Resources for this Issue
Early Childhood Development
Source: Best Start Resource Centre
Focus: Service providers including early childhood educators, social workers, maternal and child health workers, public health staff, community workers, health care providers, and hospital staff.
Summary: This resource provides Inuit specific knowledge and cultural practices regarding pregnancy and parenting. It shares best practices for service providers who work with biological, foster, and adoptive parents of Inuit children aged 0 to 6 years old. Inuit parents living in Ontario are often caught between two worlds – their familiar world in the north and a new world in the south. For the purposes of this resource, the north refers to Inuit regions of northern Canada called Inuit Nunangat (Inuit homeland) where Inuit traditionally live and the south refers to the province of Ontario.
This resource offers information for southern service providers on the many challenges and opportunities for Inuit and non-Inuit parents raising young Inuit children in Ontario.
Exemplary Classroom Practice: Elementary
Source: Alberta Government
Focus : Grades 1-9
Summary: These sample lesson plans support Education for Reconciliation through the inclusion of First Nations, Métis, and Inuit perspectives; treaty education; and residential schools’ experiences, with learning outcomes identified in the current Alberta Programs of Study for Grades 1 to 9 in English Language Arts.
Each sample lesson plan includes content(s) or context(s) related to one or more of the following aspects of Education for Reconciliation:
- diverse perspectives and ways of knowing of First Nations, Métis, or Inuit, including values, traditions, kinship, language, and ways of being;
- understandings of the spirit and intent of treaties; or
- residential schools’ experiences and resiliency.
Links and relevant information in Guiding Voices: A Curriculum Development Tool for Inclusion of First Nations, Métis and Inuit Perspectives Throughout Curriculum and Walking Together: First Nations, Métis and Inuit Perspectives in Curriculum are provided to support understandings of First Nations, Métis, or Inuit ways of knowing. Both online resources are accessed through LearnAlberta.ca.
Exemplary Classroom Practice: Secondary
Focus: Secondary Students
Summary: CBC’s Beyond 94 is an immersive, interactive and comprehensive website created by the CBC Indigenous Unit that monitors the progress of this important tools for change — the TRC's 94 Calls to Action.
Explore CBC’s Beyond 94 interactive site at: www.cbc.ca/beyond94
Beyond 94 highlights concrete suggestions, resources and examples of what reconciliation is, and how Indigenous and non- Indigenous Canadians can work together on the path of reconciliation. The project will be a living resource as new documentaries, residential school survivor stories, ideas and community-based action around reconciliation are added.
Our teacher guide will help you and your students explore the Beyond 94 site and the TRC Calls to Action.
Also check out our Curio.ca Beyond 94 video collection at: www.curio.ca/beyond94
Source: Aboriginal Multi-Media Society
Summary: A news archive website for Indigenous news publications.
Source: First Nations Schools Association of BC
Summary: This publication, Effective Hiring Practices for BC First Nations Schools provides key information for First Nations schools about employee recruitment practices, employee retention practices, criminal records check and brand implementation. It is a companion publication to Employment Handbook for First Nations Schools.
Source: International Indigenous Policy Journal, Ian G. Cahill, Canadian Forest Service
Cahill, I. G. (2018). Indigenous Access to Skilled Jobs in the Canadian Forest Industry: The Role of Education. The International Indigenous Policy Journal, 9(2) . Retrieved from: https://ir.lib.uwo.ca/iipj/vol9/iss2/5
Summary: In this article, the effect of education on the skill level of jobs held by Indigenous people working in the Canadian forest industry is examined. A skill index based on detailed occupation is used as the dependent variable in ordered logit models estimated using data from Statistics Canada’s 2011 National Household Survey (NHS). Results are obtained by gender. In the case of men, for Métis (a specific mixed European and Indigenous culture) and for First Nations living off reserve estimates of the effect of education are similar to those for non-Indigenous people. The estimated effect is lower for those Indigenous people living on reserve, particularly for those whose employment is also on the reserve. Results for women are similar, though often not statistically significant due to the limited sample size. High school graduation appears insufficient to provide access to better jobs, whereas post-secondary education, including trade certificates and community college, is very effective. The article concludes with a suggestion that, while closing the lag in Indigenous rates of high school education is critical, this must provide a gateway to further education. A discussion provides more policy context.
Source: First Peoples’ Cultural Council
Summary: The information is collected directly from community members when they apply for language program funding through First Peoples’ Cultural Council (FPCC). Our goal is to provide information to First Nations communities and leadership and all levels of government to assist with language planning and revitalization. We also hope this information will be useful to the general public to learn more about the languages of this land.