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Educational Resources

Liens relatifs

Décennie internationale des langues autochtones

https://www.canada.ca/fr/patrimoine-canadien/campagnes/celebrons-langues-autochtones/decennie-internationale.html

Source: Gouvernement du Canada

Résumé: Les Nations Unies ont déclaré 2022-2032 la Décennie internationale des langues autochtones.

Résultat clé de l’Année internationale des langues autochtones de 2019, la Décennie vise à attirer l’attention mondiale sur la situation critique de nombreuses langues autochtones et à mobiliser les parties prenantes concernées pour la préservation, la revitalisation et la promotion de ces langues. La Décennie met également l’accent sur l’intégration de la diversité linguistique et du multilinguisme, et sur leur fierté, tout en veillant à ce que les droits des peuples autochtones de préserver et de promouvoir leurs langues soient respectés.

Tout au long de la Décennie, le Canada reconnaîtra, sensibilisera et célébrera la richesse et la diversité des langues autochtones.

Relevant Research

Cultural Infusions and Shifting Sands: What Helps and Hinders Career Decision-Making of Indigenous Young Adults

https://cjcd-rcdc.ceric.ca/index.php/cjcd/article/view/345/

Source: Dr. Deepak Mathew. Trinity Western University, Ria K. Nishikawara. University of British Columbia, Dr. Alanaise O. Ferguson. Simon Fraser University, Dr. William A. Borgen. University of British Columbia. Canadian Journal of Career Development/Revue canadienne de développement de carrière, Volume 22, Number 1, 2023.

Summary: Indigenous young adults experience disproportionately high rates of unemployment, which are exacerbated by systemic factors such as poverty and oppression (Britten & Borgen, 2010). Despite these challenges, many Indigenous young adults do well in their educational and employment pursuits (Bougie et al., 2013). This study explored what helped and hindered the career decision-making of 18 Indigenous young adults in Canada who see themselves as doing well in this regard. Using the Enhanced Critical Incident Technique (ECIT), a qualitative research method which focuses on helping and hindering factors (Butterfield et al., 2009), 13 categories were identified: (a) Family/Relationships & commitments, (b) Setting goals/Taking initiative/Focusing on interests, (c) Support from community/mentors, (d) A healthy way (physical, mental, social), (e) Finding meaning/motivation & contributing, (f) Networking and who you know, (g) Systemic/External factors (institution, job-market, sexism, racism, interpersonal aspects), (h) Financial situation, (I) Knowledge/Information/Certainty, (j) Experience (work/life), (k) Educational opportunities/Training & specialized education, (l) Indigenous background/Cultural factors, and (m) Courage & self-worth (vs. fear/doubt in self/others). These categories highlighted the systemic, interpersonal, and experiential processes in  career decision-making for Indigenous young adults in Canada.

Implications for career counselling practice and future research are also discussed.

Community Engagement

Indigenous Early Childhood Development in Canada: Current State of Knowledge and Future Directions

https://www.nccih.ca/docs/health/RPT-ECD-PHAC-Greenwood-Halseth-EN.pdf

Source: National Collaborating Centre for Aboriginal Health. Regine Halseth and Margo Greenwood, PhD

Summary: Indigenous Peoples experience a disproportionate burden of ill health associated with the socioeconomic context of their lives. Investing in quality early childhood development and care (ECDC) programs for Indigenous children is critical to redressing these health imbalances (BCACCS, 2014). This paper provides a brief overview of the current state of knowledge and knowledge gaps on the health and well-being of First Nations, Inuit, and Métis young children and highlights future directions for Indigenous ECD programs and policies.

Classroom Practice: Elementary

Grade 5 Indian Residential Schools and Reconciliation

https://www.fnesc.ca/grade5irsr/

Source: First Nations Education Steering Committee (FNESC)

Focus: Grade 5

Summary: The FNESC/FNSA Indian Residential Schools and Reconciliation Teacher Resource Guides were developed in response to the call by the Truth and Reconciliation Commission of Canada for education bodies to develop age-appropriate educational materials about Indian Residential Schools.

