Category Archives: Module 4

StrongStart BC

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As identified on their BC government website, StrongStart BC is a series of “early learning programs [which] provide school-based early learning services for adults and their young children, aged birth to five, at no cost to families.”  My journey to uncover this program came as a result of reading a recent Vancouver Sun newspaper article, titled “Aboriginal education in B.C. gets failing mark“.  The article was prompted by the annual Fraser Institute report on education which concluded that aboriginal achievement and success rates in this province are unacceptably low.  The Fraser Institute report’s themselves are contentious as they are used to compare different schools and demographics of students to each other while including little-to-no data on elements such as socio-ecomic factors of the surrounding community.  Education Minister George Abbott is optimistic that recent initiatives such as the StrongStart program will help close the gap between aboriginal achievement and success and that of other students across the province.  I don’t believe there is ever one ‘cure-all’ for these types of issues, but certainly programs like StrongStart can’t hurt.  Let’s hope it makes a positive difference!

Kids’ Stop

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This website, created by the Canadian government responsible for Indian and Northern Aboriginals, is targeting Aboriginal youths.  The target age group appears to be early school age to adolescent with the range of available information.  On the main page there is a kid friendly cartoon image with 4 youths with different cultural backgrounds all participating in activities in a room with many Aboriginal symbols and art.  Links on the page include: ‘Games’, ‘People and History’, ‘Recommended Reads’, and ‘Classroom Resources’.  There are number of good links here, not only for students, but also for teachers.  A lot of the good information here for students appears to be geared towards Aboriginal culture and needs of Northern Communities.

Cross Cultural Solutions

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A National Panel has been set up to investigate ways of improving education for Aboriginal students on reserves. Minister John Duncan and Chief Shawn Atleo have declared that their will be a joint panel on education.  Graduation rates on reserves are significantly lower than that of the general population so it’s the panel’s task to figure out why.  One reason, of course, would be the lack of funding as is indicated in this article in the Times Colonist.   The Federal government needs to ensure that band schools have adequate funding but in times of fiscal retraint, it’s hard to see that happening.  Funding is always a challenge for schools that are in remote communities requiring busses or boats.  Connectivity infrastructure will likely be more costly and there will be many other expenses that would not be incurred in an urban area.  Any lack of funding from the Federal or Provincial levels of government will unfairly impact these less urban communities, likely affecting First Nations students disproportionately.  Schools are a great place to develop cross-cultural understanding.  Underfunding undermines that potential.

Module 4- Do you speak my language?

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The youth of the We’koqma’g First Nation community in Cape Breton, Nova Scotia examine why a lot of the youth are not speaking the Mi’kmaq language. In doing so, the youth interview both the children as well as the elders of the community to get a glimpse into the present day culture. Some suggestions point to the influence of current technologies such as gaming and media as a reason as to why they are losing their language. The original music and technological competencies displayed by the youth are awesome!

Do You Speak My Language? from First Nation Help Desk on Vimeo.

Alaska Native Knowledge Network

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This week’s reference to the Alaska Native Knowledge Network site introduced me to some incredibly interesting curriculum. This particular link takes you to a glossary of terms from A-Z with lesson plans for children to learn all kinds of relevant cultural information and the corresponding names/terms in the Indigenous languages. The subjects and lessons vary from mathematical concepts and terms essential for survival to edible plant names in both languages. The greatest thing is that all of the curricula is adaptable and could be used at a local level. I intend to incorporate the idea of edible/medicinal plants and their names with my earth science 11 group. It will be my goal to introduce the local Aboriginal groups and how and why they used the plants as the first peoples here, but also to demonstrate how that information is useful to all of us today.
The glossary also has links on: gun safety, animal skinning, weather predicting, survival skills. It is pretty awesome!

Squamish Nation Network

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As a North Vancouverite, I thought it would be interesting and beneficial to do some digging into the rich First Nations cultural history in my own backyard.  The Squamish Nation is amalgamation of many bands (I just learned this!).  The reason for their amalgamation in the early 1920s is eloquently explained in a great media production found on the Squamish Nation Network website.  I found the use of media on their website to be outstanding, particularly the informative and interesting 15 minute video I’ve provided the link to.  It’s a great example of First Nations People using media themselves to tell their own story.  I hope you’ll take the time not only to watch the video, but to explore the website and learn more about my neighbours, the Squamish Nation!

