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A brighter future begins
with better education
The Martin Family Initiative (MFI) launched the Promising Practices in Indigenous Education Website (PPW) in December 2009. PPW is a virtual library/clearinghouse of curriculum resources and research for policy makers, researchers, health professionals, community workers and funders, those who work directly and indirectly with Indigenous students. Its goal is to improve elementary and secondary Indigenous student success.
PPW collects and publicizes curriculum materials, learning strategies, relevant policies and research, Early Childhood Education resources, Parent/Community Engagement, and other promising initiatives. The website hosts curriculum guides, videos, research papers, and resources for Indigenous and non-Indigenous teachers and learners. It also provides links to other Indigenous education organizations.
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From our most recent outreach:
Summary:The COVID-19 pandemic has made many of us feel worried and uncertain about the future. Here are some tips and tools for self-care, keeping in touch, staying safe online, and helping friends.
Use these resources to give you some inspiration to stay connected through daily questions and activities with your family!
If you need help, Kids Help Phone is always there for you. No matter what you want to talk about, they’re there to listen. No judgment, totally private, 24/7.
Source: Indigenous Corporate Training Inc.
Summary: This is an interesting junction in Canadian history as non-Aboriginal Canadians wake up to the harsh reality of the residential schools, as shown by the Truth and Reconciliation Commission (TRC) report. This new awareness could well be the catalyst for real, fundamental change, and where more effective than in the classroom?
Teachers (and school districts) with Indigenous students have the opportunity to provide transformative change, not just in the Indigenous students, but in the entire student body and the families of the student body. The ripple effect will eventually reach out into the community and beyond.
Source: Dufferin-Peel Catholic District School Board
Summary: Resource Kits:
Each division contains a series of activities. Each activity had a downloadable pdf that provides a sample lesson plan as well as possible connections to curriculum form a wide range of subject areas.
Source: Historica Canada
Focus: Grades 6-8
Summary: Popular narratives of Canadian history have most frequently been told from the perspective of European settlers. As a result, Indigenous experiences have often been neglected or excluded from the telling of our country’s history. For a more comprehensive understanding of Canada’s history, it is important to examine it from Indigenous perspectives. Doing so requires students to explore the depth, breadth, diversity, and regional variation of experiences of Indigenous peoples in the land that is now Canada. It is also necessary to examine the legacy and consequences of colonialism and the repressive policies to which Indigenous peoples have been subjected.
This guide aims to engage students in thinking critically about our historical narratives, and help them consider how both individual and collective worldviews shape - and are shaped by - history.
Focus: Junior/Intermediate students
Summary: Two YouTube videos which introduce students to the Inuit community and culture.
Summary: The First Nation announced on February 18 that is had joined the Model Schools Literacy Project, part of the Martin Family Initiative.
Kindergarten to Grade 3 students at Bernard Constant School on the James Smith Cree Nation will be part of a new literacy project.
Source: Fédération des enseignantes et des enseignants de l’Ontario (FEO)
Sommaire: Vous trouverez de précieux renseignements sur diverses organisations, avec des liens vers leur site Internet et des ressources pour vous aider dans la planification de votre enseignement et votre perfectionnement professionnel.
Veuillez noter que ces liens ne sont fournis qu’à titre de renseignement et à des fins éducatives. Un lien vers le site Web d’un tiers ne signifie pas nécessairement que la FEO appuie l’organisme qui a créé le site Web ou qu’elle est d’accord avec les points de vue qui y sont exprimés. De nouveaux liens vers d’autres ressources seront ajoutés à mesure qu’ils seront disponibles. Nous vous invitons donc à visiter souvent ce site.
L’outil de la FEO Ressources pour le personnel enseignant –Ressources Web est proposé pour aider tous les membres du personnel enseignant.
Source: Ontario Teachers’ Federation (OTF)
Summary: You will find valuable information on various organizations, with links to their websites and resources to help you plan your education and professional development.
Please note that these links are provided for informational and educational purposes only. New links to other resources will be added as they become available. We therefore invite you to visit this site often.
The OTF Teacher Resources Tool - Web Resources is provided to assist all teachers.
Source: Conference Board of Canada
Summary: Key Findings
• Closing the gaps in labour market participation and outcomes for First Nations, Inuit, and Métis People across Canada could add $11.2 billion to the Canadian economy annually. Labour market exclusion issues are most pronounced for Inuit in Inuit Nunangat, and closing the gaps could add $371.6 million to the economy in Inuit Nunangat annually.
• Northern economies are less diversified, and Indigenous workers are over-represented in jobs that are more vulnerable during economic downturns. The Indigenous employment gap is thus not just a skills challenge, but an economic development and diversification challenge.
• Indigenous People’s participation in the traditional economy remains strong and is strongest among Inuit. The traditional economy is an important component of the mixed economy in Inuit Nunangat and Inuit visions of livelihoods.
Source: Memorial University, Newfoundland and Labrador
Summary: This FAQ is based on questions we, as Indigenous researchers, advisors and administrators, often hear or wish researchers knew more about. When using this guide, keep in mind that “Indigenous groups” and “Indigenous peoples” are terms that cover immense diversity and answers to these questions will be different for each nation, government, governing body and group. In short, this FAQ is not the definitive answer to these questions so much as a guide that can help researchers start the journey to answering them. These questions should always be answered by the specific places, groups and/or governing bodies you wish to work with. There is no universal answer.