I attended a PD session this week, in which Edmonton Public’s FNMI consultants were presenting about connecting with our students, their families, and our community.  It was interesting to sit and listen with that bit of a bias that comes with the information we have learned throughout the course.  The speakers were great, and they provided some resources to support teachers.  What was most interesting was the questions asked by my teaching peers – so different than the questions I was walking in with.  I was hoping that discussion could be focused around how we ensure that our resources, activities, and projects are reflective of all student’s backgrounds and needs, and I was thinking (with my final project at the front of my mind) about access to technology and how we can utilize technology to create a community and share our own personal stories.

Several great resources were shared that can act as a foundation as we reflect on our curriculum and change our teaching and communication practices for the better.  One was Education is Our Buffalo, which is a resources for teaching, lesson planning, and finding resources for educating FNMI students.  There is an easy to understand and clearly described history of Canadian Aboriginal culture, describing colonialism, First Nations treaties, Métis accords, and Inuit land claims.  There is also an emphasis on important definitions in order to create a common vocabulary.  This resource also provides information about Aboriginal spirituality and teachings, the legacy of residential schools, curriculum, cultural traditions, and recognition of First Nations, Métis, and Inuit achievements.

A second interesting resource was Reviews at EPSB, an site for educators that reviews resources for their appropriateness in the classroom.  Books and resources are reviewed for their content, images, and theme.  The collection of approved resources is maintained by the First Nations, Métis and Inuit Staff in Student Learning Services of EPSB.  The resources are specifically created to encompass the diversity of communities and traditions in North America, and not only are resources reviewed for authenticity and validity, but it is important they connect with the Alberta curriculum.  When possible, the review of the materials is a member of the culture represented in the book, to ensure that an expert makes the judgement.  Unfortunately, the reviewed materials are only books and resources published after 2002.  It is my hope that earlier resources will be reviewed as well.  I think it is really important that not only does the site provide approved resources, but it actively encourages educators and librarians to thoughtfully cull book collections to ensure that content is respectful.  Many resources are outdated and contain stereotypes, misinformation, cultural biases, and negative images and perspectives.

Looking into the connection between oral storytelling and the Alberta Language Arts curriculum, I have found my way back to the “Walking Together” First Nation, Metis, and Inuit resources – this PDF document provides details about the history of oral storytelling tradition in an excerpt from Aboriginal Perspectives.   The role of Elders in oral storytelling, teaching stories, and themes and values are expanded upon.

The Walking Together site delves far deeper than just the importance of oral tradition.  Also highlighted are:

– Traditional Environmental Knowledge
– Kinship
– Aboriginal and Treaty Rights
– Healing Historical Trauma
– Well-Being
– FNMI Worldviews
– Culture and Language
– Indigenous Pedagogy
– Connection to Land
– Symbolism and Traditions
– Elders

Library and Archives Canada provides the Our Voices, Our Stories site which celebrates Inuit, Metis, and First nations oral stories, which document history, language, traditions, and beliefs.    The site provides stories from the past and present of the First Nations, Metis, and Inuit, as well as educational resources and additional media.  Most significantly, in my opinion is the in-depth educational resources – storytelling background, hints, lessons, activities, and assessments.  Social Studies connections are provided for all provinces/territories and grades 4-8.

Storytelling is important in Metis culture as a means to pass information from the Elders to the youth of society.  This Virtual Museum provides archived collections of Metis history, interviews, conferences, transcripts, learning resources, artistic expressions, and multimedia files honouring Metis music, dance, and storytelling.

Council of Ministers of Education (CMEC)
http://www.cmec.ca/54/Programs-and-Initiatives/Aboriginal-Education/Summit-on-Aboriginal-Education/index.html

This site offers information garnered on the Summit on Aboriginal Education, where education ministers and leaders from Aboriginal organizations met to improve Aboriginal education.

The summit focused on:
1. raising public awareness of First Nations, Métis, and Inuit education and the need to eliminate gaps between learners.
2. building support for partnerships with Aboriginal organizations.
3. identifying areas for action to meet the goals of Learn Canada 2020 
4. engaging federal government in Aboriginal education issues to implement policy change.
5. building networks for future collaboration.

Aboriginal Education Action Plan
Aboriginal Education Best Practices
Summit on Aboriginal Education Report 

Module #2

Site #4

The BC Ministry of education offers a rich resource for aboriginal education of youth. Found at this site, http://www.bced.gov.bc.ca/abed/documents.htm, it includes a First Nations map of BC as well as a First Nations Language map. The site has native content lesson plans for grades 7,8 and 9 in language arts, science and socials math and P.E. and a resource guide for integrating aboriginal content from K-10. Finally, the site includes a framework for questioning resources for indigenous people’s in a respectful manner.

#4 The Centre for Indigenous Environmental Resources

The CIER is an organisation which is established by Canadian First Nations groups. Their website is easy to navigate and has four major focusses: taking action on climate change, building sustainable communities, protecting lands and waters, and conserving biodiversity. Basically this is a gathering point for initiatives, partnerships, issues and anything else concerning First Nations environmental concerns.

The website provides links to their library collection, reports on initiatives and also encourages partnerships with different communities. If any FN group is wanting to partner with CIER they will either help them address a topic area through project funding that they already have, will help them find funding to work on a community project, or will provide workshops.

Aside from the obvious good that the site provides, what struck me, after our readings so far, was how much this site looks like a typical government or company site. Also, even though the individuals on the board are FN members (and the majority have had some role in the leadership of their own community) they are also all people who have lots of credentials in the western sense; they have signed major financial deals, have degrees, headed up different societies, etc.. I’m not sure if this is an important observation or not, but I wonder what message this website sends, and whether it is also set up in a way that would be appealing for those who provide the funding for the projects the CIER carries out.

http://www.cier.ca/

#5 Indigenous Food First

While on the CIER site I followed a link to find out more about a program called IFF (Indigenous Food First). This is a new website with a focus on Indigenous Youth exploring food and what it means to them. The launch is in October 2012, so at this time there is only a section with some articles, an about page and a sign-up section for the newsletter that they put out. One interesting link is to the Dreamcatcher Youth Conference, which supports positive projects by Aboriginal youth who are making a difference in their community.

http://iffculture.ca/