Promising Practices in Indigenous Education
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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:
Youth and COVID 19
Source: First Nations Health Authority
Summary: Indigenous youth in BC are staying well, even during the pandemic. Read their pages and watch their videos to find out what they are doing to feel connected.
Indigenous Early Learning and Child Care Framework
Source: Government of Canada
Summary: The Indigenous Early Learning and Child Care Framework represents the Government of Canada and Indigenous peoples’ work to co-develop a transformative Indigenous framework that reflects the unique cultures, aspirations and needs of First Nations, Inuit and Métis children across Canada.
The Framework sets out a shared vision, principles and a path forward for Indigenous early learning and child care—a Canada where all Indigenous children have the opportunity to experience high-quality, culturally rooted early learning and child care programming.
Alongside a distinctions-based approach that respects the specific priorities of First Nations, Inuit and the Métis Nation, the Framework describes an overarching vision for a comprehensive and coordinated early learning and child care system led by Indigenous peoples, establishes shared principles, and includes specific gender and geographic considerations that represent the views of all Indigenous children and families.
Cadre d’apprentissage et de garde des jeunes enfants autochtones
Source: Gouvernement du Canada
Résumé: Le cadre d’apprentissage et de garde des jeunes enfants autochtones est le résultat des efforts du gouvernement du Canada et des Autochtones en vue d’élaborer conjointement un cadre de transformation pour les Autochtones, qui reflète les cultures, les aspirations et les besoins uniques des enfants inuits, métis et des Premières Nations de l’ensemble du Canada.
Ce cadre établit une vision commune, ainsi que les principes et la voie à suivre en ce qui a trait à l’apprentissage et à la garde des jeunes enfants autochtones : un Canada où tous les enfants autochtones ont la possibilité de participer à des programmes d’apprentissage et de garde des jeunes enfants de grande qualité, qui sont ancrés dans leur culture.
En plus de s’appuyer sur une approche fondée sur les distinctions qui respecte les priorités particulières des Premières Nations, des Inuits et des Métis, le cadre décrit une vision globale s’articulant autour d’un système d’apprentissage et de garde des jeunes enfants coordonné et exhaustif dirigé par les Autochtones, établit les principes communs à respecter et prévoit les facteurs particuliers à considérer en ce qui a trait au sexe et à la géographie qui représentent les points de vue de tous les enfants et de toutes les familles autochtones.
Resources to help teach students about National Indigenous Peoples Day
Focus: Senior elementary students
Summary: In Canada, June 21 is known as National Indigenous Peoples Day. This is a day for all Canadians to recognize and celebrate the unique heritage, diverse cultures and outstanding contributions of First Nations, Inuit and Métis peoples.
Although these groups share many similarities, they each have their own distinct heritage, languages, cultural practices and spiritual beliefs. In cooperation with Indigenous organizations, the Government of Canada chose June 21, the summer solstice, for National Indigenous Peoples Day.
For generations, many Indigenous peoples and communities have celebrated their culture and heritage on or near this day due to the significance of the summer solstice as the longest day of the year.
In 2009, June was declared National Indigenous History Month, following the passing of a unanimous motion in the Canadian House of Commons. This provides an opportunity to recognize not only the historic contributions of Indigenous peoples to the development of Canada but also the strength of present-day Indigenous communities and their promise for the future.
Every June, Canadians celebrate National Indigenous History Month, which is an opportunity to honour the heritage, contributions and cultures of First Nation, Inuit and Métis communities across Canada. Canadians are also invited to celebrate National Indigenous Peoples Day on June 21st each year.
Indigenous Career Stories
Source: Let’s Talk Science
Focus: Secondary students
Summary: Exploring STEM-related careers from the perspective of Indigenous professionals, such as those in health care, business or natural resources, raises awareness of the positive impact that they have on their communities. This contributes to the spirit of reconciliation by strengthening understanding of the contemporary contributions of Indigenous professionals in Canada, and also by building empathy toward and respect for Indigenous people in these spaces.
In this lesson, students will explore careers from the perspective of Indigenous professionals. Students will watch videos and read profiles to learn more about the person’s career path, their motivation and how some individuals might connect their career to their Indigenous identity. Students will reflect on how learning about these career paths impacts their understanding of STEM-related careers. They will then share what they’ve learned through presentations.
