Resources for this Issue
Early Childhood Development
Source: Jane Preston. November 2014
Summary: This brief is drawn from the article “Aboriginal early childhood education in Canada: Issues of context” (Preston, Cottrell, Pelletier, Pearce, 2012). The brief explicates contextual factors that are important to quality Aboriginal early childhood education: privileging Aboriginal pedagogy; promoting Indigenous languages and culture; adequate staffing by qualified Aboriginal educators; empowerment of Aboriginal parents and communities; and in the case of kindergarten services, a full-day timetable. The author argues that strong collaborative efforts are needed by multi-level leaders to ensure that quality Aboriginal early childhood education is actualized throughout Canada.
Exemplary Classroom Practice: Elementary
Source: Simon Fraser University (SFU)
Summary: Math Catcher introduces mathematics and science to Aboriginal students through the use of First Nations imagery and storytelling. Match Catcher has produced animated films in several First Nations languages (Blackfoot, Cree, Squamish, Heiltsuk, Nisga’a, Sliammon, Halq’em ́eylem, Hul’q’umi’num’, and Huu-ay- aht) as well as bilingual picture books in Blackfoot/English, Cree/English, Squamish/English, Nisga’a/English, and Sliammon/English.
Exemplary Classroom Practice: Secondary
Source: Government of Ontario
Focus: Secondary Students
Summary: The Ontario First Nations map shows the locations of:
- First Nation communities: listed by band number and cultural affiliation (e.g., Algonquin, Cree, Ojibway)
- Tribal Councils (a grouping of bands with common interests who join together to provide advice and programs to their members)
- reserves (land set aside for Bands under the Indian Act and treaty agreements)
- political organizations (e.g., Union of Ontario Indians, Grand Council Treaty 3)
- land covered by specific treaties
The border shows symbols that have special meaning to First Nations in Ontario.
Ontario is covered by 46 treaties and other agreements, such as land purchases by the Crown. These agreements were signed between 1781 and 1930.
Source: The Weekly Press
Summary: Young students in their early years of learning will get some extra support thanks to the Model Schools Literacy Project. L’nu Sipuk Kina’muokuom (LSK) School in Indian Brook (Sipekne’katik) has been chosen to participate in the project, offered through the Martin Family Initiative.
“They’re working with us to improve literacy in students in grades primary through three,” said Kelly Oliver, the principal at LSK. “The project will be enhancing and supporting our resources, and providing training for teachers, and resources for teachers and staff. We started with the project in September.”
LSK currently has 45 students in Primary through Grade 3
Summary: Step aside, YouTube: Inuktitube a 'one-stop-shop' for online Inuktitut videos, music and stories.
Source: The Alberta Teachers’ Association
Summary: The rare birth of a white buffalo on the Great Plains was considered a sacred event that represented hope, rebirth and unity for the tribes who depended on the buffalo for their sustenance. Many tribes have passed down legends that explain the symbolism of the white buffalo. We have used the white buffalo to show respect for Aboriginal history and culture in the hope that, as teachers become more familiar with Aboriginal culture, they can foster hope, rebirth and unity among Aboriginal students.
Source: Faculty of Engineering and Applied Science, Queen’s University
Focus: Intermediate/ senior students
Summary: A collection of comic-book style booklets introducing youth aged 8-14 to careers in engineering. Each title in the series features a young Aboriginal role model introducing their field.
Source: Pamela Rose Toulouse. Laurentian University, August 2013
Summary: This paper addresses themes that emerged from the Canadian Teachers’ Federation July 2013 President’s Forum on First Nations, Métis and Inuit education. Strategies, programs and wise practices for holistic Indigenous student success in Canada are highlighted and discussed. Current research focusing on equitable education environments based in social justice philosophies, inter-agency approaches, culturally relevant pedagogy, system wide change and inclusion are presented. A highly visual journey navigates the complexity and necessity for immediate action aimed at fostering understanding between Indigenous and non-Indigenous peoples as key. Advice, teachings, models and principles from students, educators, researchers, leaders, Elders and other stakeholders on Indigenous student success are infused throughout.