Author Archives: kitster1

Module 4 Post 5: ICT in Aboriginal Communities: Increasing Aboriginal Social Capital

This is a discussion paper on information and communication technology (ICT) as it relates to Aboriginal social capital. A first draft of this paper was revised to include feedback from project partners (Crossing Boundaries Aboriginal Voice Initiative) and round-table discussions. A series of five round-table sessions in different regions across Canada with First Nations, Metis and Inuit experts and stakeholders were organized to discuss the content and direction of Aboriginal community ICT networks in Canada. A one-day national symposium was held in January of 2008 with the participation of 23 key stakeholders, experts and practitioners from Aboriginal organizations and other relevant entities, to discuss the document. The symposium focused on the issues raised throughout the study and formulated policy and research priority issues.

Taken from this website: http://media.knet.ca/node/5088

I included this video by TEKKRU Media Team as it displays a strong signal by the aboriginal YOUTH community in regard to ICT implementation and their desire to spearhead the future of the digital world for aboriginal communities: watch?v=crdkNNqv0VE

Source:

Mignone J, Henley H, Brown J, O’Neil J, Ross W (2008) Information and Communication Technology in Aboriginal Communities in Canada: Increasing Aboriginal Social Capital. Faculty of Human Ecology. The University of Manitoba. June.

Module 4 Post 4: Assembly of First Nations Rejects Aboriginal Education Reform Plan

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In today’s National Post (Nov 25, 2013), Shawn Atleo AFN National Chief outlined five basic “conditions” that are necessary if the plan for Aboriginal educational reform is to be successful, which includes: First Nation control of education; guaranteed federal funding; protection of language and culture; joint “oversight” of the new education system; and “meaningful” consultation with aboriginals.

The aforementioned conditions Shawn stated echo’s core themes covered in this course that aboriginals are constantly battling. The deep scars from the Residential School era is far from over and appears it will be a continuous issue for many years to come, overshadowing Aboriginals on-going fight for protection and cultural rights.

A somewhat startling fact I got from this article is that First Nations youth represent the fastest growing segment of the population in Canada yet they have one of the lowest graduation rates. Specifics of the draft bill was not mentioned, but it highlighted that Aboriginal leaders are worried because the bill contains no information on the level of funding the federal government would provide for First Nations schools, as well as inadequate bill of support in teaching First Nations languages and culture.

Source: http://news.nationalpost.com/2013/11/25/first-nations-oppose-unacceptable-federal-education-reform-plan/

Module 4 Post 3: E-Learning Access Opportunities For Aboriginals

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This study (E-learning Access, Opportunities, and Challenges for Aboriginal Adult Learners Located in Rural Communities) done in 2012 examined the potential for expanding educational e-learning access to rural Aboriginal communities. It examined 2 key things 1) the learning needs of Aboriginal adult learners from selected First Nations communities in rural Alberta. 2) the potential for increasing access to e-learning education through open dialogue with FN leaders, FN adult learners, and Aboriginal and non-Aboriginal adult educators. Four key themes emerged from the data: 1) Building Capacity: Onsite Education, 2) Success Factors: Needs and Perspectives, 3) Relationships and Learning: The Human Factor, and 4) Technology: Bridges and Barriers.

At the end of the study, it was concluded that the focus for all participants was on supports needed for Aboriginal adult learners to suceed in adult education programs. The need for human interaction, on-site support, encouragement, hands on learning, and interactions with other learners was of the utmost importance, far eclipsing the modes of delivery. Relationships, whether it be face-to-face or online delivery was deemed the critical factor impacting Aboriginal adult learner success.

Web Source: http://www.collegequarterly.ca/2012-vol15-num02-spring/kawalilak-wells.html

Module 4 Post 2: Assembly of First Nations Youth Summit

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Last week (week of Nov 18, 2013) more than 300 First Nations youth across Canada gathered for the Assembly of First Nations Youth Summit, a summit held every five years and presents a five-year action plan to the AFN. This years focus was on leadership and empowering youth to have a voice.

According to this article from Star Pheonix Saskatoon News, the average age for FN in Saskatchewan is 20, compared to the median age of 40 (and rising) for Canada.

These young ‘warriors’ are described as ever more armed with education, social media and political awareness, and are geared towards protecting their people and fighting for their betterment. Although this article doesn’t identify how success is ascribed to these youth, it provides an encouraging signal that youth are active for change and a hope for the future.