First Nations|Indigenous Peoples | Atlas of Canada
Source: Canadian Geographic
Summary: First Nations culture is rooted in storytelling. Since time immemorial, we have passed on knowledge from generation to generation through our Oral Traditions to teach our beliefs, history, values, practices, customs, rituals, relationships, and ways of life. Our culture and the teachings of our ancestors are preserved and carried on through the words of Elders, leaders, community members and young ones. These teachings form an integral part of our identity as nations, communities, clans, families and individuals.
Welcome to the stories of our people, beautifully showcased in this incredible Indigenous Peoples Atlas of Canada. We are honoured to gift you with a remarkable and breathtaking array of our experiences and worldviews.
Les Premières Nations | atlas des peuples autochtones du Canada
Source: Canadian Geographic
Résumé: Depuis des temps immémoriaux, nous avons recours à la tradition orale pour transmettre nos connaissances d’ une génération à l’ autre. Croyances, histoire, valeurs, pratiques, coutumes, rituels, relations et modes de vie sont ainsi enseignés. C’ est par la bouche de nos aînés, de nos leaders, des membres de nos communautés et de nos jeunes que notre culture et nos savoirs ancestraux sont préservés et perpétués. Ces enseignements font partie intégrante de qui nous sommes en tant que nations, communautés, clans, familles et individus.
Voici donc nos histoires, magnifiquement présentées dans les pages de cet incroyable Atlas des peuples autochtones du Canada. C’ est un honneur de vous offrir en cadeau ce tableau remarquable et extraordinaire de nos expériences et de nos visions du monde.
A Curriculum for Educating Differently/ Unlearning colonialism and renewing kinship relations
Source: EdCan Network
Summary: The difficult truth is that colonial forms of relationship denial are much more than just intellectual problems. Human beings who accept colonial worldview as natural, normal, and common sense come to embody colonial forms of relationship denial that teach them to divide the world. The field of education has become so fully informed by the assumed correctness of colonial worldview that it has become difficult to take seriously other knowledge systems or ways of being human. However, this struggle to honour other knowledge systems or ways of being is implicated in the deepest difficulties faced today in trying to live in less damaging, divisive, and ecologically destructive ways. It is clear that the acceptance of relationship denial as the natural cognitive habit of successful human beings undermines the ability to respond to these complex challenges in dynamic ways. Thus, an urgent educational challenge facing educators today involves:
- first decentring, denaturalizing, and unlearning colonial logics of relationship denial as curricular and pedagogical common sense, and
- second, honouring other ways to know and be.
The Slaughter of the Bison and Reversal of Fortunes on the Great Plains
Source: Authors: D.L Feir, Maggie E.C Jones, Rob Gillezeau, University of Victoria
Summary: In the late 19th century, the North American bison was brought to the brink of extinction in just over a decade. We show that the bison’s slaughter led to a reversal of fortunes for the Native Americans who relied on them. Once the tallest people in the world, the generations of bison-reliant people born after the slaughter were among the shortest. Today, formerly bison-reliant societies have between 20-40% less income per capita than the average Native American nation. We argue that federal Indian policy that limited out-migration from reservations and restricted employment opportunities to crop based agriculture hampered the ability of bison-reliant societies to adjust in the long-run, generating lasting regional disparities associated with other indicators of social dislocation, such as suicide and unrest.
Indigenous peoples and communities
Source: Government of Canada
Summary: "Indigenous peoples" is a collective name for the original peoples of North America and their descendants. Often, "Aboriginal peoples" is also used.
The Canadian Constitution recognizes 3 groups of Aboriginal peoples: Indians (more commonly referred to as First Nations), Inuit and Métis. These are 3 distinct peoples with unique histories, languages, cultural practices and spiritual beliefs.
More than 1.67 million people in Canada identify themselves as an Aboriginal person, according to the 2016 Census. Aboriginal peoples are:
- the fastest growing population in Canada – grew by 42.5% between 2006 and 2016
- the youngest population in Canada – about 44% were under the age of 25 in 2016