Tag Archives: aboriginal education

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 Weblog – Post #3 – Digital Harvest

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One of the most interesting aspects of researching digital storytelling and its use in Indigenous communities, has been the variety of initiatives supported by the strategy of digital storytelling. Digital Harvest is one such initiative. Organized in 2012 by the Vancouver Island and Coastal Communities Indigenous Food Network, the project provided an initial event/opportunity for collaboration and learning between First Nations youth and elders, which later resulted in the compilation of multimedia presentations. Once posted, these presentations, in turn, provided materials for learning in other communities.

Some of the results of the Digital Harvest project can be found on YouTube. As part of the workshop associated with the project, the group observed the difference in the effects of traditional vs. colonial food (e.g. bacon, Kool aid, hot dogs, etc.) on their bodies, energy, etc. Not surprisingly, the traditional foods left the group energized and enthusiastic, while the colonial foods left them exhausted.

In describing the project, the project coordinator explains the strengths of the initiative in terms of …”the correlation between the traditional aspects of the oral First Nations cultural practice of storytelling and the contemporary technologies associated with digital storytelling and video production.”(http://www.indigenousfoodsvi.ca/updates/digital-harvest-2012/)

Module 4 Weblog – Post #2 – Indigenous Waves

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In searching for podcasts associated with Indigenous culture and education in Canada, I discovered a resource that originates from right here in my own city of Toronto. Indigenous Waves is a radio show, broadcast on CIUT 89.5 FM. The show’s website offers articles and podcasts organized by a range of categories relevant to Indigenous issues. One of the most recently posted podcasts is a discussion with Anishinabek Grand Council Chief Patrick Madahbee and author/educator Niigaanwewidan Sinclair regarding the First Nations Education Act, for which draft legislation was released in October.

The discussions in this podcast, like much of the media coverage at the time that the draft legislation was released, help to remind us of how the strategies of the federal government in Canada, even in 2013, are ultimately still openly controlling in their approaches. My participation in ETEC521 has instilled a type of hopefulness in me for the future of education in Canada in general, as well as Indigenous education. However, the reality of this draft legislation is sobering and discouraging. Resources like Indigenous Waves certainly help to keep this reality in focus.

Module #4-2: First Nations University of Canada

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The First Nations University of Canada (FNUniv) is a university in Saskatchewan. FNUniv, formerly Saskatchewan Indian Federated College until 2003, is open to students of all cultures and nationalities—not only restricted to First Nations descendants. According to the figures on their website, they have 750 registered FNUniv students and 4,000 students from other schools taking their courses in fall 2013. I was very interested in seeing the quota of Indigenous to non-Indigenous students at FNUniv but I could not find it.

The school’s vision is “to enhance the quality of life, and to preserve, protect and interpret the history, language, culture and artistic heritage of First Nations people.” They designed special programs in partnership with Aboriginal communities in order to meet the human resource needs of Aboriginal communities in areas such as health, education, and the environment.

FNUniv offers academic programming through the Department of Professional Programs (Indigenous Education, Indian Social Work, Business and Public Administration, Health Sciences and Nursing) and the Department of Interdisciplinary Programs as well (Indigenous Studies, Indian Fine Arts, Indian Communication Arts, Indigenous Languages, Literatures, and Linguistics, etc.).

They also provide a unique opportunity to study in an environment that supports First Nations cultures, languages, and values. The students can participate in and learn through ceremonies with elders as well as through classroom-based experience. I think that FNUniv is a unique institution not only because they specialize in Indigenous knowledge but because they also know how to take advantage of the elders by letting them play a crucial role in propagating their culture.

Module #4-1: Board of Studies in NSW, Australia

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I have been searching through online materials about Indigenous education. One website I came across is for the Board of Studies in New South Wales in Australia, which has an Aboriginal Education section. Their website has many examples and resources of school-developed teaching and learning projects collaboratively developed by teachers, Aboriginal education workers, and local community members.

The website consists of different sections, such as languages, art, and support materials for primary and secondary education. The language section offers practical advice and lessons from various Aboriginal language programs developed in NSW since 2004, including examples of units of work, practical advice, and the experiences of schools and communities running these programs. The art section shows an Indigenous artists’ gallery of artworks, along with a Teacher’s Handbook that supports the teaching of the Visual Arts, a bibliography, and PowerPoint slide shows of Aboriginal artists’ works. In the support material section they provide examples of teaching, learning and assessment resources that demonstrate ways in which the Aboriginal and Indigenous cross-curriculum content. The website provides examples of processes that teachers might use to develop contextual classroom teaching units, which connect learning outcomes with the needs of students.

This website seems like a good resource for Indigenous education, especially for primary and secondary teachers and students. Teachers, schools, and communities can use the materials as a guide for their educational engagement to improve the educational outcomes of Indigenous students.

Module 4 – Post 5 – Decolonizing Research

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“Research” is probably one of the dirtiest words in the indigenous world’s
vocabulary

This great quote is used in this very enlightening essay on research methodologies being used when examining Indigenous issues. Written from a New Zealand perspective, this short book review, the author attempts to help us remove our conventional sense of how to view and frame any academic investigation of indigenous issues. One of the central ideas mentioned is that there is a great need for more research done by indigenous peoples who can provide great insight into the area being examine. Failing that, it is important that researchers look upon their subject without a western lens but rather with a more open minded approach to their thinking. A very provocative read.

http://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/journals-and-magazines/social-policy-journal/spj17/17_pages214_217.pdf

Module 4 – Post 5 – Our Worlds, Our Ways

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“Our Worlds, Our Ways: Teaching First Nations, Metis, and Inuit Learners” is a resource created by the Alberta Education Authority in conjunction with many First Nations, Metis and Inuit elders. The resource is designed to support teachers in better serving the needs of Aboriginal students. Culturally-relevant approaches to Aboriginal education are explained from a holistic point of view in terms of students’ spiritual, physical, cognitive, and emotional competencies. Built into the resource are the guiding principles of understanding and respect for diversity, respecting and reflecting Aboriginal perspectives, the importance of the teacher/student relationship, and the connection to community. While the resource is primarily aimed at supporting Aboriginal learners, it has relevance and value for a range of educational settings and contexts.

The resource is located here: http://education.alberta.ca/media/307199/words.pdf

Module 4 – Post 4 – Best Practices

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I found this resource as I was searching for curricular materials for teaching Metis heritage, history and culture. The “Best Practices -Including First Nation, Métis, and Inuit in the Curriculum” resource was created by the Bruce-Grey Catholic District School Board from Ontario. The resource is designed to support teachers in a culturally responsive way in teaching First Nations topics. The resource defines potential problem areas in terms of Key Concepts, Accuracy, Culture, Authenticity, Diversity, Eurocentrism, Pedagogy, Use of Terminology, and Visual Images and gives teachers concrete language they can use to cover these topics in a culturally appropriate and sensitive way.

The resource can be found here: Best Practices

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/