Resources for this Issue
Classroom Practice: Elementary
Source: 2018 Mi’kmaq-Wolastoqey Centre
Focus: Elementary/secondary students
Summary: Immerse yourself in the culture of Wabanaki peoples through sound, stories and videos.
Classroom Practice: Secondary
Source: National Inquiry into Missing and Murdered Indigenous Women and Girls
Focus: Secondary students
Summary: Their Voices Will Guide Us is an educational and outreach initiative of the National Inquiry intended to facilitate critical thinking, purposeful reflection, and dialogue around the perceptions and lived realities of Indigenous women and girls, including members of 2SLGBTQQIA communities. The initiative is designed to engage students and teachers in meaningful learning about the important roles of Indigenous women, girls, and Two-Spirit people in their families, communities, and nationals, highlighting their strength, agency and resilience. Many students, teachers, youth and other contributors have participated in its development. The goal of the guide is to help shine a light into the dark corners of our collective history, the impacts of colonialism and racism on the lives of Indigenous women, girls and 2SLGBTQQIA people as well as on their families, communities, and Nations.
Early Childhood Development
Source: Best Start
Summary: The purpose of this First Nations early learning report is to:
- review early learning policy and research that has been done with First Nations children (from birth to age 6) living in Ontario; and
- identify strategies to support early learning for service providers who work with First Nations parents/caregivers. The review involved a scan of relevant literature and interviews with key informants.
Early learning is important because it forms the foundation for lifelong learning. Taking part in early learning programs has been shown to positively influence school success.
National News | June 25, 2019 by Priscilla Wolf APTN
Former prime minister Paul Martin was on hand to launch a new project in Ile a la Crosse, Sask. called the Green House Project.
The project is part of the Martin Family Initiative that has been working with schools across Canada for almost a decade.
Martins says he sees Indigenous youth as an investment for Canada.
“The Green House Project hopes to address many issue related to food, food security, and horticulture that disproportionately affects Indigenous Peoples and their communities,” Martin said. “The Greenhouse Project is a school - based program that introduces students to horticulture through hands on lessons and practices.
“It seeks to complement a number of existing course areas for high school students including entrepreneurship, science, math, and nutrition.”
The goal is to get the high school students skilled at growing their own food and sharing it with the community and area by using their entrepreneurial skills by building a business.
“We all understand that food in the north is expensive and that often times whether its fresh vegetables or fresh fruit those things are not available as a result we have said one of the things we got to do in an entrepreneurial way is to build greenhouses,” said Martin.
Green houses that can use solar energy and can be spread throughout the north that will create food security.”
Summary: This eBook is intended to be an interactive resource leading educators from the story to the 'back story' utilizing links on each page to offer related resources. Throughout this book you will find Project of Heart tiles with an 'aura' which indicates that this is a link. Click on each of these tiles to find additional resources including films, videos, documents, articles, activities and more.
Source: EdCan Network
Focus: Elementary and Secondary students
Summary: Truth and Reconciliation in Your Classroom
This infographic aims to empower teachers, principals and administrators across Canada with four key steps to begin implementing truth and reconciliation initiatives immediately into K-12 classrooms.
Source: The Office of the Children’s Advocate Manitoba, 2016. Prepared by: Dr. Marlyn Bennett
Summary: This report is unique in many ways. It is not just a retelling of the history we have come to better understand of Canada’s First People, of disastrous newcomer government policies, of residential schools, and of the current child welfare system. Certainly each of those is found within the pages of this document as their influence on the current situation is undeniable, but this report is a narrative. We created thirteen questions about the experiences of indigenous girls and went to community members to ask them to share their wisdom and learning with us on what is happening, and what is needed to repair relationships and build up young women so they can once again become the anchors and influencers of a healthy and healed society. To accomplish this, we asked Dr. Marlyn Bennett, well- respected researcher and community builder to lead this project of collecting stories and stitching them together to create this choir of voices. We invite you to allow the narrative to unfold; to hear the voices of those who offer their words. At times the words are empowering and gentle and at times they roil with understandable anger and passion.
Source: Faculty of Education, University of Alberta. Martha Moon, Paul Berger
Summary: What does Indigenous student success look like in public school boards? Seven urban Indigenous educators’ interview responses to this question were interpreted and reported by the lead author, a teacher and researcher of English, Irish, and Scottish heritage—a Settler Canadian. The “Connected Beads Model” is the result of these educator-to-educator interviews. It shows how Indigenous students’ success can be promoted when Settler and Indigenous educators take a “We” stance alongside students, families, and communities through honoring story, relationship, and holism in school. The concepts embedded in the model and its practical applications are explored through participants’ quotations and considered alongside related literature on Indigenous education.