Tag Archives: Respect

M4, E3: Indigenous relationship with the buffalo

Module 4: Ecological Issues in Indigenous Education and Technology

Entry 3: Indigenous relationship with the buffalo

I was lucky enough to be in the car when this replay of CBC Radio’s Ideas: The Buffalo was playing. This 3-part radio series originally aired in 2020 and tells the story of the Indigenous people’s relationship with the buffalo. The part that piqued my interest was the discussion of the buffalo hunt and the technology used by the Indigenous people to control buffalo herds. We talk about technology in this class, but I really liked the perspective on how living in close connection with the land and observing the world allowed communities to meet their needs without what we consider “technology”. In addition, hearing a variety of people tell their stories is a very grounding experience. I have only listened to part one, but I am finishing it up this week.

CBC Radio. (2020). Ideas: The buffalo. [Audio]. https://www.cbc.ca/radio/ideas/radio-series-explores-revered-relationship-between-indigenous-peoples-and-the-buffalo-1.5735457

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 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 Post 5: Flowers in the garden

I’m excited to share this resource about Indigenization from the University of Saskatchewan. The Elders’ from the university have insightful messages for the students. They talk about respect towards one another, human kindness, honesty, trust, openness, equality, relating to others, self-examination, and so on. What particularly stood out to me was the analogy they gave about the flowers in the garden. The flowers in the garden are all different from each other, but they are all beautiful and they all get along. They are all special in their own way. Students can be thought of as flowers – each student is different. Each student brings with them their own culture. And just like flowers, each student is beautiful and it’s important for them to all get along. The Elders’ also explained the value of a teachers job – it is a great gift to be able to share knowledge and to help future generations.

I value hearing the perspectives of Indigenous peoples regarding Indigenization. Learning what is important to them and what they value helps me feel more comfortable contributing meaningfully to Indigenization efforts as a non-Indigenous educator.

Reference:

University of Saskatchewan. (n.d.). Indigenization. Teaching and Learning. https://teaching.usask.ca/curriculum/indigenization.php#EldersMessage

MODULE 2 – Entry 4: FINDING MEANINGFUL RESOURCES

Early Years Indigenous Cultural Safety Resource Guide. BC Ministry of Children and Family Development:

I feel, the earlier we can help support our Indigenous students the better their chances will be for success in every aspect of their lives. The purpose of this guide is to help educators who work with younger Indigenous children, families, and communities find appropriate and meaningful resources that will increase their ability to provide culturally safe and respectful care.

Where can I learn more about Indigenous people in Canada?:

This site includes resources for children of all ages. It lists Indigenous themed picture books, comic books, reading books, video games, colouring pages, fun booklets, online crossword, interactive games, “Did You Know Q & A” and a bead amaze art activity. If you click on “Explore the Indigenous Culture” it leads to more topics for children to go through, like the following: Indigenous History, Totem Pole info, Indigenous Resources, Fun Facts (Food, Language, Sports, Dance), First Nations (People, Books, Crafts). CBC Kids’ Indigenous resources display items and activities that would expose the younger generation to the beautiful culture of the Indigenous peoples in fun, simple creative ways that would capture many children’s hearts and minds in an engaging and informative manner.

The BC Aboriginal Child Care Society (BCACCS)-Centre of Excellence for Indigenous Early Learning and Child Care:

This particular site looks into helping Indigenous communities develop high quality, culturally grounded, spiritually enriching, community child care services that are based in the child’s culture, language and history. There is a team of dedicated people who help provide leadership, training, resources, and services to support Indigenous early learning and child care. They honour the memory and dedication of those that came before us and have joined them in this journey to support Indigenous early learning child care. There are amazing links to projects and videos linked to the BCACCS, for example the “The Documentation Project,” various workshops, curriculum kits and services like including hosting two preschool programs that provide quality demonstration and learning sites, outreach, networking, research, resources, and training to support early childhood educators and the Indigenous children and families they serve.

Public Domain Photo, taken by the University of Saskatchewan

References:

BC Ministry of Children and Family Development.(2018). The BC Aboriginal Child Care Society (BCACCS)-Centre of Excellence for Indigenous Early Learning and Child Care.[Site]. Retrieved May 29, 2021 https://www.acc-society.bc.ca/about/

Canada Media Fund. (2021). Where can I learn more about Indigenous people in Canada? [Site]. Retrieved May 29, 2021,https://www.cbc.ca/kidscbc2/the-feed/where-can-i-learn-more-about-indigenous-people-in-canada

Province of British Columbia. (March 2021). Early Years Indigenous Cultural Safety Resource Guide. BC Ministry of Children and Family Development.[Site]. Retrieved May 29, 2021,https://www2.gov.bc.ca/assets/gov/family-and-social-supports/child-care/ics_resource_guide.pdf

MODULE 2 – Entry 3: Revising Teaching Practices in Canada with Respect to Indigenous Youth and History

In this presentation https://www.youtube.com/watch?v=fbQGhP4xQkw, Anne Tenning tackles the issues faced by her own experiences and those of the Indigenous youth in the education system. She discusses approaches that educators can take to improve representations of and engagement with Indigenous peoples and their histories in the classroom.

This presentation by Anne Tenning is part of the “Teaching and Communicating Indigenous History” Panel at the 9th Canada’s History Forum, Engaging Authentic Indigenous Histories that was held on November 27, 2016 in Ottawa. This event was organized by Canada’s National History Society and the National Centre for Truth and Reconciliation. Anne speaks of educators who continue to commit themselves to seeing the reconciliation of Indigenous students and how she was given more opportunities to succeed because she knew one teacher who made a life-changing difference in her life.

Quote by Anne Tenning, found in the same link below.

Reference:

Canada’s History. (January 13, 2017). Revising Teaching Practices in Canada with Respect to Indigenous Youth and History. [Video].YouTube. Retrieved May 24, 2021, https://www.youtube.com/watch?v=fbQGhP4xQkw