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Module 4 – Post 5 – First Nations Pedagogy Online

First Nations Pedagogy Online

http://firstnationspedagogy.ca/storytelling.html

This site was important for me on a personal basis.

Part of the reason for taking this course is to gain more knowledge and understanding of First Nations issues, traditions, etc. As we near the end of our studies, I now realize I did not understand the importance of storytelling in First Nations culture.

The course, obviously, has changed that and this site has some excellent video examples. A few to note are:

Teaching Storytelling in the Classroom
Elder Stories of Buffalo Hunting
Raven and the First Mean

Module 4 – Post 4 – Native Canadian Centre

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Native Canadian Centre of Toronto

https://www.facebook.com/nativecentre

Just happened across this one day on facebook. A well developed page for this group out of Toronto. If you’re on facebook, like them today!

http://www.ncct.on.ca/

They also have a website. From the website:

The Native Canadian Centre of Toronto is an Aboriginal community cultural centre. The Centre offers multiple programs including cultural education which I found very interesting as this centre is based in Toronto, urban area. Culture can be kept alive anywhere.

Here is a listing of available programs.

Aboriginal Education Outreach Program

The Aboriginal Education Outreach Program (AEOP) is an interactive project that has been set up to promote and foster a greater understanding of Native People in North America and their distinct cultures.

Aboriginal Circle of Life Services Program (ACOLS)

The Aboriginal Circle of Life Services Program is designed to provide a supportive environment for Aboriginal people residing in the Greater Toronto Area through the delivery of client centred services enabling them to live independently in their homes.

Cultural Program

The Cultural Program here at the Native Canadian Centre plays an important role in educating and providing services for the members of the centre.

Dodem Kanonhsa

DODEM KANONHSA’ Elder’s Cultural Facility is a learning and sharing facility which fosters greater acceptance, understanding and harmony between members of First Nations and Non-Aboriginal People.

Communications & Referral Office

The Native Canadian Centre of Toronto provides Information and Referral Services (C&R) that connect people in the community with service providers, information and/or linkage with other Aboriginal or Non-Aboriginal agencies.

Martial Arts Program

The Native Canadian Centre of Toronto is pleased to offer Okichitaw classes to members of the NCCT.

Toronto Native Community History Program and Bus Tour

The Toronto Native Community History Project (TNCHP) was founded in 1995 and our current work revolves around three key components: Popular Education, Resource Centre and Youth Involvement. We also offer tours of Toronto from the Aboriginal perspective.

Youth Program

We are currently seeking energetic youth from the Native and non-Native community to become involved in our activities. These activities include volleyball, basketball, hockey, and all kinds of other activities.

Module 4 – Post 3 – Aboriginals on the Web

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Aboriginal Territories in Cyberspace

http://www.abtec.org

From the site

Aboriginal Territories in Cyberspace is a network of academics, artists and technologists whose goal is to define and share conceptual and practical tools that will allow us to create new, Aboriginally-determined territories within the web-pages, online games, and virtual environments that we call cyberspace. Our multi-faceted effort will include a storytelling series, an ongoing gamesnight, a modding workshop, Machinima, and performance art.

The main objective is to implement methods so Aboriginal people can use new media technologies to complement their cultures. As is stated, “even on the Internet, Native people need a self-determined place to call home.”

Module 4 – Post 2 – Living Traditions Living Lands

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Traditional Ecological Knowledge

https://www.youtube.com/watch?v=d2LsHHSDiWg

An excellent YouTube video on Traditional Ecological Knowledge (TEK). TEK promotes an Indigenous approach to environmental stewardship. It is the teachings of Elders as taught to them by their ancestors that is TEK. European settlers dictated how land was to be treated after their arrival. The TEK movement is to move towards a more ecologically friendly method of land usage.

Module 4 – Post 1 – Anchoring Education for Indigenous Youth

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Anchoring Education for Indigenous Youth in Context of Time-tested Customs Better than Assimilating Them into Mainstream System, Permanent Forum Told

http://www.un.org/News/Press/docs/2013/hr5132.doc.htm

From May 2013 from the Economic and Social Council of the United Nations, a proposal is made to Establish World Cultural Heritage Day to give indigenous people a chance to ‘Showcase their Culture’.

