Share these awareness resources to learn how to prevent the spread of coronavirus and protect yourself and your community from the coronavirus outbreak.
These awareness resources are created for Indigenous communities in Indigenous languages by the Public Health Agency of Canada, Indigenous Services Canada, and various Indigenous organizations.
Partagez ces ressources de sensibilisation pour savoir comment éviter la propagation du coronavirus et vous protéger, vous et votre communauté, contre l’éclosion de ce virus.
Ces ressources de sensibilisation ont été créées pour les communautés autochtones, en langues autochtones, par l’Agence de la santé publique du Canada, Services aux Autochtones Canada et différentes organisations autochtones.
Source: Government of Canada
Summary: The First Nations Communications Toolkit is a unique resource jointly developed by Aboriginal Affairs and Northern Development Canada, BC Region, and Tewanee Consulting Group. The toolkit was originally developed in 2007 and continues to provide a good basic overview of communications planning, activities and tools. While the fundamentals of communication such as engaging your audience and developing clear messages have not changed, some aspects continue to evolve. As a result, this edition of the toolkit has been updated to reflect changes in communications practices, particularly the use of social media tools.
This toolkit was designed explicitly for First Nations communicators and is based on input from First Nations communicators and administrators working for First Nations organizations. It offers information on many topics, including communications planning, publications, events and media relations, from a First Nations’ perspective. The best practices and practical lessons learned that have been included in the toolkit are drawn from Tewanee Joseph’s experience working on communications projects with over 30 First Nation communities.
Source: Gouvernement du Canada
Résumé: La Trousse de communication des Premières Nations est une ressource unique élaborée conjointement par la Région de la Colombie-Britannique d’Affaires autochtones et Développement du Nord Canada et le Tewanee Consulting Group. Élaborée en 2007, elle offre toujours un bon aperçu de base de la planification, des activités et des outils en matière de communication. Bien que les éléments fondamentaux de la communication, comme la mobilisation du public et la rédaction de messages clairs, n’aient pas changé, certains aspects continuent d’évoluer. Par conséquent, la présente édition de la Trousse a été mise à jour afin de refléter les changements apportés aux pratiques en matière de communication, surtout en ce qui concerne le recours aux médias sociaux.
La Trousse a été conçue expressément pour les communicateurs des Premières Nations en se fondant sur des commentaires recueillis auprès de ces derniers et des administrateurs travaillant au sein de leurs organisations. Elle présente de l’information sur de nombreux thèmes, dont la planification des communications, les publications, les activités médiatiques et les relations avec les médias, toujours du point de vue des Premières Nations. Les pratiques exemplaires et les leçons apprises intégrées à la Trousse sont tirées de l’expérience de Tewanee Joseph, qui s’est occupé de projets de communication auprès de plus de 30 collectivités des Premières Nations.
Source: First Nations Child & Family Caring Society of Canada
Focus: Grade 2 students
Summary: This resource guide offers ideas for engaging students in critical learning to better understand the situation of First Nations children and young people and to address the inequalities they experience in education, child welfare, and access to government service through three interrelated campaigns nested in principles of reconciliation and in the United Nations Convention on the Rights of the Child (UNCRC): Shannen’s Dream, Jordan’s Principle and I am a witness. All three campaigns feature resource rich websites that provide background information, independent reports/research and examples of what children and young people have undertaken to support the campaigns across Canada.
In addition to assisting First Nations children and young people, the campaigns are designed to uplift all children by promoting critical reflection on the historical and contemporary relationships between Aboriginal and other peoples in Canada and engaging children and youth in peaceful and respectful restorative actions. Teachers report that participating students have a better understanding of Aboriginal peoples and Canadian history within a human rights context, and show an improved sense of respectful citizenship, social agency and academic success. Students are often inspired, excited and motivated when they are provided with an opportunity to make a difference within existing curriculum.
Source: Saskatchewan Polytechnic
Focus: Secondary students
Summary: The Indigenous Student Success Strategy was developed to provide all Indigenous students with a student experience that incorporates Indigenous ways of learning and knowing into every aspect of your education. Our services include:
• A summer transition program.
• Access to Indigenous students’ centres.
• Indigenous student advisors.
• Financial support through a number of scholarships and bursaries.
We also employ an Indigenous community liaison to raise awareness about Sask Polytech in Indigenous communities, both urban and rural.
Source: Canadian Museum of History
Focus: Secondary students
Summary: Arts and technologies of the Haida are intertwined and deeply connected to the oral traditions and resources of Haida Gwaii. For millennia, Haida artists and makers have created works that are both useful and beautiful, sourcing materials locally and through trade with neighbouring nations. This package explores examples of Haida cultural expression and technologies, including bentwood boxes, weavings, and carvings in argillite and silver, in order to showcase the continued innovation of Haida artists and the standard of excellence to which Haida artists hold their work.
While the works that we see in this package are attributed to Haida artists, they share similarities in style and function with the arts and material cultures of Indigenous communities along the Northwest Coast. Trade and exchange remain key to the development and innovation of artistic traditions on the coast, as elsewhere.
Source: College of Alberta School Superintendents (CASS)
Summary: This summary has identified many successful practices that are currently being implemented by school districts to support self-identified Indigenous students to consider teaching as a potential career. Barriers to a potential teaching career and recommendations for how school districts can overcome these for self-identified Indigenous students were also stated. These practices were collected by members of the CASS First Nations Métis and Inuit Education Action committee (representatives from Treaty 6, 7, and 8; Rupertsland Institute; Alberta Métis Settlements General Council; CASS Zones 1-6; AISCA; Francophone, and Alberta Education.)
Source: The University of British Columbia
Focus: Teachers and researchers
Summary: “Indigenous peoples have drawn on specific pedagogies to transmit Indigenous knowledges. While Indigenous pedagogies differ across Nations and locations, a number of similarities exist… These timeless pedagogies engage learning processes and practices that can be used in the classroom.”
(From Teaching for Indigenous Education).
While we endeavour to incorporate an extensive and current collection of resources related to Indigenous Education in this research guide, it is important to remember that this is still a small field of study, and that it might be hard to find the exact resource you need. In these situations we recommend researching around the area or age range of resources available, finding ways to alter them to meet your educational needs and, if possible, making the resources you create public so that future educators can build on them in turn.
Source: People for Education
Summary: Schools across Ontario have been working hard to support Indigenous education initiatives, with some impressive results. However, there is still work to be done.
Ontario has a lot to be proud of in terms of Indigenous education. For the past four years, People for Education has been asking schools about the Indigenous education opportunities they provide. Over that time period, there has been a significant increase in the percentage of schools reporting that they offer Indigenous education opportunities such as cultural support programs, guest speakers, or professional development for teachers.
In particular, the results from our 2018 Ontario School Survey show a notable increase in schools offering professional development and bringing in Indigenous guest speakers. In their survey responses, principals also pointed to a range of initiatives to support student learning and share Indigenous knowledge and perspectives, including Indigenous Studies courses, land acknowledgements, Orange Shirt Day, medicine gardens, and Indigenous language programs.
While the survey results show substantial progress in Indigenous education, there are also areas for continued work and improvement.
