This article describes one adult education class in which First Nations educational philosophies and practices were employed. It is a facilitator’s personal account of a 200-level, web-delivered Indigenous Studies course that examined methods and theory in recording Oral Traditions. First Nations worldviews and ways of teaching and learning are fundamentally different from Western education theories and pedagogies. Rather than viewing Aboriginal learners as deficient (as Western educational institutions often do), this course was developed under the premise that all students will learn and grow, given that an open, safe, supportive and challenging learning environment is provided. It is the Atisokanak, the Elders, and the First Nations protocols and ceremonies explored and employed in this class that made it the unique and rewarding experience it was for its facilitators and learners alike.

Reference:

Friedmann-Conrad, B. (2013). Education for Liberation: One Indigenous Classroom at a Time?. Journal of Integrated Studies, 4(1).

Kinàmàgawin: Aboriginal Issues in the Classroom is a documentary film that examines the difficulties experienced when discussing Aboriginal issues in post-secondary classrooms at Carleton University. Twenty-one Aboriginal and non-Aboriginal students, instructors, faculty, and staff across various disciplines reflect upon their most memorable classroom moments when Indigenous issues were discussed. Oftentimes, those discussions became uncomfortable and upsetting, resulting in a classroom climate that was alienating.

Kinàmàgawin provides a space for the university community to voice their experiences and share their stories, and creates greater awareness of the challenges faced at the classroom level. Additionally, it is a useful teaching and training tool to engage universities in a dialogue that moves toward improving these situations. The film confirms the resilience and strength of the Indigenous community at Carleton, and showcases local Aboriginal talent with a soundtrack by A Tribe Called Red.

The trailer can be viewed below:

Kinamagawin Trailer

Why Learn About the Residential School System?

Because the Residential School System has been acknowledged as “part of the process of nation building and the concomitant marginalization of Aboriginal communities” (Royal Commission on Aboriginal People), its legacy is part of the nation of Canada’s legacy. The impact of the schools has had a profound effect on Aboriginal and non-Aboriginal peoples alike; therefore, the Canadian education system has an important role to play in teaching all students about this period in our country’s history. By studying the past, students learn about the origins and causes of current issues and events, which in turn will affect the decisions that they will make in the future. By studying different cultures and traditions, students also acquire an understanding, respect, and acceptance of others. This understanding will, we believe, promote the ability of students to find unity in diversity, and to celebrate the strength of multiple perspectives.

 Reference:

Legacy of Hope Foundation. (2009). Where are the Children? Teachers Guide. Where are the Children?

Aboriginal Education, notably the inclusion of Aboriginal content in curricula and programs and the success of Aboriginal students, has received focused attention across Canada in recent years.  Substantial efforts have been undertaken at the federal and provincial levels to address the differences in rates of achievement by Aboriginal and non‐Aboriginal Youth (e.g. Kroes, 2008; Levin, 2009).

Historically, there have been gaps in measured outcomes between Aboriginal and non‐Aboriginal Peoples of all ages, particularly in literacy rates (Statistics Canada, 2005), and enrollment to post‐secondary education (Statistics Canada, 2010a).  Although enrollment to post-secondary education by Aboriginal Peoples is increasing, it is still below the rates of non-Aboriginal Peoples.  Across Canada rates of Aboriginal Peoples completing high school lag far behind non‐Aboriginal Peoples.

HIGH SCHOOL COMPLETION RATES FOR YOUTH

When examining high school completion rates for youth ages 20 to 24, the earliest age group where all students could be expected to have completed high school, the discrepancies are undeniable.

According to Statistics Canada 2006 census data, 40% of Aboriginal Peoples aged 20 to 24 did not have a high‐school diploma, compared to 13% among non‐Aboriginal Peoples.  The rate of non-completion is even higher for on‐reserve Aboriginal Peoples (61% had not completed high school) and for Inuit Peoples living in rural or remote communities (68% had not completed high school).

Gender differences on the 2006 census are also evident, as 43% percent of male Aboriginal Peoples in Canada between the ages of 20 and 24 had not completed high school, compared to 37% of female Aboriginal Peoples of the same age group (Statistics Canada, 2010a).

Reference:

Congress of Aboriginal Peoples. (2010). Staying in School: Engaging Aboriginal Students . Retrieved November 23, 2013, from http://www.abo-peoples.org/wp-content/uploads/2012/10/Stay-In-School-LR.pdf

I watched this video that has a 13 year old explain his success with “unschooling”. Unschooling is a version, a subset, of homeschooling or schooling at home. Advocates describe it by saying it prepares you for life, for being an entrepreneur, for learning anything, for being autonomous.

What makes unschooling different from other homeschooling methods? Often when people homeschool, they just do school at home — do a curriculum with math, science, reading, history, etc. at home, often with similar teaching methods and books.

But that doesn’t take advantage of the freedom of homeschooling. Unschoolers claim to do whatever they want, because there are no rules, no one to tell them they’re doing it wrong, which means they can be as creative as possible.

I am not sure I support the notion of ‘unschooling’ as a positive step forward but Logan, the child in the video has a very valid point on emphasizing happiness. Education should make students happy and in particular when it comes to Aboriginal student success. I think the lower achievement rates with Aboriginal students could likely be a result of unhappiness with the way their education experience is.

