Author Archives: kitster1

Module 2: Post 5 – Aboriginal Education Rates

Some stats comparing aboriginal education rates compared to non-aboriginal groups according to a 2011 National Household Survey conducted by Statistics Canada. It clearly shows aboriginal Canadians continuing to lag behind non-aboriginals in educational attainment, with the largest gap still at the university level. (source:http://o.canada.com/news/nhs-aboriginal-indigenous-education/).

COMPARING EDUCATION RATES

Highest level of education, aboriginals vs. non-aboriginals:

University degree

Aboriginal: 9.8 per cent

Non-Aboriginal: 25.9 per cent

College diploma

Aboriginal: 20.6 per cent

Non-Aboriginal: 21.3 per cent

Trades certificate

Aboriginal: 14.4 per cent

Non-Aboriginal: 12.1 per cent

High school

Aboriginal: 22.8 per cent

Non-Aboriginal: 23.2 per cent

No certificate, diploma or degree

Aboriginal: 28.9 per cent

Non-aboriginal: 12.1 per cent

A segment from the The Agenda with Steve Paikin, discusses with a panel of advisors on the issue of aboriginal education based on Statistics Canada, 2006 census. https://www.youtube.com/watch?v=2DZC5Cezs1o. What caught my attention the most was aboriginals who attained university degree’s showed employment rates virtually at parity compared to their non-aboriginal counterparts.

Module 2: Post 4 – Meeting the Needs of Aboriginal Youth Academically

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In searching for information on what academic achievement means to Indigenous people, I found the following highlighted themes based on research conducted on this topic. A review (http://aerc.usask.ca or fnahec@fnahec.org) identified the following:

Integrating Indigenous knowledge into classrooms and schools.
Providing support to students through mentorship programs.
Learning about the ongoing effects of colonization and racism.
Building relationships with students, communities, and parents.

In contrast, government initiatives by the Ontario Ministry of Education (2007) identified the following strategies in effort to promote and foster cultural identity and pride among Aboriginal students:

Increase the capacity of the education system to respond to the learning and cultural needs of First nations, Metis and Inuit students;
Provide quality programs, services and resources to help create learning opportunities for First Nations, Metis and Inuit students that support improved academic achievement and identity building;
Provide a curriculum that facilitates learning about contemporary and traditional First nation, Metis and Inuit cultures, histories and perspectives among all students, and that also contributes to the education of school board staff, teachers and elected trustees; and
Develop and implement strategies that facilitate increased participation by First Nation, Metis and Inuit parents, students, communities and organizations in working to support academic success.”

With the above themes and strategies in mind, I hope to find resources that examine the effect or outcomes such programs or initatives have on indigenous academic achievement in K-12 education.

Sources:

Ontario Ministry of Education. (2007). Ontario First Nation, Metis and Inuit Education
Policy Framework. Toronto, Ontario: Ministry of Education.

Document Author (2008). Title of Document. (ISBN assigned ). University of Saskatchewan, Aboriginal Education Research Centre, Saskatoon, SK & First Nations and Adult Higher Education Consortium, Calgary, AB. Retrieved day/month/year from (give website address of http://aerc.usask.ca or fnahec@fnahec.org)

Module 2: Post 3 – Deconstructing Stereotypes in the Media

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Today’s blog article in the Toronto Star caught my attention as it deals with debate between the politics of sports, namely NFL football, and racial discrimination: “Washington Ponders ‘Redskins,’ By Any Other Name.” (September 8, 2013).

I feel this ties in with the on-going (and perhaps intensifying) challenge of deconstructing stereotypes we are learning about in this module of the course. Here is a recent video interview (NBC News Sept 6, 2013) of Oneida Indian Nation representative Ray Halbritter from Changethemastcot.org (a campaign to address stereotypes in print and other media).

Although I’m not an NFL fan, I’m a sports fan, and I understand both sides of the issue in using Indian monikers in sports. A dichotomy in the protection of cultural rights exists: one side argues of an 80 year heritage that brings pride out of a winning sports legacy, while the other argues a portrayal that is denigrating and dehumanizing to a large segment of the population.

Do major league sports teams like the Braves, Blackhawks, and Redskins fall under the motive of “wanabees” described by the Zimmerman et al (2000) reading? As he asserts, “Many Indian people see wannabes as a hodgepodge stereotype of their cultures, with practices taken out of context, usually in a disrespectful way.” (p. 72) One of the things that comes to my mind in sports media is the Atlanta Braves Tomahawk Chop Chant song. I can totally understand how this is viewed as offensive to native groups and why they will continue to fight for legislation change that prohibits media from portraying Indians as “a people of the past with little present-day material on it, a major stereotype rejected by many Indian people.” (p. 76).