Source: http://www.thestarphoenix.com/news/Youth+engagement+promising+First+Nations/9199131/story.html

Module 4 Post 1: Reboot at First Nations University

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If you want to earn a university degree from a Canadian institution that integrates First Nations culture and ways of knowing into every class, rather than cordoning it off into one or two departments, First Nations University of Canada isn’t just your best option — it’s your only one.

Located on three campuses in Regina, Saskatoon, and Prince Albert and operating on a smaller scale in several First Nations communities across Saskatchewan, First Nations University (FNUC) offers many of the courses you’d find at any comprehensive university: social work, business, fine arts, education, and of course, indigenous studies. But rather than tacking on some facts about first peoples, its courses are designed from the ground up for indigenous ways of knowing and learning.

“We focus on incorporating indigenous languages, cultures, history and worldview into our curriculum, as well as into the day to day activities at our university,” FNUC’s acting president, Juliano Tupone, told The Tyee Solutions Society

Source:

http://www.thetyee.ca/News/2013/11/21/First-Nations-University/

Module 3 Post 5: Redefining Learning and Success

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In my quest to find information on the impact of culturally responsive pedagogy on aboriginal learning outcomes, much of the literature I came across addressed the need to first redefine what ‘learning’ and ‘success’ means from the aboriginal perspective, before learning and success can be measured. “Without a comprehensive understanding of Aboriginal people’s perspective on learning and a culturally appropriate framework for measuring it, the diverse aspirations and needs of First Nations, Inuit and Metis across Canada will continue to be misinterpreted and misunderstood”. (Canadian Council on Learning, 2009). I found these three articles very useful in helping me gain insight on Aboriginal people’s perspectives on learning, and developing a culturally appropriate framework for measuring it:

Canadian Council on Learning, The State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success, (Ottawa: 2009). 77 pages. http://www.ccl-cca.ca/CCL/Reports/StateofAboriginalLearning/

Cherubini, L. (2012). Implications of Discourse: A Trilogy of Educational Policy. Alberta Journal Of Educational Research, 58(1), 160-164. http://ajer.synergiesprairies.ca/ajer/index.php/ajer/article/view/983/866

Agbo, S. A. (2004). First Nations Perspectives on Transforming the Status of Culture and Language in Schooling. Journal Of American Indian Education, 43(1), 1-31. http://jaie.asu.edu

Module 3 Post 4 – Longhouse Media TV Youtube Channel

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I explored the Youtube channel for the host of the March’s Point video (Longhouse Media TV) and found a wealth of documentary videos made by many young natives using media technology. The statement of purpose from this media source echos much of the things we are learning in the course: “to catalyze Indigenous people and communities to use media as a tool for self-expression, cultural preservation, and social change.”

One of the video’s that caught my attention was Awakening Our Community. This documentary is comprised of interview snippets of indigenous people of various ages and gender discussing the topic of ‘where community comes from’ and how staying sober and having community impacts their lives. Here are some of their voices:

“It takes a community to raise a child, and when we lose children (e.g. to drugs and alcohol) it affects our community also”.

“Getting involved in my culture, I guess that pulled me away from that negative world out there… and not wanting my kids to grow up in a household like that.”

“I think it’s about each of us helping one another, and lifting each other up because we have a lot of gifts and talents within ourselves, and we just need to reach out to each other and support one another, and stop pulling each other down, but lift ourselves up together”.

“I think the first step to saving our community would be to heal, to come together and heal together, and have people come to community events where we can come together and pray together, and sing together… because the loss of our culture is a huge reason why have these addictions.”

Technology is seen here as a tool bringing people together, and promoting culture and expression as a way of bringing healing to a community.

Module 3 Post 3 – The Effectiveness of Web-delivered Learning with Aboriginal Students

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This paper outlines the findings of a study that explores perspectives of e-learning1 for senior level aboriginal high school students in five coastal communities in Labrador, Canada. Here is a sample of some of the concluding remarks:

“This study provides evidence of the importance, usefulness and learning benefits of web-delivered instruction as a viable alternative to face-to-face instruction for aboriginal students in rural, isolated contexts. It also indicates a critical need for communication and planning, within the context of both the individual student’s readiness to avail themselves of e-learning opportunities, as well as the school’s ability to support them in the process… The data demonstrates that web-delivered instruction is a viable alternative to face-to-face instruction and provides students with the opportunity to engage with the provincial peers and access a more diverse curriculum than their neighborhood school can offer.”

While this study does indicate some positive perspectives on e-learning experiences when comparing year end academic results for the web courses compared to provincial averages, it also lists many area’s of improvement and various challenges that came out of the study. I also found it to be rather weak in addressing the Aboriginal context. For instance, the methodological framework for this study could have been used on any remote community, negating aboriginal factors such as Indigenous knowledge, culture, holistic perspectives etc. It does, however, give us some insight on the best-practices of e-learning projects as a tool to improve education for secondary school students in remote communities.

