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Issue #148
Questions-réponses sur les écoles et la COVID-19
Source: Organisation mondiale de la Santé
Résumé: Éléments à prendre en considération concernant les mesures de santé publique à mettre en place en milieu scolaire dans le cadre de l’épidémie de COVID-19
Keep Learning
Source: British Columbia – Open School BC
Focus: Parents and Caregivers
Summary: Suggestions for parents and caregivers to support their child’s learning.
Quick, easy, everyday learning activities for children of all ages to do. Many can be done individually but often are more fun to do with a sibling or other family members.
Poursuivre l’apprentissage
Source: Colombie-Britannique – Open School BC
À l’intention des parents et des gardiens
Résumé: Suggestions à l’intention des parents et des gardiens concernant l’éducation des enfants.
Voici des ressources et des activités d’apprentissage quotidiennes, simples et concises, pour les enfants de tout âge. Un bon nombre des activités présentées peuvent être réalisées individuellement, mais il est souvent plus agréable de les réaliser avec un frère, une sœur ou un autre membre de la famille.
Curriculum and Reconciliation: Introducing Indigenous Perspectives into K–12 Science
Source: The Conference Board of Canada
Focus: K-12 Science
Summary: In the years following the Royal Commission on Aboriginal Peoples, all kinds of teaching materials and pedagogical advice have been produced to help teachers incorporate Indigenous perspectives in their classrooms. However, without endorsement by provincial curricula, these resources have had limited impact. If education is to support reconciliation and effectively integrate Indigenous learners, it will require reforms that go beyond the production of new teaching materials. Curriculum reform has to drive change.
To better understand the state of science curriculum reform across Canada, we scanned Canadian K–12 science curriculum for references to Indigenous perspectives, and talked with a range of experts involved with science educational renewal.
Curriculum and Reconciliation: Introducing Indigenous Perspectives into K–12 Science briefly and visually outlines the landscape of school science curricula across the country. Several jurisdictions integrate Indigenous content, perspectives, and ways of knowing, while others have yet to include references to Indigenous perspectives.
Indigenous Sports Heroes Education Experience
Source: Canadian Sports Hall of Fame
Focus: Secondary students
Summary: Since the early development of various sports in history: the power of sport to make change, to bring people together, to have fun, to save lives became a very important purpose. One of the primary results from participating was and is holistic health, together with happiness and hope. For most children any positive and mental activity of play has one or more of the above benefits. The best source of the power and spirit of sports and games at this stage is the imagination and creativity of the child. You can create or make your own game that can bring your friends together, invite others, have fun and bring happiness. The hidden power is the call of hope to do it again every chance you get. Sooner or later it may become friendly competition and healthier lifestyles that motivates or encourages you to try your best, to pursue excellence or being the best you, you can be.
Traditionally, for Indigenous Peoples, what are now some mainstream competitive sports were and are traditional games that were actually a way of survival and life. Running, cross country, steeplechase were a part of hunting, for example: deer, elk, moose. Walking to gather herbs or berries. Archery was also used to hunt on foot or on horseback; canoeing and swimming were skills necessary for fishing. In the winter: snowshoeing, shooting, cross country skiing (biathlon), javelin or harpoon. These are some examples but there is also a uniqueness in that as a part of our culture, these activities all have ceremony and thanksgiving as part of the doing. In other words, there is a spiritual aspect for each which makes sports and traditional games a holistic perspective. So as we learn from each other we experience the balance necessary for success in every endeavour.
The stories you will read or have read about our “Hall of Famers” and what this all means is the importance of sports in the promotion of sacred teachings and especially the promotion of peace.
Héros sportifs autochtones. Une expérience éducative
Source: Panthéon des sports Canadien
À l’intention des étudiants au secondaire
Résumé: L’étude de l’évolution du sport dans l’histoire nous enseigne que dès les tout débuts, le sport a eu comme pouvoir et comme objectif de changer les choses, de rassembler les gens, de donner du plaisir et de sauver des vies. Un des effets premiers du sport a été et est toujours de favoriser la santé globale des individus, incluant le bonheur et l’espoir. Pour la plupart des enfants, le simple fait de jouer, lorsque l’expérience est positive, permet de profiter de l’un ou plusieurs de ces bénéfices. À ce stade, c’est surtout l’imagination et la créativité des enfants qui donnent au sport et au jeu tout leur pouvoir. Les enfants peuvent inventer et organiser leurs propres jeux, rassembler leurs amis et inviter d’autres personnes à venir s’amuser et avoir du plaisir. La force secrète du sport, c’est qu’il nous donne l’espoir et l’envie de recommencer dès qu’on en a l’occasion. Tôt ou tard, ce pourra être la participation à des compétitions amicales ou le désir d’un mode de vie plus sain et équilibré qui nous encouragera et nous motivera à faire de notre mieux, à viser l’excellence et à devenir le meilleur que l’on puisse être.