I do believe that sports organizations and fans do not mean any offense to native groups, but I agree with the stance that “The point is that it’s about context… If you called them the (Washington) ‘Americans’ and had a contemporary native image, that’s inclusive. That’s much different than singling us out and calling us by that name and have the image of a stereotypical native American from the 19^th century, as though we’re not still around.” – Kevin Gover, director of the Smithsonians National Museum of the American Indian.

Module 2: Post 2 – Bilingual Cree Program in K-8 Education

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While searching to see what a bilingual K-12 indigenous education program may look like I stumbled across this article with video: ‘Saskatoon Bilingual School Welcomes Many New Faces‘ from Global News (Sept 11, 2013).

I found it interesting (and sort of ironic) that this school (Catholic) would have been shut down due to low student enrollment if it had not been for the initiation of this Bilingual Cree Program. Since its inauguration 7 years ago, the Cree class went from 12 students to now over 250 students; growing/expanding every year from K to 6 level with the goal to reach grade 8 in subsequent years. They have 10 Cree speaking teachers and support staff, and attribute community outreach to the growth of the program.

Digging deeper, I could not find any information on the curriculum or teaching methods used in this program at St Frances Catholic School. Drawing from Lorna Williams’ interview questions on bilingual aboriginal language programs, I wonder: In which language do they teach in? How much English to Cree do the teachers work on? What methods do they use to support the maintenance of the children’s language?

Lorna also spoke about Cree not being a popular subject and attributed this to the lack of financial support in the development of such programs. The Cree program at St Frances however, can be used a good example of how integrating aboriginal programs into school curriculum builds community while providing a venue for teaching and preserving aboriginal language and culture. The principal of the school exclaims, “We started to involve the community a lot more and share with our elders and get input from them… the program goes deeper than just academics.” Although there could have been better circumstances as to how this program came into fruition, it’s nice to see schools putting culturally responsive curriculum into practice.

Module 2 Post 1: First Nations Technology Council

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While searching for information related to technology uniting indigenous communities I stumbled across The First Nations Technology Council, who’s primary goals are to:

1. To support the number of First Nations communities accessing high or higher speed connectivity.

2. To increase the digital literacy of First Nations individuals and communities to ensure they benefit fully from technology.

3. To work with First Nations communities to determine their unique information management needs and to partner with qualified companies or agencies to develop appropriate programs and software to meet these needs.

4. To provide First Nations communities with technology support as close to them as possible and in a format that meets them at their technical literacy level. (source link: http://fnbc.info/about-first-nations-technology-council-0)

The site provides links to many sponsors and partners that support their agenda, which includes: First Nations Health Authority, First Nations Summit, UBC Learning Circle, Indigena Solutions.

FNTC is a non-profit organization that was incorporated in 2009. One of the things they do is facilitate annual technology summits for FN communities.

They have what’s called Project Raven which “provides technical skills development and employment opportunities to Aboriginal people living in various areas of BC. If you are an under-employed (less than 20 hrs per week) or un-employed Aboriginal, Metis or Inuit adult living on or off reserve in BC, you are eligible for training through this program.

Statement connecting weblog to research

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Based on my background in social research as an undergraduate, I would like to explore more on the subjects of how educational technology can support social connectivity, networking, and community building in preserving and advancing First Nations culture in today’s world. The analytical framework will be based on the notion of social capital defined by Falk & Filpatrick (1999) as “the product of social interactions with the potential to contribute to the social, civic or economic well-being of a community-of-common-purpose. The interactions draw on knowledge and identity resources and simultaneously use and build stores of social capital.” Many researchers are applying this notion to the Indigenous context (e.g. see sources).

Possible topics of exploration includes:

Social capital in examining educational achievement, particularly in relation to social exclusion.
Social capital as a relevant way of measuring the impacts of ICT in Indigenous communities.
Social capital in the context of Indigenous economic development.

I will also seek to examine community-building projects carried out by ICT support groups such as Network BC and First Nations Technology Council, and analyze the role of social capital for measuring social and economic outcomes in rural and remote aboriginal communities.

