=banner&utm_source=edutoday&utm_campaign=decolonizingcanedu&utm_content=edutoday_decolonizingcanedu 

Duke, A. (Director). (June 21, 2021). Understanding and finding our way – decolonizing Canadian education Film].

MODULE 2 – Entry 5: The Indigenization of Educational Institutions, through Gardening

Public Domain photo taken by Karen Arnold

Indigenous Garden Series: Intro (Oral Storytelling):  This site shows how the Indigenization of educational institutions are beginning to exist and how decolonization of the schooling systems are coming into effect. The art of storytelling gives instruction on how to live and relate to the living land, and how passing on this knowledge on to the present and next generations, so that the circle of a healthy and happy life may continue.

Indigenous Garden Tour by Justen:  A behind the scenes of the K’nmaĺka? Sənqâĺtən garden in the Okanagan Valley, where an Indigenous student, Justen Peters, explains the history of the lands and its people of the Okanagan.  He identifies various fruits, seasonal plants, recipes that tie in with special Indigenous ceremonial events.  He is creating a reconnection and a connection with his viewers by sharing his knowledge of his people to a viewer, like myself, who is learning and feeling a more meaningful connection with his fantastic oral storytelling skills.  The goal is to continue growing a healthy community and reach and share with as many people through this beautiful virutal tour.

 

References:

Okanagan College. (May 26, 2021). Indigenous Garden Series: Intro (Oral Storytelling). [Video].YouTube. Retrieved May 24, 2021, https://www.youtube.com/watch?v=6DcCWj8JTDs

Okanagan College. (May 26, 2021). Indigenous Garden Tour (Justen).  [Video].YouTube. Retrieved May 24, 2021, https://www.youtube.com/watch?v=lfu4VRUNmLg

 

 

Module 2 Post 3: Indigenization is led by Indigenous people

As a non-Indigenous educator, I want to approach Indigenization carefully. I feel pressure making sure it is done properly. It helps me know that I can (and should) involve Indigenous people into the process. The “Indigenization is Indigenous” (Memorial University, 2019) article makes me realize that I should turn to Indigenous people for guidance and direction. Change is led by Indigenous people (Memorial University, 2019). I need to give room for Indigenous voices and remember that it is not just one voice, but rather an unanimous voice of their culture.

Reference:

Memorial University. (2019, February). Indigenization is Indigenous. Gazette. https://gazette.mun.ca/campus-and-community/indigenization-is-indigenous/

 

P1 M1: Removing Barriers to Health Care Education for Indigenous Students

Research Interest: Topic – How can we remove barriers to health care education for Indigenous students?

Indigenous Knowledge to Close Gaps in Indigenous Health | Marcia Anderson-DeCoteau | TEDxUManitoba

This has been an interest of mine for many years now. I chose this video, not because it inspired me to explore this topic further (I’ve been pondering this question for years), but because she tells the story much better than I ever could on why it is so important to encourage more Indigenous students into health care fields, particularly those living on reserve.

The stories she tells of Indigenous people’s encounters with the health care system, and stories I’ve heard personally from others, are the stories that have inspired me to look further into what we can do about the negative encounters of Indigenous people with the health care system. I’ve heard personally from people that have experienced directly the type of racism she speaks of in hospitals  – women denied analgesics because “they’re probably addicted” anyway, I heard a story from a mother who was in active labour and was told to ‘stop drinking for your baby” (this woman does not drink, and is a lawyer – they still encouraged her to stop drinking, but were less demanding about it).  I’ve heard from my mother, who was a social worker with Victims Services in Dawson Creek,  stories about clients she worked with having horrific experiences with the RCMP and emergency personnel in the hospital there…These stories make me angry and ashamed for my profession, and wanting to better the health care system for everyone, not just the colonizers.

Her words, when describing the maternal-child health program, sound very much like words I would use to describe my own teaching philosophy.  This video is very inspiring and helps me to know there are things we can do about the issues that Indigenous people have with the health care system – change from within the system.

 

 

Indigenous Knowledge and Perspectives in K-12 Curriculum

Module 1 Post 5

 

 

 

This BC government site documents implicit and explicit links between Indigenous Knowledge and Perspectives and specific curricular (or cross-curricular) areas according to B.C.’s redesigned curriculum, and the links can be applied to other provincial curriculums similarly. It also links the connection to the Math First Peoples Teacher Resource Guide, which provides specific activities with developed elements to support the integration of Indigenous knowledge and perspectives.

British Columbia Ministry of Education. (n.d.) Indigenous Knowledge and Perspectives in K-12 Curriculum. https://curriculum.gov.bc.ca/curriculum/indigenous-education-resources/indigenous-knowledge-and-perspectives-k-12-curriculum

First Nations Education Steering Committee. (2020). Math First Peoples. http://www.fnesc.ca/math-first-peoples/

Module 1 Post 1: What does Indigenization mean and why is it important?

Module 1 Post 1

Before I investigate the process of Indigenization of post-secondary curriculums and the role technology plays in Indigenization, I think it’s important to first understand what Indigenization means and why it’s important. In this first video, Dr. Jo-ann Archibald from the University of British Columbia explains what it means to Indigenize a curriculum.

https://www.youtube.com/watch?v=5Bqe5ka7iCw

The second video also explores what Indigenization means. In addition, it highlights the importance of Indigenizing educational institutions.

https://www.youtube.com/watch?v=iLe1mxiT4rM