Watch the video below:

Hackschooling Makes Me Happy: Logan LaPlante at TEDxUniversityofNevada

The First Nation Student Success Program (FNSSP) is a proposal-driven program designed to help First Nation educators on reserve (Kindergarten to Grade 12) and improve school results.

The Program supports projects that increase students’ achievement levels in reading and writing (literacy), mathematics (numeracy), and encourages students to remain in school (student retention).

The FNSSP is aligned with the Government’s long-term goal of providing First Nation youth on-reserve with access to a quality education that encourages them to stay in school and graduate with the skills they need to enter the labour market in order to pursue their career aspirations.

Projects funded through this program are required to include three interrelated components:

School Success Plans: First Nation schools are required to develop school success plans which set out goals, activities and targets for improving student achievement levels in the three priority areas of literacy, numeracy and student retention.

Student Learning Assessments: First Nation schools are required to conduct student learning assessments that will support the school success planning process. Assessment results should be used to identify areas to be targeted for improvement. Schools are to participate in their respective provincial standard testing process. The FNSSP will support First Nations schools in selecting and implementing student achievement testing tools.

Performance Measurement: First Nation schools are required to put in place performance measurement systems that allow schools to assess, report on, and take steps to accelerate progress made by students and by schools.

First Nation Student Success Program. (n.d.). Government of Canada; Aboriginal Affairs and Northern Development Canada; Communications Branch;. Retrieved November 4, 2013, from https://www.aadnc-aandc.gc.ca/eng/1100100033703/1100100033704

An Article and video from 2009 addressing the benefits of high speed internet in remote First Nations Communities.

At the time the article was written 80 of the 203 First Nations in B.C. were still waiting for broadband.

The video can be watched below.

Denise Williams of the First Nations Education Steering Committee explains how Internet technology can strengthen First Nations education.

Hui, S. (2009, September 2). First Nations students need Internet technology, advocates say. Straight.com. Retrieved November 4, 2013, from http://www.straight.com/life/first-nations-students-need-internet-technology-advocates-say

The symposium confirmed that Western education was deficient in its application of scientific knowledge for all Aboriginal students, including those in the nursing program. Aboriginal ways of knowing were mostly missing from the science education curricula, which consequently offers a non-relevant science perspective for Aboriginal students.

However, the symposium shed light on Aboriginal successes in the scientific community and the field of education. In moving science education into the future, research efforts are necessary to in order to understand how to bridge the gap between Aboriginal Science and the current Western science education curricula, to address it, and to motivate and sustain Aboriginal student interest in the sciences.

Kulig J, Duke M, Solowoniuk J, Weaselfat R, Shade C, Lamb M, Wojtowicz B. (2010). Aboriginal science symposium: enabling Aboriginal student success in post-secondary institutions. Rural and Remote Health, 10. Retrieved online from http://hdl.handle.net/10133/1260

The main theme emerging from the data analysis was: Aboriginal Middle Years Students Beliefs About Factors That Help Them Succeed at School.

The sub-themes emerging from the main theme were:

1. Defining Success

2. Family Influence

3. Healthy Relationships with Teachers

4. Programming and Curriculum

5. Peer Support.

Based on the results of this research the following recommendations are offered to individuals concerned with the education of Aboriginal middle year’s students.

1. It is recommended that teachers look for ways to expand traditional thoughts and practices concerning success to more encompassing beliefs that actively embrace a wider range of students and honors diversity in its broadest sense. This can be done by giving students opportunities to explore and discover their thoughts about success. In turn they begin a process of redefining the conventional perception of what it means to be successful. The approaches teachers use to evaluate and assess students also need to be addressed in order to encompass this broader view of success. Teachers are encourages to take opportunities to more fully understand and implement the concept of multiple intelligences.
2. The significant impact of family on the success of Aboriginal middle year’s students cannot be underscored. It is recommended that teachers continue to incorporate strategies that enhance and support relationships between the home and the school. Student-led conferences allow students to share, demonstrate, and celebrate their learning with both teachers and family. Informal gatherings, initiated by the school community, that invite families into the school are encouraged. Cultural activities and celebrations provide opportunities for students and their families to honor their heritage together and to share it with others.
3. The influence middle year’s teachers have on their students is significant and the positive relationships that develop between students and teachers are fundamental to quality learning. It is recommended that teachers place priority on first cementing foundations and then constructing a framework for these relationships.
4. The curriculum and programming designed for Aboriginal students in middle years classrooms need to demonstrate an attitude of caring. In order to increase the chances of academic and life success teachers empower students by involving them in creating curriculum. Students thrive when learning experiences are expanded beyond classroom walls into the community. Itis recommended that teachers explore ways of involving community in the classroom and the classroom in the community.
5. Family and teachers play a significant role in the lives of Aboriginal middle year’s students. However, during adolescence there is a powerful drive to form relationships with peers that is less guarded and more accommodating than those they have with adults. It is recommended that teachers focus on providing opportunities that foster the building of peer relationships. This rapport can be cultivated by adopting instructional strategies and providing learning experiences that enhance symbiotic bonds.

Melnechenko, L., & Horsman, H. (1998). FACTORS THAT CONTRIBUTE TO ABORIGINAL STUDENTS SUCCESS IN SCHOOL IN GRADES SIX TO NINE. Saskatchewan Education.