SITE WEB DES PRATIQUES EXEMPLAIRES EN ÉDUCATION AUTOCHTONE
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Un avenir meilleur commence par l’éducation
L’Initiative de la famille Martin (IFM) a lancé le site Web des Pratiques Exemplaires en Éducation Autochtone en décembre 2009. Le site se veut une bibliothèque virtuelle et un centre d’échange de ressources pédagogiques s’adressant aux décideurs, chercheurs, professionnels de la santé, travailleurs communautaires et organismes de financement travaillant directement ou indirectement auprès d’élèves autochtones. Son objectif est d’améliorer la réussite scolaire des élèves dès la petite enfance jusqu’au secondaire.
Le site Web des Pratiques Exemplaires recueille et diffuse du matériel pédagogique, des pratiques d’enseignement, des politiques et études pertinentes, des ressources pédagogiques sur la petite enfance, des initiatives pour les parents et les communautés et plusieurs autres initiatives prometteuses. Le site héberge des guides pédagogiques, des vidéos, des études et diverses ressources destinées aux enseignants et aux élèves autochtones et non autochtones. Il comprend également des liens vers d’autres organismes d’éducation autochtone.
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Government of Canada COVID-19 Update for Indigenous Peoples and Communities
Source: Indigenous Services Canada
Summary: Indigenous Services Canada (ISC) is closely monitoring the number of COVID-19 cases reported in First Nations communities across the country.
First Nations, Inuit, and Métis People have demonstrated strength, resilience and courage throughout this year and that must be celebrated and acknowledged. Health care workers and front line staff have been at the centre of efforts to respond and prevent the spread of the COVID-19 virus for the past year. The Government of Canada continues to thank everyone for their efforts and dedication to save lives.
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Mise à jour du gouvernement du Canada sur la COVID-19 à l’intention des Autochtones et de leurs communautés
Source: Services aux Autochtones Canada
Résumé: Services aux Autochtones Canada (SAC) surveille étroitement le nombre de cas de COVID-19 signalés dans les communautés des Premières Nations à l'échelle du pays.
Les membres des Premières Nations, les Inuits et les Métis ont fait preuve de force, de résilience et de courage tout au long de cette année et cela doit être célébré et souligné. Les travailleurs de la santé et le personnel de première ligne sont au cœur des efforts déployés pour prévenir la propagation du virus de COVID-19 et y répondre depuis la dernière année. Le gouvernement du Canada continue de remercier tout le monde pour leurs efforts et leur dévouement pour sauver des vies.
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Indigenous Cultural Competency for Early Childhood Education
Source: Decoda - Literacy Solutions
Focus: Early Childhood Educators
Summary: A series of five cultural competency video modules for Early Childhood Educators was created in a partnership between the Musqueam Nation, BC Aboriginal Child Care Society, City of Vancouver, Collingwood Neighbourhood House, and other community partners.
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Indigenous Land-Based Learning
Source: Elementary Teachers' Federation of Ontario (ETFO)
Focus: Elementary students
Summary: Indigenous land-based learning: A learning perspective resource was developed to demonstrate the journey of four ETFO writers whose perspectives of Indigenous land-based learning grew through a process of self-reflection, an interview with an Indigenous advisor (knowledge holder) and exploration and summary of relevant resources and tips for educators.
There are variations of what land-based learning means, but the one common element is the Land and the connectivity each has with the Land.
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Rethinking our Food Systems
Source: Earth to Table Legacies
Focus: Secondary students
Summary: Rethinking our Food Systems
The Earth to Tables Legacies educational package is a collection of stories growing out of our conversations over five years. We have chosen to bring those stories to life through short videos and photo essays, so you can see the people and their diverse relationships with earth and tables, so you can hear their voices and imagine a dialogue with them. The Earth to Tables Legacies video introduces you to the project, the places, the people and some of the themes that emerged from the five-year exchange.