Philpott, D., Sharpe, D., & Neville, R. (2010). The effectiveness of web-delivered learning with aboriginal students: Findings from a study in coastal Labrador. Canadian Journal Of Learning And Technology / La Revue Canadienne De L’Apprentissage Et De La Technologie, 35(3). Retrieved from http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/545

Module 3 Post 2 – Redefining How Success is Measured in First Nations, Inuit and Metis Learning

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This report looks at current data and indicators in redefining how success is measured in First Nations, Inuit and Metis Learning. http://www.ccl-cca.ca/pdfs/RedefiningSuccess/Redefining_How_Success_Is_Measured_EN.pdf

Limitations to Current Research and Measurement Approaches that’s covered in this report includes:

most research on Aboriginal learning is directed at the learning deficits of Aboriginal people and overlooks positive learning outcomes.
current research on Aboriginal learning often does not recognize or address the fact that economic, health and social challenges inhibit Aboriginal people’s opportunities for lifelong learning far more than they inhibit non-Aboriginal Canadians.
Current approaches to measuring Aboriginal learning focus on high school and post-secondary education and do not monitor the progress across the full spectrum of life long learning.
Measuring Aboriginal learning focus on years of schooling and performance on standardized assessments – the cognitive domain of learning, and not the purpose or nature of holistic learning – engaging the physical, spiritual, mental and emotional dimensions.

In contrast, the report suggests a more holistic approach to measuring Aboriginal learning which includes redefining what is meant by “learning success”, and to develop an appropriate framework for measuring it. The Canadian Council on Learning (CCL) and it’s Aboriginal Learning Knowledge Center at the time this report was published is working in partnership with First Nations, Inuit and Metis learning professionals, community practitioners, researchers and governments to define what is meant by learning success – and to identify the indicators needed to capture a holistic view of lifelong learning that reflects Aboriginal needs and aspirations.

Although there is no holistic framework for measuring progress in lifelong learning for First Nations, Inuit and Metis, redefined measures of learning success should do the following:

Identify the partners needed to address data gaps and challenges
Foster a dialogue on data gaps and challenges in measuring Aboriginal learning
Develop comprehensive information and data strategies to fill the data gaps on Aboriginal learning

CCL will continue to:

Improve its understanding of the factors that impract holistic lifelong learning for First Nations, Inuit and Metis
Work with these groups to develop and implement a national framework for monitoring and report on Aboriginal learning
Work with Aboriginal Peoples and federal, provincial and territorial governments to develop a national information and data strategy
Use the Holistic Lifelong Learning Models to foster a dialogue in Aboriginal learning

Source:

Canadian Council on Learning. (2007). Redefining How Success is Measured in First Nations, Inuit and Metis Learning (pp.1-44). Retrieved November 18, 2007, from http://www.ccl-cca/CCL/Reports/RedefiningSuccessInAboriginalLearning/Language=EN

Module 3 Post 1 – Increasing Aboriginal Enrollment and Completion Rates in Post-Secondary Ed

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In 2005, the Ontario Undergraduate Student Alliance (OUSA) developed the following list of aboriginal student programs:

Residential School syndrome
lack of academic preparation
social discrimination
high unemployment and poverty
cultural differences
community and family responsibilities

From the research done by the OUSA, they argued that there needs to be a holistic and collaborative strategy involving all education stakeholders (OUSA, p.5).

The paper “Fostering Aboriginal Leadership: Increasing Enrollment and Completion Rates in Canadian Post-Secondary Institutions” examines building Aboriginal leadership in the education sector and ways to increase the enrollment of Aboriginal people in post-secondary institutions and Aboriginal completion rates in these institutions. It also incorporates theories surrounding Aboriginal education and leadership, provides basic differences between traditional Aboriginal leadership and western leadership, and gives a statistical snapshot of current academic achievement rates. It also provides evidence on the government’s role in legislation affecting Aboriginal education.

Sources:

King, T. (2008). Fostering Aboriginal Leadership: Increasing Enrollment and Completion Rates in Canadian Post-Secondary Institutions. College Quarterly, 11(1), 1-16.

Ontario Undergraduate Student Alliance. (2005, March). Aboriginal Students in Ontario’s Post Secondary Education System (pp.1-17). Retrieved October 22, 2007, from http://www.ousa.ca/…/ABORIGINAL%20STUDENTS%20POLICY%
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