 

AFN Virtual Summit on Indigenous Institutions of Higher Learning

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AFN Virtual Summit on Indigenous Institutions of Higher Learning documents the virtual summit that was held March, 2011, to discuss the issues relevant to First Nations Institutions of higher learning. It was hosted by the First Nations University of Canada in Regina. The report includes many statements from students and educators. It is frequently noted that there is often a general disconnect with the mainstream curriculum and methods and location of delivery. There are, in mainstream institutions, historical barriers, social barriers and financial barriers to attendance and success as is outlined in the report that is quoted, prepared by Katenies Research and Management Services: The Business Case for First Nations Post-Secondary Education, prepared for the Assembly of First Nations, May 28, 2007, pp. 10-11.
In the article, Jesse Robson (page 11) reminds us that there is a general misunderstanding that First Nations students are not paying for their education. He points out that most of the students have student loans and that this is “the furthest thing from a free ride.” (page 11) Blair Stonechild on (page 11) points to the importance of having a “healthy identity,” something that can be challenging for many of the students dealing with the legacy of Residential Schools. Attending an IIHL goes a long way to healing that wound. Shauneen Pete (page 13) states, “we are family, literally ….and that we teach in an intergenerational manner,” that is more in line with her values. She appreciates the support of her elders within this educational system.
Many of the students indicated that they need funding and support for computers for transportation. Overall commitment to stable funding to support programmes continues to be an issue as is stated in the section on “What do IIHL’s need to strengthen their role in the Post-Secondary Education system in Canada?” (page 14) Of course, that’s a challenge in the face of general fiscal restraint from all levels of government. However, it is clear that the students benefit from learning in an environment that supports both the their academic needs as well as their cultural needs as First Nations people in Canada.

Module 4- Mi’kmaq Resource Centre

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http://www.cbu.ca/mrc

Hosted by Cape Breton University, this site provides a wealth of information for both Aboriginal and non-Aboriginals by serving as a repository of historical and up to date data.  Some resources I found useful are the presentation of Mi’kmaq history, the time-line of important Mi’kmaq events, a list of related websites, and a collection of essays dealing with the Mi’kmaq culture.

One essay I found very interesting and insightful was written by Dr. Marie Battiste (1998) is entitled, “Enabling the Autumn Seed: Toward a Decolonized approach to Aboriginal knowledge, language, and education.”

Eagle Village

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The Eagle Village website is an excellent resource for including authentic First Nations content in the classroom. As is outlined in the Enhancement Agreement in my school district, including language studies of the local indigenous language goes a long way to providing opportunities for cultural understanding. The site is focussed on the Algonkian people, especially the Anishnabe from the Eagle Village on the shores of Lake Kipawa in Quebec. There are lists of books that would be useful and other resources in terms of language activities, games etc. Locally, First Voices is used to promote the Hul’q’umi’num language and culture. While this site is primarily for the use of members, there is a great amount of information that is useful to anyone teaching social studies curriculum. This seems to be an excellent example of a remote band using technology to enhance their own community and to share their culture with the world at large. On both sites, actual voice recording help teach the indigenous vocabulary to learners. With advances in technology both in terms of ease of use and availability will certainly go a long way to helping preserve language and culture. However, we must bear in mind that connectivity is far from universal within Canada and within each village. We still have a way to go to ensure that everyone has the same opportunities.

The Girl Who Silenced the World

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Somewhere in my readings over the past weeks I came across the mention of an impassioned speech given by a young girl, David Suzuki’s daughter, Severn to the U.N. At the age of just 13, Severn articulated all that is wrong with the way that we exploit, commodify, and destroy our ecological resources. Even if you’ve seen it before I think it is worth seeing again, as it offers such a great reminder of all that we have, all that others don’t, and the need to share our knowledge to restore the world in which we live and the land which we rely on. It is an excellent additional to this module’s readings on ecological traditions and ways of knowing. In the words of Severn Suzuki: “If you don’t know how to fix it, please stop breaking it!”