Climate crises, a global pandemic, food riots, diet-related diseases – all are telling us that the industrial food system threatens our health and the survival of the planet, and deepens systemic inequities, racism, and poverty.
These are the stories of food activists from Turtle Island (North America) – young and old, Indigenous and settler – who share a vision for food justice and food sovereignty, from Earth to Tables.
The Earth to Tables Legacies educational package offers 10 videos and 11 photo essays that use food as an entry to pressing issues, such as Indigenous-settler relations, food justice, food sovereignty, and anti-racism in the food movement.
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Enoch Animated – Enoch Cree Nation Elders
Source: Enoch Animated
Focus: Secondary Students
Summary: A collection of animated shorts retelling the stories of Enoch Cree Nation's Elders.
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Books to Build On: Indigenous Literatures for Learning
Source: University of Calgary
Summary: You have arrived at an interactive web resource that is designed to assist educators with weaving Indigenous ways of knowing, being, and doing into their teaching and learning, starting with story. Responding to the Calls to Action from the Truth and Reconciliation Commission of Canada and to current provincial professional standards for education, this resource is intended to help teachers build foundational knowledge and competencies in Indigenous education. You will find a searchable database of Indigenous literary texts, as well as some secondary sources, that might be used within education. Our resource has two primary audiences: instructors in the Bachelor of Education program at the Werklund School of Education at the University of Calgary, and the K-12 teachers in all stages of their professional journeys, from B.Ed. students up to experienced teachers. However, beyond these audiences, we hope that this interactive resource will be useful to anyone interested in exploring Indigenous texts and expanding their engagements with Indigenous communities.
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Promoting Indigenous Skilled Trades to Indigenous Youth in Canada
Source: Canadian Apprenticeship Forum (CAF)
Focus: Senior secondary teachers
Summary: This report describes experiential learning opportunities in high school for students interested in learning about the skilled trades. There are three main ways students obtain hands-on learning experiences: trades exploration, trades and technology courses, and Youth Apprenticeship Programs. Schools, Indigenous education and training organizations, nonprofits, unions, industry associations and colleges offer specific programs for Indigenous youth. Examples of Indigenous-focused initiatives and the impacts on student outcomes are described. The report also summarizes interview and dialogue findings. CAF interviewed high school teachers, school board officials, and representatives from non-profit organizations, unions, industry associations and Indigenous education and training organizations. These individuals administer career exploration programs or teach trades courses and they provided insights about the barriers Indigenous youth experience when trying to pursue hands-on learning at high school or when transitioning to an apprenticeship after high school. They shared what has successfully worked for them when trying to implement experiential learning programs. They made recommendations based upon their experiences working directly with Indigenous youth. Indigenous high school and post-secondary students identified barriers and provided recommendations they felt would help Indigenous youth, like themselves, succeed in apprenticeships and skilled trades careers.
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Improving Transitions for Indigenous Learners through Collaborative Inquiry
Source: Aboriginal Enhancement Schools Network (AESN)
Summary: The Aboriginal Enhancement Schools Network (AESN) has been a catalyst for change in British Columbia schools since 2009. Based on the initiative of Dr. Trish Rosbourgh, then Director of Aboriginal Education in the Ministry of Education, this network was designed to be a strategy through which school districts could more effectively and productively engage in bringing their Aboriginal Education Enhancement Agreements to life (Rosborough, Halbert & Kaser, 2017). The purpose of the AESN is “to create an inquiry community where people learn and work together to ensure that every Indigenous learner crosses the stage with dignity, purpose and options, and together, we eliminate racism in schools”.
The goal of this particular research investigation would be to determine how an inquiry-based focus on student transitions — elementary to secondary, middle school to secondary school, secondary school to post-secondary school, secondary school to employment — would help us to better support Indigenous learners and equip them for purposeful and successful lives, while also demonstrating the catalytic effects of this network as a means of affecting professional change.