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Issue #150
May, 2022

The Early Years – Martin Family Initiative

Source: MFI

Focus: Parents, early childhood educators

Summary: Indigenous families and their communities are the best place to support the healthy development of their children and to encourage overall well-being and cultural identity.  

Canada has a long history of policies and legislation that have deeply impacted the health and happiness of Indigenous children, families and communities. As a result of the legacy of colonization and the historic underfunding of essential services, Indigenous communities continue to grapple with a number is social inequities.  Despite the efforts made by Indigenous communities to soar above the consequences of these systemic hurdles, too many still persist.

They have led to substantially poorer health and educational outcomes, substandard housing, high unemployment and large numbers of children in child welfare care. In fact, there are more Indigenous children in foster care today than in the residential school system at the height of its operation.

To break this pattern, Indigenous communities and families must have direct control over their own services.

Rupertsland Centre for Teaching and Learning

Source: Rupertsland Institute Métis Centre of Excellence

Focus: Elementary and secondary students

Summary: Rupertsland Centre for Teaching and Learning develops comprehensive foundational knowledge resources, engaging lesson plans, meaningful professional development opportunities and authentic classroom learning tools that speak accurately and meaningfully to topics in Métis education.

Rupertsland Centre for Teaching and Learning (RCTL) is continually developing new resources to engage learners of all ages with Métis education.

Métis Memories of Residential Schools: A Testament of Strength to the Métis

Source: University of Calgary

Focus: Secondary students

Summary: This powerful educational resource was designed to acknowledge, highlight, and share Métis residential school survivor experiences in collaboration with respected Métis Elder Angie Crerar, Author Jude D. Daniels, Canadian artist Lewis Lavoie, Métis community, Rupertsland Institute, and Werklund School of Education.  Mural image inspired by Métis Artist Samantha Pratt.

“The Three Sisters” and “The Birch Bark Canoe”

Source: Indigenous Ideas for the 21st Century Classroom

Focus: Secondary students

Summary: The Three Sisters

Rooted in story, this twenty minute video takes us to the beginnings of agriculture and illuminates the connection of all living things.  The accompanying book shows how a range of educators imagined using The Three Sisters in their classrooms. From Northern Manitoba, to downtown Winnipeg; from senior year’s mathematics, to an early years inquiry project; from a garden in the middle of a school to a garden in the middle of a parking lot, the responses were extraordinary.

Birch Bark Canoe

This resource package provides teachers with a video and accompanying curricular connections. It was designed to support Manitoba classrooms in honoring the contributions of First Nations and Métis peoples and to educate future generations about the art and science of the birch bark canoe.

Indigenous Student Success in Public Schools: A “We” Approach for Educators

Source: Vol. 62 No. 1 (2016): Spring   Martha Moon and Paul Berger – Lakehead University.

Focus: Educators and researchers

Summary: What does Indigenous student success look like in public school boards? Seven urban Indigenous educators’ interview responses to this question were interpreted and reported by the lead author, a teacher and researcher of English, Irish, and Scottish heritage – a Settler Canadian. The “Connected Beads Model” is the result of these educator-to-educator interviews. It shows how Indigenous students’ success can be promoted when Settler and Indigenous educators take a “We” stance alongside students, families, and communities through honoring story, relationship, and holism in school. The concepts embedded in the model and its practical applications are explored through participants’’ quotations and considered alongside related literature on Indigenous education.

Skills Development in Northern Mining Regions: Lessons from Manitoba

Source: Future Skills Centre

Summary: For many Indigenous communities in northern Manitoba, the mining industry is a major source of employment. However, these jobs are vulnerable to mine life cycles, market demand for commodities, and automation. Mining is steadily becoming a skilled occupation, so worker education and training must keep up with the skills required to do modern mining jobs.

Providing adequate educational and training opportunities for learners in remote and Indigenous communities faces a unique set of challenges, including geography, culture, and Internet access. Organizations that form part of the regional skills development ecosystem in northern Manitoba, including postsecondary institutions, governments, industry bodies, and learners, must all rise to the challenge of meeting current job needs while keeping an eye on the skills and training workers will need in the future.

Développement des Compétences dans les régions minières du Nord: leçons tirées du Manitoba

Source: Centre des Compétences futures

Résumé: Pour de nombreuses communautés autochtones du Nord du Manitoba, l’industrie minière est une importante source d’emploi. Cependant, ces emplois sont vulnérables aux fluctuations des cycles de vie des mines, à la demande du marché pour les produits de base et à l’automatisation. Le travail dans les mines nécessite plus que jamais des compétences spécialisées. Ainsi, la formation et l’éducation des travailleurs doivent s’adapter et répondre aux exigences en matière de compétences des emplois miniers d’aujourd’hui.

Offrir des possibilités d’éducation et de formation adéquates aux apprenants des communautés éloignées et autochtones requiert de surmonter un ensemble de défis uniques liés à la géographie, à la culture et à l’accès à l’Internet. Les organisations qui composent l’écosystème régional de développement des compétences dans le Nord du Manitoba, y compris les établissements d’enseignement postsecondaires, les gouvernements, les organismes industriels et les apprenants, doivent relever le défi de répondre aux besoins actuels en matière d’emploi tout en gardant à l’esprit les compétences et la formation dont les travailleurs auront besoin à l’avenir.

Analyzing Assessment Practices for Indigenous Students

Source: Frontiers in Education, Jane P. Preston & Tim R. Claypool

Summary: The purpose of this article is to review common assessment practices for Indigenous students. We start by presenting positionalities – our personal and professional background identities. Then we explain common terms associated with Indigeneity and Indigenous and Western worldviews. We describe the meaning of document analysis, the chosen qualitative research design, and we explicate the delimitations and limitations of the paper. The review of the literature revealed four main themes. First, assessment is subjugated by a Western worldview. Next, many linguistic assessment practices disadvantage Indigenous students, and language-specific and culture-laden standardized tests are often discriminatory. Last, there is a pervasive focus on cognitive assessment. We discuss how to improve assessment for Indigenous students. For example, school divisions and educators need quality professional development and knowledge about hands-on assessment, multiple intelligences, and Western versus Indigenous assessment inconsistencies. Within the past 20 years, assessment tactics for Indigenous students has remained, more or less, the same. We end with a short discussion addressing this point.

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