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Issue #157
décembre 2022

Awareness Resources and Videos

Source: Government of Canada

Summary: About the resources

Share these awareness resources to learn how to prevent the spread of COVID-19 and protect yourself and your community.

These awareness resources were created for Indigenous communities by the Public Health Agency of Canada, Indigenous Services Canada and various Indigenous organizations.

Some resources are available in different Indigenous languages.

Ressources et vidéos de sensibilisation

Source: Gouvernement du Canada

Résumé: À propos des ressources

Partagez ces ressources de sensibilisation pour savoir comment éviter la propagation de la COVID-19 et vous protéger, vous et votre communauté.

Ces ressources de sensibilisation ont été créées pour les communautés autochtones par l’Agence de la santé publique du Canada, Services aux Autochtones Canada et différentes organisations autochtones.

Certaines ressources sont disponibles en différentes langues autochtones.

Creation Stories: Creating Strong Families through Our Stories

Source: Indigenous Education – The National Centre for Collaboration

SummaryCreation Storiesis a community-based research project that focuses on personal interviews with Elders and Knowledge Keepers who share their life experience stories to help expectant and new parents/guardians pass on positive teachings to their children. Parents/guardians can create their own stories to add to these teachings.

This lesson plan is based on an actual project that took place in Prince Edward Island, the goal of which was the creation of a handbook that provides insights and inspiration for new and expectant parents/guardians to “. . . ground yourself in your creation story, to take control of your story, so you can reframe your life, beliefs, and practices to create the best story for your family” (p. vii, Creation Stories: Creating Strong Families through Our Stories).

This lesson plan outlines an approach to this community-based research project and can be delivered as a multi-session program. This project can be led by organization members and/or educators, or by university and/or college students to use as a community-based research project for academic credit.  For example, the ‘Creation Stories’ project can be facilitated through a Friendship Centre, an Early Childhood Education Centre, or Pre-natal/Midwifery organizations. 

What Can I Contribute to Meaningful Reconciliation? Teaching and learning about residential schools

Source: The Critical Thinking Consortium

Focus: Grade 6

Summary: Overview of Lessons

The lesson plans in this resource are organized into three lines or units of inquiry. The lines of inquiry are designed to develop students’ understanding and ability to respond to an overarching question and challenge: Overarching inquiry question: What might meaningful reconciliation look like? Overarching challenge: Create a powerful representation to show what meaningful reconciliation means.

If taught individually, the lessons help students understand various aspects of residential schools and reconciliation in Canada. As components of a unit of study, these lessons invite critical inquiry into a wider range of topics and issues relating to reconciliation in Canada. Each lesson includes detailed instructional strategies and required support materials. These include briefing sheets, activity sheets, images, and source documents.

Earth to Table Legacies

Source: Legacies – Earth to Table 

Focus: Secondary students

Summary: 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.

Land-based learning through a Biigtigong Nishnaabeg lens coming to Thunder Bay

Summary:   Anishinabek Employment and Training Services (AETS) is partnering with Biigtigong Nishnaabeg and two organizations – the Martin Family Initiative and the Roots Community Food Centre- to deliver a land-based learning conference and two high school courses, from Oct. 31 to Dec. 15.

“The upcoming Indigenous Entrepreneurship Course is an example of a training program that is a pathway to employment, so it builds capacity for those that have ideas on entrepreneurship and they get a Grade 11 credit at the same time,” John DeGiacomo, executive director at AETS says, noting that they used curriculum from the Martin Family Initiative’s Aboriginal Youth Entrepreneurship Program (AYEP).

Sacred Stories and Sacred Songs by Joseph Naytowhow

Source: Indigenous Education, the National Centre for Collaboration

Focus: Secondary students and community

Summary: At the Saskatoon Elders Gathering in January 2020, Joseph Naytowhow shared stories and songs with the accompaniment of the drum. Naytowhow is a singer, songwriter, storyteller, voice and stage film actor, from Sturgeon Lake First Nation. He was invited to share Cree stories and songs at the Saskatoon Elder’s Gathering, hosted by First Nations University of Canada. Naytowhow beautifully weaves stories from his experiences with songs that he has written or has come to know and, in doing so, leads participants in singing and chanting along in Cree. He reminds us that, “we are from the Earth, and the land is our mother.”

Indigenous Teachers and Leaders

Source: The Alberta Teachers’ Association

Focus: Teachers and Administrators

Summary: In 2021, the Alberta Teachers’ Association, in coordination with Dwayne Donald, a researcher from the University of Alberta, conducted an evaluation of the experience of Indigenous teachers, school leaders, and central office leaders within Alberta’s public education system. The Association’s research activity was gathered through listening and learning from Indigenous teachers, school leaders and central office leaders through a survey and online focus group conversations.

The following key areas are explored within this research activity:

•    Conditions of practice and philosophy

•    Recruitment, hiring and retention process and conditions

•    Discrimination and racism in education.

Resources for Indigenous Women Entrepreneurs

Source: Women Entrepreneurship Knowledge Hub

Focus: System administrators

Summary: This analysis considers the current resources that are available to support Indigenous women entrepreneurs across the country, highlighting initiatives that are already trailblazers in this space.

Our analysis reviewed 136 unique programs and/or organizations from the Women Entrepreneurship Knowledge Hub’s (WEKH) ecosystem mapping that provide resources to Indigenous entrepreneurs across Canada. We distinguish between six types of supports offered, which we categorize as training, funding (grants), funding (financing), mentorship, networking, and tools/resources.

A collaborative project with Inuit youth, families and communities: School perseverance from the perspective of informal educational practices, community-driven science research, and educational pathways

Source: Society and Culture (September 2020)

Summary: The objective of this project was to describe the educational contributions of Inuit-led programs and projects in three communities, from the perspective of lifelong learning and perseverance, as based on the Inuit Qaujimajatuqangit (IQ) or Inuit epistemology. The study focused on the following programs in three different communities: 1) Arviat, Nunavut: a) Arviat Film Society (film club); b) Young Hunters Program (programme for future hunters); and c) Youth Environmental Monitoring Program(environmental monitoring program for young people); 2) Pond Inlet, Nunavut: Expanded Skills for Water Quality Study; and 3) Sanikiluaq, Nunavut: Arctic Eider Society , their Arctic Sea Ice Education Kit, as tested in some Nunavik communities.

The results suggest that Inuit youth and their mentors have found that the programs have empowered them, providing them with the opportunity to both discover their strengths and learn new skills, resulting in positive contributions to the common good of their communities. The programs also supported the revival of language and culture, the blending of indigenous Western lifestyles, and bridged an opportunity gap, to encourage perseverance, made evident by engaged lifelong learning and the pride of being Inuit.

The study argues for the need to strengthen Inuit control over education and provides insight into what a linguistically and culturally relevant education might entail. It also speaks of the need to provide schools and communities with the resources to continue education in ways that Inuit have always believed to be faithful, firmly rooted in Indigenous leadership models, with school-based education, on the ground and in the community, working in a complementary way and together, contributing to the strengthening of local capacities and to the common good.

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