Some interesting statements from this article:

Government representatives focused on indigenous peoples’ basic right to culture, education and health, described the ways in which they were responding to those calls by being attuned to the cultural sensitivities and variant contextual complexities of the often remote communities. The delegate of Guyana, for one, said that, as part of an effort to uphold cultural identities, discussions were ongoing about how to incorporate indigenous languages into school curriculums.

“Education is a national priority, especially for remote areas,” she declared, adding that that some 30,000 indigenous children received school uniforms and transportation to enable their attendance at school, and a growing number of secondary schools were being established in remote regions, as were programs enabling children to attend classes elsewhere if necessary.

The Namibian Government heavily subsidized schools in indigenous communities, said its representative. It covered school-related costs, such as transport, toiletries and books, and sponsored back-to-school campaigns for dropouts. It had installed mobile schools and school-feeding programmes to aid children from nomadic communities, and it had set up training programmes and developmental projects to give women and girls the skills to start businesses. It supported initiatives in needlework, tailoring, beekeeping, coffin making and aquaculture.

A second panel discussion focused on culture, which was one of the six mandated areas of the Forum. Panelists described culture as a “driver” of development and creator of jobs. Women were perceived as “custodians of culture”, passing traditional knowledge from one generation to another, including through story reading and songs. One panelist proposed that the United Nations establish a world cultural heritage day to allow indigenous people to “showcase our culture”.

Module 3 – Post 5 – First Nation Education Initiative Incorporated

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http://www.fneii.ca/

First Nation Education Initiative Incorporated

Another First Nations organization that will most likely benefit from the Conservative government’s initiative to improve education in First Nation communities.

First Nation Education Initiative Inc. represents an alliance of twelve First Nation communities from the province of New Brunswick which includes: Buctouche, Eel Ground, Eel River Bar, Fort Folly, Indian Island, Kingsclear, Madawaska, Metepenagiag, Oromocto, Pabineau, St. Mary’s and Woodstock.

A variety of federally funded programs have been undertaken including The First Nations Student Success Program. Projects funded through this program are required to include three interrelated components: school success plans in the three priority areas of literacy, numeracy and student retention, learning assessments including provincial standard testing process, and performance measurement systems.

Module 3 – Post 4 – Manitoba First Nations Education

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http://www.mfnerc.org/

Manitoba First Nations Education

The website for the Manitoba First Nations Education Resource Centre. The Centre provides education support of over 50 First Nation Schools in Manitoba. From the website,

Established in 1999 by the Assembly of Manitoba Chiefs, the Manitoba First Nations Education Resource Centre Inc. (MFNERC) provides the province’s leading education, administration, technology, language and culture services to First Nations schools in Manitoba.

Over the years, the MFNERC has evolved from its humble beginnings, providing service on demand with a handful of employees, into a multifaceted organization that meets the needs of Manitoba’s First Nations schools with unparalleled services and support.

The MFNERC facilitates a community education process based on First Nations’ needs, priorities and education plans. The MFNERC promotes community development by providing training and coordinating opportunities for families and other community members. Professional development training is also provided for school board members, administrators, teachers and teaching assistants. The MFNERC works with Manitoba First Nations in the development of partnerships to ensure the highest standards of education are achieved in First Nations schools.

The MFNERC promotes and encourages First Nations involvement in all aspects of the development and implementation of educational change.

The MFNERC is an example of First Nations education being directed by First Nations. Based on the upcoming changes to the First Nations Education Act, the MFNERC may become the or one of the ‘school-division’ like bodies for First Nation schools in Manitoba.