Pour les Autochtones, certains des sports qui sont aujourd’hui devenus des sports de compétition pratiqués mondialement étaient et sont toujours des activités traditionnelles essentielles à leur survie et faisant partie de leur mode de vie. La course, le cross-country et le steeple-chase faisaient partie de la chasse d’animaux tels le chevreuil, l’élan ou l’orignal. On marchait pour faire la cueillette de plantes ou de baies. Le tir à l’arc était utilisé pour la chasse à pied ou à cheval. Le canot et la nage étaient très utiles pour la pêche. L’hiver, on faisait de la raquette, du tir, du ski de fond (biathlon), et on maniait le javelot ou le harpon. Ce ne sont là que quelques exemples, mais ce qui est unique, c’est que dans notre culture, ces activités sont toutes pratiquées avec gratitude et reconnaissance. Autrement dit, chacune de ces activités possède une dimension spirituelle, ce qui fait des sports et des jeux traditionnels une activité complète de plusieurs points de vue. En pratiquant ces activités et en apprenant les uns des autres, nous arrivons à ressentir et à comprendre l’équilibre nécessaire au succès de toutes les autres initiatives dans la vie.
Les récits que vous lirez au sujet de nos membres intronisés au Panthéon vous aideront à comprendre le rôle important du sport dans l’enseignement des principes sacrés et surtout, dans la promotion de la paix.
Native Land Digital
Source: Native Land Digital
Focus: Secondary students and teachers
Summary: Native Land is an app to help map Indigenous territories, treaties, and languages.
Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools
Source: Canadian Journal of Education / Revue canadienne de l’éducation 44:3 (2021) www.cje-rce.ca Danielle Tessaro University of Victoria, Laura Landertinger Hartwick University, Jean-Paul Restoule University of Victoria
Summary: This article seeks to contribute to the knowledge base regarding efforts to increase the supply of employed Indigenous teachers. In addition to supporting the learning and well-being of Indigenous students, increasing Indigenous teachers is critical for remote Indigenous communities with chronically understaffed schools.
This study was conducted as a scoping review of 50 Teacher Education Programs (TEPs) across Canada, Australia, New Zealand, and the United States that have enacted efforts to increase Indigenous teachers. The study found a range of effective strategies, and this article will depict three strategies that can be enacted by TEPs to support Indigenous teacher graduates as they transition to employment. The strategies are: (1) creating employment opportunities, (2) identifying community needs and collaborating over practicum placements, and (3) providing ongoing support. The article concludes with a call for collaboration, funding, and data collection for the continued evaluation and improvement of strategies to increase Indigenous teachers.
Mapping the Landscape: Indigenous Skills Training and Jobs in Canada
Source: Future Skills Centre
Summary: Indigenous businesses are growing and, importantly, creating employment for others. Further, self-employment and entrepreneurship is increasing. If there is an opportunity for the next generation, and for current adult workers, to leapfrog into the future of Canadian work, it may very well be through Indigenous-led business.
1. 350,000 Indigenous youth will come of age by 2026, and now is the time for policymakers to address underemployment of skilled Indigenous workers and the lack of baseline essential skills amongst Indigenous youth and adults. If this cohort gets the support they need to build essential skills through access to quality, targeted, and culturally appropriate education, skills and training, they would boost the country’s economy by $27.7 billion annually.
2. One study suggests that even at higher numeracy and literacy skill levels, First Nations People still have a significantly lower probability of employment (75 percent) than Métis (87 percent) or non-Indigenous (90 percent). Notably, even lower-skilled non-Indigenous people have a higher probability of employment than First Nations People (87 percent). Workplace bullying and discrimination causes some Indigenous Peoples to leave employment.