Possible Sources:

Brough, Mark., Bond, C., Hunt, Julian., Jenkins, D., Shannon, C., & Schubert, L. (2006). Social Capital Meets Identity: Aboriginality in an Urban Setting. Journal of Sociology 42(4), 396-411.

Hunter, B. (2000). Social Exclusion, Social Capital and Indigenous Australians: Measuring the Social Costs of Unemployment. CAEPR Discussion Paper 204, Centre for Aboriginal Economic Policy Research, The Australian National University, Canberra.

Lahn, J. (2012). Poverty, Work and Social Networks: The Role of Social Capital for Aboriginal People in Urban Australian Locales. Urban Policy and Research, 30, 293-308.

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. Journal of Aboriginal Health, 1-84.

Mignone, J. (2009). Social Capital and Aboriginal Communities: A Critical Assessment. Journal of Aboriginal Health, 100-147.

Module 1 – Post 5: ICT’s Reinforcing Indigenous Culture and Knowledge

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The United Nations Educational, Scientific and Cultural Organization (UNESCO) report on ICT’s and Indigenous People (June 2011) outlines various models across the globe that show how Information and Communications Technologies (ICTs) can support indigenous education. Most of this is centered on teacher training in their respective contexts, and providing culturally responsive learning opportunities for children through the use of ICTs.

The report outlines possible solutions to the problem of technology and the erosion of culture, and different methods used to reinforce indigenous traditions through education. It would be interesting to know of research done on the effectiveness of such ICT support models, and their impact on the indigenous communities as a result of change in educational policies.

Module 1 Post 4: Breaking Down Stereotypes

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Examining modernized natives who describe the difficultly in relating to traditional and mainstream cultures, and trying to break down stereotypes of how they are portrayed in the media. One of the researchers in the below video describes: “It’s interesting how the media exploits native american culture and customs such as pow wows not realizing such events are religious and sacred… that its the only thing that’s relevant to outsiders when we learn that there’s so much more that their culture presents.”

The following video examines the effect of stereotypes on Native American students at a Los Angeles highschool produced in collaboration between USC students and students at Central High.

https://www.youtube.com/watch?v=7OvzvZ0YfJs

In relation to the theme of breaking down stereotypes, I found several videos of stories shared by natives who overcame odds and reached immense success, and they speak out about what they did to overcome.

Jordin Tootoo (NHL Player for the Detroit Redwings) – shares his personal story of empowerment to a group of Aboriginal highschool grads, overcoming addictions, and suicide. Sponsored by Aboriginal Education Program School District #23. https://www.youtube.com/watch?v=76tEAoVUiXM&list=PL6CCCD79AB796922B

Adam Beach (Canadian Actor) – shares his story rising to success coming out of a life of gangs, drugs, fights, and prison. https://www.youtube.com/watch?v=9oA4aYPlBVA

Paul Okalik (former Premier of Nunavut) – speaks out about his struggles that many of his fellow Inuit natives face. http://queensjournal.ca/story/2005-10-06/features/territory-torn-between-two-worlds/?flavour=mobile

These stories gives us a glimpse of pressing problems in their communities that are plagued by high rates of suicide, unemployment, and significant educational challenges. These leaders give hope and serve as role models for many youth in their communities.

Module 1 Post 3 – Aboriginal Outreach Programs

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Local and national Aboriginal Outreach Programs such as the Native Canadian Centre of Toronto and the National Aboriginal Outreach Program are charitable organizations that provide wide range of programs and services based on native cultural traditions and teachings. These programs share similar visions using community-based approaches to deliver confidence-building programming that is locally and culturally relevant to engage and ensure future prosperity within Aboriginal communities contributing to Canada’s workforce while promoting and celebrating Aboriginal culture.

Module 1 Post 2 – Firstnations.com

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I found this site really helpful in keeping up to date with First Nations news across the country and globe – http://www.firstnations.com/rss/google-news.php. It provides newsfeeds of FN news from various news sources.

One of the stories I came across http://www.cbc.ca/news/politics/harper-government-on-collision-course-with-first-nations-1.1862819 talks about the ongoing battle between the Assembly of First Nations, and the government of Canada in land disputes and education rights. With education, AFN are fighting for more legislative rights to control education for their own people, and in the wake of annual event in B.C held by the Truth and Reconciliation Commission, they believe the abuse in residential schools would never have happened if “had FN been in control over their own education”. FN is still seeking a “fair and lasting” resolution to the legacy of Indian Residential Schools. Past traumas are still alive and active today, and have profound impact on FN fight for autonomy in their communities.