Module 3 – Post 3 – First Nations Statistics

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http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CEwQFjAE&url=http%3A%2F%2Fwww.afn.ca%2Fuploads%2Ffiles%2Fevents%2Ffact_sheet-ccoe-3.pdf&ei=Cn51UpSQBOfL2QXsmoCwBQ&usg=AFQjCNESE7jbIq3dLJIN9djJvySoau4xJw&bvm=bv.55819444,d.b2I

First Nations Statistics

A relatively recent document providing some excellent statistical reference material on First Nations.

Here is some of the more interesting information:

– In Canada, 1,172,785 persons identify as Aboriginal, and 698,025 identify as First
Nations.
– Aboriginal youth are the fastest growing demographic. The First Nations population
grew 3.5 times faster than the non-Aboriginal population in 2006.
– Approximately 30% of the First Nations adult population is less than 30 years of age
while 13% are 60 years of age and older.

– There are 633 First Nation communities across Canada with 11 language families and
over 60 language dialects that tend to be specific to local communities.

– Approximately 88% of First Nations schools offer some type of Indigenous language
programming. 17% offer full Indigenous language immersion programming.
– Approximately 91% of First Nations schools offer some type of periodic cultural
activities, while 57% offer regular and on-going cultural programming.
– Approximately 92% of First Nations schools partially integrate cultural teachings into
the curriculum, while 26% of schools have cultural teachings fully integrated into
the curriculum.

I believe the numbers are important in understanding First Nations. Aboriginal youth is the fastest growing demographic in Canada. In the future, this could mean that the percentage of Aboriginals as a part of Canadian population will increase dramatically, particularly due to the higher birth rate for aboriginals.

Also, the high percentage of schools that integrate cultural teachings. I believe this is directly correlated to the high percentage of aboriginal youth that feel a strong connection to their culture and their want to protect their culture for future generations.

Module 3 – Post 2 – First Nations and Inuit ‘Eco’ Game

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http://www.ecokids.ca/pub/games_activities/index.cfm

First Nations and Inuit ‘Eco’ Game

I came across this website. It has various activities, games, etc that are used to promote ecological awareness. I know that a very attractive feature of First Nations culture is the effective use of land and land based resources. In the First Nations and Inuit section of the site, there is a game for elementary school children. The premise is to help a band’s drummer heal and catch up with his band. With each roll of the dice, the drummer runs into some sort of trouble such as a burn, a toothache, or nosebleed, etc. With each issue, a variety of land based healings are available. The game player has to select the appropriate healer for that particular issue.

I thought this would be a great exposure activity for elementary school students. There is also a section dealing with land use activities.

Module 3 – Post 1 – First Nations Education Act Draft Gets Wary Reception

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http://www.cbc.ca/news/politics/first-nations-education-act-draft-gets-wary-reception-1.2187858

First Nations Education Act Draft Gets Wary Reception

Interesting article regarding the reaction of First Nations to the pending changes to the First Nations Education Act. From the website,

Under the draft legislation, band councils would be allowed to operate schools directly, as many already do, but also to purchase services from regional or provincial school boards or even from the private sector. First Nations could also form education authorities that would oversee one or more schools in a region.

But it would be the federal government that would set and enforce standards for schools on reserves. And the minister would retain the power to take over a school or school authority if an inspector finds problems.

In my time in First Nations Education, there seem to be two major issues. Interestingly enough, these are listed as subtitles in this article.

Control

The is the number one issue for First Nations regarding their education system is control. The legislation does provide for First Nations organizations to become similar to provincial school divisions or school districts. I work for an organization that working to do this in Manitoba. The legislation provides more choice for First Nations schools. They can become more closely associated with their provincial counterparts. Control though is maintained with the First Nations political structure. The government is well within its jurisdiction to demand accountability and maintain the authority of take over responsibility.

Funding

This is the number two issue. Why are funding levels for students funded by provincial governments and First Nation students funded by federal governments? I completely agree that funding levels should be equal. In fact, due to geographical and logistical issues, perhaps First Nation students should receive more funding.

The Conservative government’s platform of making education the center piece of their aboriginal agenda makes sense. Improvements in the First Nation education system will hopefully transfer to an improved quality of life for First Nations people.