Web log #4

Entry 2

The National Film Board has an unbelievable treasure of resources to use in the classroom including a vast resource of aboriginal material.  You have to sign up for an account (free) but they have created teachers guides to go with their movies. Here is the link to the National Film Board and a link to one of the Teacher Guides, First Nations A Circle Unbroken.

Four Directions Teaching

Nurturing the Learning Spirit of First Nations Students is a “Report of the National Panel on First Nation Elementary and Secondary Education for Students on Reserve.”  The panel, as listed in the report, has three members, all of whom have been involved in Indigenous education, but only one of which is Indigenous himself.  However, the report caught and held my attention because of its emphasis on recognizing and valuing traditional Indigenous knowledge.  It draws the distinction between the piece of paper (graduation certificate) that says we are educated compared to the education we receive from our parents and community.

“My dad learned different things and the different skills that are not recognized by a piece of paper. I am proud of my dad and I’m learning from him. And I cannot learn this from my teacher. … The only difference between the two types of education that I have discussed is that one is recognized and one isn’t. We need papers behind our names to live in today’s world but we still need those traditional teachings to learn who we are and where we come from.” (Page ii)

 

#2 Saskatchwan Ecological Network

This website has general information for Ecological Issues in Saskatchewan, but has a great section on Eco-Education and Indigenous Education. In particular, one of their focusses is using technology in a way that supports Indigenous values.

Of particular interest was an interview with the Director of Cultural Resource Development and Publications for the Saskatchewan Indian Cultural Center which provides an overview of how educators (particularly non-Indigenous educators) can teach in a respectful manner about sustainability including an Indigenous perspective. There are some great resources, written by Indigenous Educators, interviews with other important community members and links to other schools and organizations that might be useful for individuals (Indigenous or not) who have an interest inrespectfulIndigenous Education.

http://econet.ca/eco-ed/indigenous_resources.html

#3 Rekindling Traditions

From the Saskatchewan Eco-Network I found myself on a particularly interesting website which included units that combined TEK and Indigenous values with “Western Science”. Their goal is to provide resources so that “students are not expected to set aside their culture’s view of the material world when they study science at school”. The project is funded through 3 school divisions, the University of Saskatchewan, the Dr. Stirling McDowell Foundation and the Cameco Access Program for Engineering and Science and is called the Cross-Cultural Science and Technology Units Project.

One of the things I particularly liked about this website was that the way a user moves through it. For example, in the units menu you pick an animal to enter a section. The animals are in a circle. Whoever designed the website made a concious effort for it to be aesthetically more holistic (less linear) and perhaps more meaningful to Indigenous users. Even entering the website requires that you click on the raven, instead of an “enter” sign.

The resources specific to certain grades/topics and are very well laid out, providing additional resources for teachers and students in a print or web-based format. Contributors include teachers, elders and community members. A collaborative process like this, where the correct sources and individuals participate in a meaningful way, is a good example (or starting point) for how technology education can include Indigenous values in a respectful and meaningful way.

http://www.usask.ca/education/ccstu/

Ethno-Math is a site that outlines ethno-mathematics and a related study done at the College of New Caledonia in Prince George, BC.  The study was designed to investigate whether making math content more culturally relevant and reflective of different styles of learning would improve First Nations and aboriginal student success in mathematics.  A synopsis of ethno-mathematics, as found on the site, states:

“Briefly, ethno-mathematics applies a socio-cultural perspective to math allowing a new means to view student success, curriculum content, historical contributions and educational practices. For example, native content is integrated into problems and indigenous people’s contributions to mathematics are acknowleged.”

The site outlines the project that CNC undertook, as well as a pdf file containing the full final report.  The study refers to the idea that many students see math as neutral and outside of culture.  However, while recognizing students’ viewpoints, the study proposes that “there should be a more explicit discussion with students about the contributions of different cultural groups to the history and practice of mathematics: mathematics does exist in a cultural context” (McGregor & MacMillan, 2004).  I felt that the discussion relating to neutrality and the influence of culture on learning mathematics fit well within the overall discussions for Module 1.

Reference:

McGregor, C. & MacMillan, P. (2004).  Program evaluation of Math030 (ethno-math).  Retrieved online at http://www.cnc.bc.ca/__shared/assets/Math030_report_May_20042138.pdf