Embedded Files
OKI, TANSI, TAANISHI, ÂBA WATHTECH, HELLO, BONJOUR
Blackfoot, Cree, Michif, Stoney Nakoda, English, French
OKI, TANSI, TAANISHI, ÂBA WATHTECH, HELLO, BONJOUR
Blackfoot, Cree, Michif, Stoney Nakoda, English, French
This section highlights the criteria in education according to the Royal Commission of Aboriginal People that is needed to support and promote Indigenous Student Success. The content is relevant to advancing Truth and Reconciliation across all cultures and creating allies that will lead to a culture of belonging and success for all learners. The Royal Commission of Aboriginal Peoples was established in Canada in 1991. The RCAP's goal was the investigate the relationship between Indigenous People in Canada and the Government of Canada. Within the chapter on education, the Commission discusses the diversity of Indigenous people of Canada and their histories, environments, and cultures along with how these align with a common priority and commitment toward education that breaks the boundaries of these differences.
"Cultural approaches start from the belief that if youth are solidly grounded in their Aboriginal identity and cultural knowledge, they will have strong personal resources to develop intellectually, physically, emotionally and spiritually" (RCAP pg. 445)
Empowerment and mentorship programs are a strength based approach to supporting youth that need to be reconnected with their identity and knowledge systems.
... education must develop children and youth as Aboriginal citizens, linguistically and culturally competent to assume the responsibilities of their nations. Youth that emerge from school must be grounded in a strong, positive Aboriginal identity. Consistent with Aboriginal traditions, education must develop the whole child, intellectually, spiritually, emotionally and physically. (RCAP pg. 404)
How can your classroom practices show respect and appreciation for the original languages of the First Nations, Métis and Inuit? Listen to Kathy Yellowhorne-Breaker speak about the positive results from integrating language in culture in school - Click HERE
Historical & Contemporary Truths
Historical & Contemporary Truths
Stolen Children - Residential School survivors speak out - video
Professional Learning Pebbles - Activities to build teachers' foundational knowledge
Indigenous Canada: University of Alberta MOOC
Advancing Reconciliation
Advancing Reconciliation
“Strong community ownership and partnership in school programs can be fostered by prominent displays of culturally relevant items, and by inviting local Elders and community people to share their knowledge in class.”
Develop inclusive classrooms
Acknowledge local AB culture group
Use current information - current issues
Eliminate biased teaching materials
Provide cultural experiences for all students
Employ teachers and leaders with expertise
Source - Culturally Relevant Aboriginal Education by Nicole Bell and TerryLynn Brant, Pearson Canada 2015 pages 10, 11.
Taking Action
Taking Action
In schools and classrooms
Students create a presentation to bring awareness to stereotypes and misinformation conveyed in the world around them. Students can them bring this presentation and proposed solutions to the school council, Learning Commons Facilitators, teachers and administrators.
Honour National Indigenous History Month in June - have students research the lands on which their towns and cities are built. What kinds of things happened to the Original peoples from the point of contact up until today? History is not “that was in the past and this is us today”.. Invite guests from the local Indigenous community to share the story of the local First Nation.
Organize Storytelling sessions - after students listen to stories told by Elders and scholars, have them reflect in writing about oral stories and lessons they internalized. Provide opportunities for students to express their ideas through art and other media and then arrange a mini-storytelling session with another class.
Review books in the school for cultural appropriateness - involve intermediate and senior students in reviewing materials for cultural appropriateness each time they are doing research or interacting with materials like text books. Do a lesson on the process early in the year.
Source: Culturally Relevant Aboriginal Education by Nicole Bell and TerryLynn Brant, Pearson Canada 2015 pages 39 to 43.
Taking Action
Taking Action
Hiring and programming
The Royal Commission of Aboriginal Peoples made the following recommendations for improving cultural acceptance in schools and enhancing Indigenous Education:
• School courses in Aboriginal studies, including history, language and culture.
• Hiring and supporting of more Indigenous teachers.
• Engagement of Indigenous parents, elders and educators in directing the education of Indigenous children.
• Authentic support programs for Indigenous students, for example, counselling, substance abuse education, remedial education and retention programs.
• Indigenous language instruction from pre-school to post-secondary education including Nakota, Blackfoot, Cree etc.
• Preparing and supporting Indigenous adults for teaching, para-professional and administrative positions in education.
• More emphasis on pre-school and kindergarten education.
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