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Issue #117
August, 2019

Media

CMEC Symposium on Indigenizing Teacher Education Summary Report

https://www.cmec.ca/Publications/Lists/Publications/Attachments/390/SITE_2018_Report_no-marks_EN.pdf

The CMEC Symposium on Indigenizing Teacher Education took place in July 2018 at the University of British Columbia, which is located on the traditional, ancestral, and unceded territory of the Musqueam, Squamish, and Tsleil-Waututh First Nations. The symposium gathered participants from across Canada, along with Elders and students, to share their perspectives on the Indigenization of teacher education programs (TEP) and how to help teachers Indigenize their K–12 classrooms. Overall, the aim of the event was to identify and highlight the importance of, and ways to create, learning environments that reflect and respect Indigenous ways of knowing and being, by:

  • exploring innovative work in teaching language, culture, and identity;
  • examining Indigenous holistic perspectives on student well-being, including mental health and wellness;
  • incorporating Indigenous ways of knowing into the curriculum; and
  • creating productive partnerships.

Additional information on the recommendations and key findings of the event are available in the CMEC Symposium on Indigenizing Teacher Education Summary Report.

Relevant Research

The Critical Piece for an Indigenous Urban Agenda – CD Howe Institute

https://www.cdhowe.org/intelligence-memos/john-richards-education-critical-piece-indigenous-urban-agenda

Source: CD Howe Institute, John Richards

Summary: The intent of much Canadian Indigenous policy since 1996 has been to “strengthen the canoe,” in the words of one 400-year-old treaty. Overall, this has been a worthy exercise in the pursuit of reconciliation with those wanting to live communally. But not all want to live communally.

Increasingly, those who identify as First Nation in the census live off-reserve. Between the 2001 and 2016 censuses, the proportion of First Nation people living on-reserve declined from 45 to 34 percent. The majority of First Nation people now live in cities. The majority of Métis live in a city with a population above 100,000.
The federal government has accorded reconciliation a high priority in terms of respect for treaty rights and increased funding for on-reserve services. To date, neither Ottawa nor the provinces nor the leaders of Indigenous organizations have given comparable financial and political priority to realizing goals – education goals in particular – among the majority of the Indigenous population that live off-reserve.

Related Links

Coders North

https://www.codersnorth.com/

Source: Elephant Thoughts

Focus: Teachers and secondary students

Summary: Coders North is a free, online meeting place for teachers and their students to share, learn, partner and celebrate coding and the Indigenization of the digital world. If you’re not sure what that means, no need to worry. By exploring our portal, you’ll discover how Indigenous people are participating in these fields in meaningful and creative ways, giving back to their communities and contributing globally. We’re sure that you, too, will be motivated and inspired by what you see.

Multimedia

The “Indian Problem”

https://www.youtube.com/watch?v=if-BOZgWZPE

Source: Smithsonian Institute

Summary: As American power and population grew in the 19th century, the United States gradually rejected the main principle of treaty-making – that tribes were self-governing nations- and initiated policies that undermined tribal sovereignty. For Indian nations, these policies resulted in broken treaties, vast land loss, removal and relocation, population decline, and cultural decimation.

The “Indian Problem” was produced to serve as the central video in the exhibition “Nation to Nation: Treaties between the United States and American Indian Nations,” on view at the National Museum of the American Indian in Washington, DC. This video introduces visitors to the section of the exhibition titled “Bad Acts, Bad Paper.”

Classroom Practice: Secondary

Grade 10 Indian Residential Schools and Reconciliation

http://www.fnesc.ca/grade-10irsr/

Source: FNESC First Nations Education Steering Committee

Focus: Grade 10

Summary: These learning resources are designed to help Grade Ten students attain an understanding of the history of the relationship between Aboriginal and non-Aborginal people over Canada’s history.  They are for the instruction of youth from all cultural backgrounds, not just Aboriginal students.

While the instructional activities are presented in a structured format, they are intended to be flexible in their use. They allow for the application of both a First Peoples Pedagogy and the changing BC Curriculum.
The activities are designed to be adaptable and flexible. Teachers can follow the sequence of lessons, they can use particular lessons or sections as stand-alone activities, or they can adapt the activities to meet their own curriculum planning requirements and the learning needs of their students.

Classroom Practice: Elementary

Indigenous Kids Rights Path

http://www.indigenouskidsrightspath.ca/welcome

Source: First Nations Child & Caring Family Society of Canada

Focus: Junior/Intermediate Students

Summary: Welcome to Indigenous Kids Rights Path – the IKRP! This is a place where Indigenous children (on and off reserve) can learn about their rights and find links to help or resources if they feel their rights are not being respected.

It is also a place to learn more about things that sometimes make it harder for Indigenous children and young people to succeed, things that can help, and ways that we can all make a difference.

Community Engagement

Reviving your Language through Education

http://www.fnsa.ca/portfolio-item/reviving-your-language-through-education

Source: First Nations Schools Association of British Columbia

Summary: This workbook is designed to assist First Nations language advocates, educators and communities to develop a clear vision for language education, fully understand their current language situation and resources, and exit with a comprehensive plan for achieving their vision.

Topics include background information for language planning, understanding how new language speakers are created, language education planning steps, engaging parents, teacher training and education, curriculum building, funding and more.

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