The FNESC/FNSA Indian Residential Schools & Reconciliation Gr. 5 Teacher Resource Guide is designed to help Grade 5 students attain an understanding of the history of the relationship between Indigenous and non-Indigenous People over Canada’s history and engage young people to take part in the journey of reconciliation.

Classroom Practice: Secondary

Full Circle: First Nations, Métis, Inuit Ways of Knowing

https://www.osstf.on.ca/full-circle-first-nations-metis-inuit-ways-of-knowing

Source: Ontario Secondary Schools Teachers’ Federation (OSSTF)

Focus: Secondary Students

Summary: This project is the culmination of work done by 16 members of OSSTF/FEESO, most of whom are First Nation or Métis, or work extensively with Indigenous students.

The Métis Resource is an addition to the Common Threads V—Full Circle: First Nations, Métis and Inuit Ways of Knowing resource. This resource, published in 2021, is the culmination of work completed by a team of Ontario Secondary School Teachers’ Federation (OSSTF) members along with staff from the Métis Nation of Ontario (MNO). To maintain consistency, the same format as the Full Circle resource is used so that there would be familiarity for those who have used it in the past.

The lessons are designed to be implemented in a range of courses, such as civics, history, social sciences, English, geography, business, careers, physical education, and science.  The resource has been produced as a PDF file on CD with an accompanying video on DVD.  Although the lessons are intended for use with high school curricula, the video and activity sheet may be of use to all Federation members who work with students.

As with any lesson plan resource, educators are encouraged to adapt what is written here to fit the needs of your students, and to address any curricular expectations in the course that you use them in.

Professional Development

Infusing Indigenous Perspectives in K-12 Teaching

https://guides.library.utoronto.ca/indigenouseducation

Source: OISE University of Toronto

Focus: Beginning teachers

Summary: Welcome

Aaniin! Taansi! She:kon! Welcome to the research guide for Indigenous education. This guide is designed to help Initial Teacher Education students find Indigenous education resources. Inspired by OISE’s Deepening Knowledge Project, the guide aims to help teachers infuse more Indigenous content into their practice. The guide includes: 

•   Information on how to find books, movies, music, activities, and lesson plans.

•   Links to further online resources.

Multimedia

Four Directions Teachings

https://www.fourdirectionsteachings.com/resources.html

Source: Invert Media Inc.

Focus: K-12

Summary: This Teacher Resource Kit is an educator’s guide to optimizing learning applications based on the Four Directions website. The curricula attached to the website include lesson plans designed to maximize opportunities for classroom activities that are immediately connected to the teachings found on the site. These lesson plans have been developed for junior grades (1-6), intermediate grades (7-9), and senior grades (10-12). Educators of Kindergarten children and adults will also find suitable exercises that can be used with relatively minimal modification. The kit was developed with the classroom teacher in mind, and without assuming any prior knowledge of Aboriginal cultures or traditions on their part. It is assumed that the teacher will be resourceful and flexible in coordinating learning activities.

Related Links

Indigenous population continues to grow and is much younger than the non-Indigenous population, although the pace of growth has slowed

https://www150.statcan.gc.ca/n1/daily-quotidien/220921/dq220921a-eng.htm

Source: Statistics Canada

Summary: Indigenous Peoples, their communities, cultures and languages have existed since time immemorial in the land now known as Canada. The term “Indigenous Peoples” refers to three groups —First Nations People, Métis, and Inuit — who are recognized in the Constitution Act. However, while these groups are representative of the Indigenous population as a whole, each is tremendously diverse. This diversity is reflected in over 70 Indigenous languages that were reported during the 2021 Census, over 600 First Nations who represent their People across the country, the plurality of groups representing Métis nationhood, and the four regions and 50 communities of Inuit Nunangat that Inuit call home.

Much of Canada’s cultural, economic and political landscape has been shaped by the achievements of Indigenous people. Generations of Indigenous people, including leaders, Elders, healers, educators, business leaders, artists, and activists, have made invaluable contributions, touching all aspects of life in Canada.

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