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Issue #23
October, 2011

Professional Development

Redefining How Success is Measured in Aboriginal Learning

http://www.ccl-cca.ca/CCL/Reports/RedefiningSuccessInAboriginalLearning/RedefiningSuccessModels.html

Source: Canadian Council on Learning

Summary: These holistic lifelong learning models are the result of ongoing discussions among First Nations, Métis and Inuit learning professionals, community practitioners, researchers and analysts. (View the complete list of individuals and organizations who have contributed to the development of these learning models.)

The holistic lifelong learning models represent the link between lifelong learning and community well-being, and can be used as a framework for measuring success in lifelong learning for First Nations, Métis and Inuit peoples.

This site allows you to interactively explore the elements of the Holistic Lifelong Learning Model.

Related Links

Métis Nation of Ontario

http://www.metisnation.org/about-the-mno/the-metis-nation-of-ontario.aspx

Summary: The Métis are a distinct Aboriginal people with a unique history, culture, language and territory that includes the waterways of Ontario, surrounds the Great Lakes and spans what was known as the historic Northwest.

The Métis Nation is comprised of descendants of people born of relations between Indian and European people. The initial offspring of these unions were of mixed ancestry. The genesis of a new Aboriginal people called the Métis resulted from the subsequent intermarriage of these mixed ancestry individuals.

Distinct Métis settlements emerged as an outgrowth of the fur trade, along freighting waterways and watersheds. In Ontario, these settlements were part of larger regional communities, interconnected by the highly mobile lifestyle of the Métis, the fur trade network, seasonal rounds, extensive kinship connections and a shared collective history and identity.

Founded in the early 1990’s, by the will of Ontario Métis, the Métis Nation of Ontario (MNO) represents the collective aspirations, rights and interests of Métis people and communities throughout Ontario. The MNO has a democratic, province-wide governance structure. Every four years Métis citizens have the opportunity to choose their provincial and regional leadership, by voting in province-wide ballot box elections.

In addition, Community Councils have been established throughout the province. They get their mandate to support local governance from the MNO through signed Community Charter agreements, and work collaboratively with the MNO and other Community Councils to represent the rights and interests of regional rights-bearing Métis communities throughout the province.

The MNO, through its province-wide infrastructure delivers a range of programs and services in the areas of health, labour market development, education and housing, to approximately 73,000 Ontario Métis and other Aboriginal groups. More than 150 people work for the MNO in 19 offices throughout the province.

Classroom Practice: Elementary

Northern Research Portal

http://scaa.usask.ca/gallery/northern/content?pg=menu&ap=2&ln=en

Source: University of Saskatchewan
Focus: Elementary and Secondary students, teachers and the general public

Summary: This site provides a multitude of resources for a variety of audiences. The resources were selected to assist learning about the north for a general audience, and includes both the option of ‘self-serve’ and interpretive materials.

The teacher resource section of the website includes questions, activities, and points to other sites which may be of interest to students and of assistance to teachers when developing lesson plans. In some cases, references can be linked directly back to one of the exhibits created specifically for this site. Additionally, links have been added to other resources which may be of use.

Material on this website originating from the University of Saskatchewan collections may be used in classrooms or compiled to create learning tools for students.

A kids’ section contains information about the northern countries where a kid can a detective, looking at images and writing about and by people of the North to try to discover the story they tell, or, look at exhibits, where other people have told one story based on the same information.

An Advanced Resources section is provided for faculty, graduate students, and other independent researchers.

Professional Development

Honouring Indigenous Women: Hearts of Nations, Vol. 1 booklet

https://ipsmo.wordpress.com/honouring-indigenous-women/

Source: Conseil Canadien Sur L’Apprentissage (CCA)

Resume: Ces Modèles holistiques d’apprentissage tout au long de la vie sont le résultat de discussions continues entre des professionnels, des praticiens communautaires, des chercheurs et des analystes de l’apprentissage chez les Premières nations, les Métis et les Inuits. (Consulter la liste complète des personnes et des organisations qui ont participé à l’élaboration de ces modèles d’apprentissage.)

Les Modèles holistiques d’apprentissage tout au long de la vie représentent le lien entre l’apprentissage tout au long de la vie et le bien-être de la communauté; ils peuvent servir de cadre pour mesurer la réussite de l’apprentissage tout au long de la vie chez les Premières nations, les Métis et les Inuits.

Ce site vous permet d’explorer de façon interactive les éléments du Modèle de l’apprentissage holistique tout au long de la vie.

Promising Initiatives

Arctic Children and Youth Foundation

http://www.acyf.ca/

Summary: The mission of the Arctic Children and Youth Foundation is “to work at all levels to assist Arctic children and youth to attain standards of living, education, opportunities and health and well-being equal to those of other Canadians.

