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Issue #108
November, 2018

Beyond Shadows: First Nations, Métis and Inuit Student Success

Source: Pamela Rose Toulouse. Laurentian University, August 2013

Summary: This paper addresses themes that emerged from the Canadian Teachers’ Federation July 2013 President’s Forum on First Nations, Métis and Inuit education. Strategies, programs and wise practices for holistic Indigenous student success in Canada are highlighted and discussed. Current research focusing on equitable education environments based in social justice philosophies, inter-agency approaches, culturally relevant pedagogy, system wide change and inclusion are presented. A highly visual journey navigates the complexity and necessity for immediate action aimed at fostering understanding between Indigenous and non-Indigenous peoples as key. Advice, teachings, models and principles from students, educators, researchers, leaders, Elders and other stakeholders on Indigenous student success are infused throughout.

Education is Our Buffalo: A Teachers’ Resource for First Nations, Métis and Inuit Education in Alberta

Source:  The Alberta Teachers’ Association

Summary: The rare birth of a white buffalo on the Great Plains was considered a sacred event that represented hope, rebirth and unity for the tribes who depended on the buffalo for their sustenance. Many tribes have passed down legends that explain the symbolism of the white buffalo. We have used the white buffalo to show respect for Aboriginal history and culture in the hope that, as teachers become more familiar with Aboriginal culture, they can foster hope, rebirth and unity among Aboriginal students.

LSK Chosen To Participate In Model Schools Literacy Project

Source: The Weekly Press

Summary: Young students in their early years of learning will get some extra support thanks to the Model Schools Literacy Project. L’nu Sipuk Kina’muokuom (LSK) School in Indian Brook (Sipekne’katik) has been chosen to participate in the project, offered through the Martin Family Initiative.

“They’re working with us to improve literacy in students in grades primary through three,” said Kelly Oliver, the principal at LSK. “The project will be enhancing and supporting our resources, and providing training for teachers, and resources for teachers and staff. We started with the project in September.”

LSK currently has 45 students in Primary through Grade 3

Ontario First Nations Map

Source: Government of Ontario

Focus: Secondary Students

Summary:  The Ontario First Nations map shows the locations of:

  • First Nation communities: listed by band number and cultural affiliation (e.g., Algonquin, Cree, Ojibway)
  • Tribal Councils (a grouping of bands with common interests who join together to provide advice and programs to their members)
  • reserves (land set aside for Bands under the Indian Act and treaty agreements)
  • political organizations (e.g., Union of Ontario Indians, Grand Council Treaty 3)
  • land covered by specific treaties

The border shows symbols that have special meaning to First Nations in Ontario.

Treaties map

Ontario is covered by 46 treaties and other agreements, such as land purchases by the Crown. These agreements were signed between 1781 and 1930.

Math Catcher: Mathematics through Aboriginal Storytelling

Source: Simon Fraser University (SFU)

Focus: Elementary

Summary: Math Catcher introduces mathematics and science to Aboriginal students through the use of First Nations imagery and storytelling. Match Catcher has produced animated films in several First Nations languages (Blackfoot, Cree, Squamish, Heiltsuk, Nisga’a, Sliammon, Halq’em ́eylem, Hul’q’umi’num’, and Huu-ay- aht) as well as bilingual picture books in Blackfoot/English, Cree/English, Squamish/English, Nisga’a/English, and Sliammon/English.

Early Childhood Education and Care for Aboriginal Children in Canada

Source: Jane Preston. November 2014

Summary: This brief is drawn from the article “Aboriginal early childhood education in Canada: Issues of context” (Preston, Cottrell, Pelletier, Pearce, 2012). The brief explicates contextual factors that are important to quality Aboriginal early childhood education: privileging Aboriginal pedagogy; promoting Indigenous languages and culture; adequate staffing by qualified Aboriginal educators; empowerment of Aboriginal parents and communities; and in the case of kindergarten services, a full-day timetable. The author argues that strong collaborative efforts are needed by multi-level leaders to ensure that quality Aboriginal early childhood education is actualized throughout Canada.

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