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Issue #72
November, 2015

Related Links

Inuit Qaujimajatuqangit and the Transformation of High School Education in Nunavut (High School education)

http://www.arcticnet.ulaval.ca/pdf/compendium2011-12/2.7_high_school_education.pdf

Source: ArcticNet Annual Research Compendium (2011-12), F. Walton

Summary: The National Strategy on Inuit Education argues, “there is almost no data or evidence supporting any of the major policy shifts in Inuit education” (p. 90, National Committee on Inuit Education [NCIE] 2011). This mixed-methods research, conducted with partners at the Nunavut Department of Education and the Coalition of Nunavut District Education Authorities (CNDEA) in Nunavut, begins to create evidence of performance measures and factors that influence high school graduation in Nunavut, one of the highest priorities of both the Nunavut Government and the NCIE. The research establishes an approach to gathering longitudinal information on high school education and reveals practices that contribute to students’ ability to be successful.

The research offers support for legislative and policy changes within high school education in Nunavut. Data gathered in 2011-2012 from a cross section of Nunavut youth with diverse educational backgrounds was used to create a bilingual documentary video in Inuktitut and English, Alluriarniaq- Stepping Forward: Youth Perspectives on High School Education in Nunavut (Walton et al., 2013), which offers valuable insights about how high school education has affected the lives of Nunavut youth. The involvement of Inuit high school students and recent graduates as well as Inuit participants in the UPEI Master of Education and PhD in Educational Studies, builds research and leadership capacity within Nunavut. In addition, the ten year historical and statistical profiles of the high schools in Pangnirtung, Clyde River, Rankin Inlet and Kugluktuk reveal patterns and challenges related to educational outcomes and indicators at the high school level across Nunavut, data that was unavailable prior to this Arctic Net research (McGregor, 2011, 2012, 2013).

Relevant Research

Supporting Successful Transitions to Post-Secondary Education for Indigenous Students: Lessons from an Institutional Ethnography in Ontario, Canada

http://ir.lib.uwo.ca/iipj/vol4/iss4/4/

Source: International Indigenous Policy Journal – Issue 4 Educational Pathways of Indigenous Learners. Jean-Paul Restoule, Angela Mashford-Pringle, Christine Smillie, Gail Russel, University of Toronto; Maya Chacaby, Ontario Federation of Friendship Centres; Candace Brunette, University of Western

Summary: This study examines some of the ways institutional policies and practices can support or hinder the successful transition to post-secondary education for Indigenous people. Tracing the path from Indigenous high school student to post-secondary education applicant and utilizing knowledge gained from interviews, focus groups, and online surveys as part of an institutional ethnography approach, we offer recommendations for institutions and applicants to help increase enrollment and enhance the success of Indigenous post-secondary students. We share implications for institutions and post-secondary education applicants utilizing self-identification or cultural identity tracking.

Professional Development

A Truthful Narrative – Bringing First Nations, Métis and Inuit contributions to the world into the K-12 curriculum

http://www.cea-ace.ca/education-canada/article/truthful-narrative?utm_source=Bulletin%20and%20CEA%20Updates%20/%20Bulletin%20et%20mises%20%C3%A0%20jour%20de%20l%27ACE&utm_campaign=b9c2f81a72-Bulletin_English_January_2015&utm_medium=email&utm_term=0_8ed9356158-b9c2f81a72-84667863

Source: Education Canada Association (CEA)
Focus: Teachers and administrators

Summary: This article provides educators with strategies to integrate First Nations, Métis and Inuit (FNMI) contributions into the Kindergarten to Grade 12 classroom. The self-esteem of FNMI learners and the fostering of relations with non-FNMI peoples benefits from this inclusionary approach. Building community with students by challenging stereotypes and providing a culturally rich lens that highlights the 500 Nations and their gifts is presented. Each level of education, from elementary to secondary, is briefly described with the appropriate FNMI terms, contributions and across-the-curriculum pedagogical opportunities. The developmental levels of students is also a critical consideration in the presenting, positioning and acquisition of a broader and more truthful narrative about FNMI nations.

Multimedia

Native Words/ Native Warriors

http://www.nmai.si.edu/education/codetalkers/html/

Source: Smithsonian Institution
Focus: Secondary Students

Summary: The National Museum of the American Indian honors American Indian Code Talkers. This is a companion website to the traveling Smithsonian Institution exhibition, Native Words, Native Warriors.

During World War I and World War II, hundreds of American Indians joined the United States armed forces and used words from their traditional tribal languages as weapons. The United States military asked them to develop secret battle communications based on their languages—and America’s enemies never deciphered the coded messages they sent. “Code Talkers,” as they came to be known after World War II, are twentieth-century American Indian warriors and heroes who significantly aided the victories of the United States and its allies.

Early Childhood

Promoting Positive Education and Care Transitions for Children

https://aifs.gov.au/cfca/publications/promoting-positive-education-and-care-transitions-children

Source: SAustralia Institute of Family Studies (Child Family Community Australia), Kate Rosier and Myfanwy McDonald
Focus: Early Childhood teachers and resource workers

Summary: This Resource Sheet is a review of research regarding children’s transitions from home, to early childhood education and care services and then to school, with a specific focus upon both children and parents experiences of those transitions. The factors that influence a child’s ability to adapt to school are considered and case studies of promising transition programs are provided.

Classroom Practice: Secondary

Streetwolf: Seven Principles of Self Leadership

http://ofifc.org/publication/streetwolf-seven-principles-self-leadership

Source: Ontario Federation of Indigenous Friendship Centres (OFIFC)
Focus: Secondary students

Summary: Streetwolf is a program exploring issues that are faced by Aboriginal youth and assists them with understanding the realities and consequences of negative choices. It is a workbook that is intended to increase the skills, knowledge, attitudes, and values of Aboriginal youth in making positive choices for every day good living.

Streetwolf Participant Workbook

Classroom Practice: Elementary

Aboriginal Education Strategy

http://www.edu.gov.on.ca/eng/aboriginal/elemExpectations.html

Source: Ontario Ministry of Education
Focus: Elementary

Summary: Great ideas for teaching and learning in the elementary classroom

Download these convenient guides to identify expectations in the elementary curriculum that provide opportunities to bring Aboriginal perspectives into the classroom.

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