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Issue #128
July, 2020

Towards Understanding and Supporting Marginalized Children and Youth in Ontario: The Case of Growing up Indigenous

Source: Wellesley Institute

Summary: This report focuses on the voices and experiences of diverse urban Indigenous youth, parents, service providers, and community leaders across Ontario, to discover ways in which future systems change initiatives can better build on the strengths and support success in Indigenous communities.

With evidence to drive change, effective strategies for creating change, and the voice of community members guiding us, it is possible to revitalize our systems of support so that all our children and youth are equipped for success when they reach adulthood.

Indigenous Statistics Portal

Source: Statistics Canada

Summary: The portal is part of Statistics Canada’s Indigenous Statistical Capacity Development Initiative, and provides a central location on the agency’s website where users can find links to data products about First Nations People, Métis, and Inuit.

The Indigenous Statistics Portal provides data on Indigenous communities, children and families, health and well-being, education, work, and many other topics, in one convenient location.
Users can also quickly find information on recently released products and view data from the 2016 Census.

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.

Available as a free pdf.

Indigenous Cinema in the Classroom – Ages 12- 14

Source: National Film Board

Focus: Ages 12-14

Summary: These films for middle-school learners feature stories from acclaimed filmmakers Thérèse Ottawa, Gil Cardinal, Caroline Monnet, and others from across Canada.

Indigenous Cinema in the Classroom is an extension of our Wide Awake Tour for the public. It offers teachers, students and parents the opportunity to watch films selected from our collection of more than 250 Indigenous-made works. We’ve created playlists of these titles, grouping them by student age recommendation and professional development themes for teachers. They touch on various subjects related to the topic of nationhood, including: the search for identity, Atikamekw roots, fatherhood, richness of heritage, celebration of heritage and the power of dancing in a powwow, ignorance, prejudice, racism, empowerment, bullying, discrimination, the Abenaki tribe, loss of home and land, colonization, the Indian Act and Bill C-31, Indigenous stereotypes, Indigenous pride, the Haisla people of British Columbia, the journey of the G’psgolox Pole, Indigenous languages, the Talking Circle, the Potlatch, Indigenous medicine, intergenerational knowledge, present-day environmental issues and concerns, oppression and resistance, conflict resolution, traditional Indigenous dance, hunting and trapping, Pete Standing Alone and the Blood Indians of Southern Alberta (English only), residential schools, preserving the traditional ways of life, and Indigenous Elders.

Struggles and Success …. The Impact of COVID-19 on an Aboriginal Youth Entrepreneurship Program

Source: Dr. Carlana Lindeman, Martin Family Initiative

A year ago, I posted an article on “Giving Matters” about the Martin Family Initiative’s (MFI) ground-breaking project: the Aboriginal Youth Entrepreneurship Program (AYEP). At that time, AYEP was offered in 51 schools across Canada and there were plans to expand to additional locations.

The 2019-20 school year started off very well. AYEP teachers were very impressed with their students’ progress; many reported evidence of students’ increasing knowledge of the economy and business, improved motivation to complete current studies and pursue further ones, increased self-confidence, and heightened awareness of the needs of their communities.

All this changed on March 11, 2020 when the COVID-19 pandemic was declared…

Indigenous Early Learning and Child Care Framework

Source: Employment and Social Development Canada

Summary: Children hold a sacred place in the cultures of Indigenous Peoples. With that comes a sacred responsibility to care for them. High-quality, culturally-specific and well-supported early learning and child care (ELCC) programs, services and supports that are specifically designed for and with Indigenous families and communities will make a genuine difference in the early experiences of children. This, in turn, will support children’s long-term development and life outcomes. High-quality Indigenous ELCC programming empowers young children with a strong sense of identity. It provides educational opportunities and school readiness and contributes to their overall health and wellness from early years into adulthood.

ELCC programs can holistically support parents and families to participate in their cultures and languages. Programs provide access to information and resources, connections to community, alignment to unique health, education and social needs, and child care for children while parents participate in traditional lifestyles, work, training, education and other facets of their lives. For the purposes of this Framework, Indigenous ELCC includes a wide range of programs and activities designed to support children aged 0 to 6 in their development, learning and cultural identity. Indigenous ELCC programs and activities aim to support culturally-based language, emotional, intellectual, spiritual and physical development in the home, in a preschool or nursery school, or in a home child care or daycare setting.

Frontier School Division Social Studies 9-12

Source: Frontier School Division, Manitoba  

Focus: Grades 9-12

Summary: This page is the gateway to Grade 9-12 SS/NS resources that can be integrated into the provincial Social Studies Curriculum.  They may consist of material with an Aboriginal focus or relevant new material not yet available in existing texts. The inclusion of culturally-sensitive materials is based on the belief that affirmation of one’s culture and history can promote confidence and self-esteem, and lead ultimately to greater success in life. This is especially critical for Aboriginal students (defined here as Status and Non-Status Indians, Métis, and Inuit) within Frontier School District. Thus, one of SS/NS Department’s main roles is the creation/acquisition of materials with an Aboriginal focus. Not only can such material have a positive impact on Aboriginal students, they can also help non-Aboriginal students become aware of and sensitive to Aboriginal concerns.

Indigenous Arts and Stories: Teacher’s Guide: Primary Art and Writing Activities

Source: Historica Canada

Summary: Historica Canada’s Indigenous Arts & Stories contest provides an opportunity for Indigenous youth to explore their heritage and culture and aims to encourage them to create their very own work of art or piece of writing.

This learning tool has been created for students ages 6 to 12. This tool gives step-by-step directions on how to create different art and writing projects to submit to the contest. Teachers can use the guide to help choose activities for their students and to assist youth in the creative process of developing their art and writing.

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