The Arctic Children and Youth Foundation will target the following objectives:

  • Facilitation: the Foundation will work with governments and other child-serving agencies to ensure that national or international initiatives are adapted to the conditions and culture of the Canadian Arctic to ensure effective implementation and encourage positive outcomes;
  • Suicide and substance abuse prevention: the Foundation will actively work to reduce and eliminate the factors of hopelessness, isolation and poverty that lead to self- destructive behaviors such as substance abuse and suicide. It will adapt “best practice” prevention programs for Arctic peoples;
  • Conflict resolution: the Foundation will partner with appropriate organizations to design and implement culturally-appropriate workshops on conflict resolution. These will assist Arctic children and youth to acquire the necessary skills of mediation, dialogue and negotiation to enable them to articulate their positions, enhance their leadership skills, resolve conflict peacefully and encourage harmony among peers, families and communities. This initiative also aims to reduce levels of violence and incarceration among Arctic youth;
  • Literacy and numeracy: the Foundation will adapt and implement “best practice” programs in literacy and numeracy education with the objective of achieving standards of competence in these fundamental skills at least equal to those of southern Canada;
  • Technological capacity: the Foundation will enhance technological interest and capacity through the development of Arctic-based web sites targeted specifically to the interests, culture and information needs of Arctic children and youth. It will also strive to ensure Arctic access to internet technology at levels comparable with other regions of Canada;
  • Representation of interests: the Foundation will help to ensure that the interests of Arctic children and youth are represented at all levels of national and international child and youth policy development and will work to identify and prepare youth representatives who are interested and capable of assuming representational roles at youth events;
  • Arctic-based curricula: the Foundation will support sound decision-making through the development of school curricula, student-based research programs such as GLOBE, the new POPs (Persistent Organic Pollutants) and web sites that engage children and youth in environmental issues of immediate priority to the Arctic. These will include climate change, persistent organic pollutants and the preservation of biological diversity, as well as others of direct relevance to their health and culture and the sustainable development of their economy;
  • Research: the Foundation will work with appropriate partners to facilitate research, gather data and provide information on the health, economic and living conditions of Arctic children and youth for use by academics, northern communities and organizations, governments and other national and international agencies;
  • Reduction of smoking: given the unparalleled high levels ofArctic youth and families, and to some extent children, who smoke and the lifelong health and economic impacts of this addiction, the Foundation will work with schools and communities to adapt best practices in social marketing and prevention to the Arctic culture and context with the objective of reducing smoking addiction among Arctic children and youth to levels at least comparable with the national average;

Recognizing the responsibilities and jurisdiction of territorial and aboriginal governments in the North in relation to children and youth, the Foundation will:

  • Work with northern governments and agencies to assist, as appropriate, in co-ordination of programs relating to children and youth;
  • Work with local, regional and territorial authorities to identify and create opportunities for children and youth, particularly opportunities at a national or international level;
  • Act as a focal point for local, regional and territorial authorities who are seeking access to information on national and international programs for children and youth;

Assist or facilitate, as appropriate, Arctic communities in their liaison with national and international organizations offering programs for children and youth.

Relevant Research

Improving Primary and Secondary Education on Reserves in Canada

http://www.caledoninst.org/Publications/PDF/608ENG.pdf

Source: Caledon Institute on Social Policy

Summary: In his report Aboriginal Peoples and Postsecondary Education in Canada (Caledon Institute of Social Policy, July 2006), Michael Mendelson found that a very high percentage of Aboriginal students were not completing high school, especially those who lived on reserves. In this commentary, Mendelson sets out proposals for improving primary and secondary education for residents of reserves. He argues that many reserve schools are organized on the ‘village school’ model that prevailed in rural Canada before the creation of modern consolidated school boards. He argues for the creation of a First Nations-owned and -controlled school system. Mendelson proposes that a First National Education Act replace the current education sections of the Indian Act to provide a legal framework enabling the evolution of First Nations school boards that reflect the characteristics of each region.

Classroom Practice: Elementary

Aboriginal Language and Culture – Manitoba Ministry of Education K-12

http://www.edu.gov.mb.ca/abedu/framework/index.html

Source: Manitoba Education, Citizenship and Youth
Focus: Elementary and Secondary teachers and administrators

Summary: This Framework is grounded in a traditional Aboriginal world view. This is a valid way of seeing the world that will guide Aboriginal peoples in reclaiming, revitalizing, maintaining, and preserving their languages and cultures.

Aboriginal languages and cultures are continually evolving, however, which may result in changing world views. In recognition of the diversity of evolving Aboriginal perspectives, the Framework attempts to accommodate changing world views while retaining a fundamental connection to traditional world views.

The intent of the Framework is to provide a focus and direction for student learning outcomes that will standardize learning experiences regarding the teaching of Aboriginal languages and cultures in Manitoba. The Framework also provides a foundation for the development of other types of language programming, such as bilingual and immersion programming. Topics in the Senior Years can be developed into school-initiated courses (SICs) and student initiated projects (SIPs).

According to the traditional Aboriginal perspective, the wisdom of the Elders is central to cultural learning. Elders have been, are, and will continue to be the keepers of knowledge, and it is their guidance that Aboriginal people seek as they strive for balance in their relationships with the Creator, the natural world, other people, and themselves.

The Aboriginal Languages and Cultures Curriculum Project Team turned to the Elders when seeking guidance on the revitalization, preservation, and maintenance of Aboriginal languages and cultures.

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