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Issue #50
January, 2014

Aboriginal Children and Youth

Source: Ministry of Children and Youth Services Ontario

Summary: In November, 2012, Ontario added more than 80 new mental health and addictions workers. These workers will help almost 4,000 Aboriginal children and young people get better access to culturally appropriate mental health and addictions services.
Through the Comprehensive Mental Health and Addictions Strategy, these new workers will provide:

  • Counseling
  • Individual and group therapy
  • Crisis intervention
  • A range of traditional health services, including traditional teachings and ceremonies.

Women, Contemporary Issues and Resistance- Special Projects

Source: Mount Saint Vincent University
Focus: Senior Students and those interested in Women’s Issues

Summary: Women, Contemporary Aboriginal Issues, and Resistance, is a free kit designed to help you and your students, your classmates, or your friends explore what it’s like to grow up Aboriginal and what other young Canadians learn about Indigenous peoples.

Women, Contemporary Aboriginal Issues, and Resistance helps strip away the fears and stigmas that keep people from speaking openly about Aboriginal issues. We hope to create a better understanding of each other and ourselves.
The kit follows the lives of three fictional children as they grow into adulthood, quickly becoming aware of the way their prejudices, Aboriginal roots, and friendships continue to play an important role in shaping their view of each other, and our country.
You do not need a teacher, although you may want to have a discussion leader or organizer to keep everyone on track. Women, Contemporary Aboriginal Issues, and Resistance is recommended for ages 14+ and is suited for individual study, or groups as large as 30.

First Peoples Artifact

Source: The Historical Thinking Project
Focus: Grade 5

Summary: Brief Description of the Task

Small groups of students will identify artifacts, or images of artifacts that were used by various First Peoples’ groups, and use these artifacts as evidence to tell about the lives of the people.

Students will:

Demonstrate an understanding of the past through Evidence.

  • Use primary sources as evidence in constructing knowledge about the past, including how to select, interpret, and contextualize the primary sources.
  • Demonstrate an understanding about how primary sources can reveal the purposes, values and worldviews of the makers or users of artifacts.
  • Use the artifact as evidence about the historical setting in which it was originally used.

Cultural Narratives: Understanding Inuit Youth

Source: Roxane de la Sablonnière, Donald M. Taylor, Fabrice Pinard Saint-Pierre, Jason Annahatak
With the collaboration of Paul Khatchadourian Kativik School Board
Focus: Teachers and researchers

Summary: This research project proposes that a clearly defined Inuit identity, derived from a clear understanding of Inuit history, allows each Inuk to develop a strong personal identity and positive self-esteem. The researches further argue that whether Inuit history focuses on events that might be considered negative (colonization) or positive (James Bay and Northern Québec Agreement) is not what is pivotal for Inuit well-being. What is pivotal, is that Inuit have a clear, shared vision of their history including a clear idea of what precisely caused events that impacted Inuit and a clear understanding of the events that define Inuit history and, by extension a clear and well-defined cultural identity. Specifically, it is proposed that whether or not colonization was a positive or a negative experience for Inuit is not the main factor in determining Inuit self-esteem and well-being.

Cultural Competency Report, March 2012

Source: Assembly of First Nations Education, Jurisdiction and Governance

Summary: The discussion paper was commissioned by the Education, Jurisdiction and Governance Department of the Assembly of First Nations to inform its action agenda in education for 2012 and going forward.

The search explored the importance and impact of culturally competent teachers utilizing First Nations cultural knowledge in the elementary and secondary school experience for creating optimal learning environments so that students can maximize their learning potential and move successfully through a lifelong learning curve.

The review of hundreds of documents evolved into a fact-finding mission, delving deeper than a literature review, culminating in the discussion paper specifically intended to answer these questions:

Do culturally and linguistically appropriate teaching and learning environments, created by culturally competent teachers, impact academic achievement levels of Indigenous students?
Do culturally responsive and competent teachers, students, counselors, administrators and policy makers create optimal learning conditions for achievement for Indigenous learners in the school setting and at a systems and governance level?

Aboriginal Student Resources

Source: Association of Universities and Colleges of Canada (AUCC)
Focus: Teachers and secondary students

Summary: Are you interested in attending university? Not sure where to start? Many Canadian universities offer programs and services to help Aboriginal students find the right program and succeed in their studies.
Use the Aboriginal Bursary Search Tool to browse more than 680 bursaries, scholarships and incentives across Canada.

You will be directed to the Aboriginal Affairs and Northern Development Canada website for your bursary searches.

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