Resources for this Issue
Classroom Practice: Elementary
Source: Concept to Classroom
Focus: Junior students
Summary: A series of lesson plans related to Inuit life:
- How do Inuit on Baffin Island live, and how does Arctic life resemble and differ from ours?
- What can Inuit life on Baffin Island teach us?
- How does a short book about the Arctic (such as Michael Arvaarluk Kusugak's NORTHERN LIGHTS: THE SOCCER TRAILS or his BASEBALL BATS FOR CHRISTMAS, both from Annick Press, Buffalo, NY) illustrate Inuit life, social interaction, and environments?
- How does Inuit culture reflect beliefs, issues, and events relevant to societies past and present?
- How does Inuit culture compare to my own culture?
Classroom Practice: Secondary
Focus: Secondary students
Summary: This News in Review story looks at some recently discovered ancient artifacts that are causing archaeologists to rethink their theories about when people first began to arrive in the Americas and how they may have come here.
Source: Manitoba Education and Advanced Learning
Focus: Parents and community
Summary: The BSSAP initiative has partnered with specific school divisions to host an annual gathering of project sites. Each gathering showcases effective practices being implemented and provides a foundation for ongoing work that focuses on enhancing the school system’s ability to engage Aboriginal parents in strong partnerships with schools. The gatherings have supported dialogue between schools and parents focused on communication and joint actions to enhance the educational success of students.
The initiatives implemented have resulted in significant differences for Aboriginal parent involvement and non-Aboriginal parent involvement in Manitoba's public education system as the examples below outline:
- Prior to the BSSAP fund, there was a significant disparity between Aboriginal and non-Aboriginal parent engagement in Manitoba.
- This project has been viewed as an instrument to provide a common direction for all parties in order to enhance Aboriginal parent participation in Manitoba schools.
- The School plan in many sites outlines and speaks to the current state of the school/division initiatives of Aboriginal parent engagement in each of their sites and includes the approach and directions to continue enhancing such communication in the education system.
- One guiding principle and incumbent upon all partners-school, school districts and the Aboriginal communities is to support the range of options that are available to enhance Aboriginal parent-school partnerships in Manitoba's public education system.
- During the initial three years of 38 site operations, the activities have specifically targeted school-Aboriginal parent communication.
- The range of possible partnerships being established could serve as a foundation for future community planning between the school and parents.
- Continue communications with Aboriginal education coordinators from all regions of Manitoba, visits to districts and schools, interviews with administrators, teachers, Aboriginal staff and Aboriginal parents and focus groups with Aboriginal students and parents.
Source: University of Prince Edward Island, Nunavut
Summary: Millie’s Dream shares the vision and passion of Millie Qitupana Kuliktana, an educator and language advocate who has worked tirelessly for many years to maintain the Inuinnaqtun language.
Qitupat Tautuktuuyaaqtanga: Annaumaniarningata Inuinnaqtun
Qitupat Tautuktuuyaaqtanga ilautiqaqtuq hivumuarutikhamik akhuurutaaniklu Millie Qitupana Kuliktana, ilihaiyi uqauhikkullu akhuurhaiyi havakpaktuq akuni qunuhimaittumik aulaniatigut Inuinnaqtun uqauhium.
ᒥᓕᐅᑉ ᑕᐅᑐᙳᐊᖅᓯᒪᔭᖓ - ᑕᑯᒃᓴᐅᑎᑦᓯᕗᖅ ᒥᓕ ᕿᑐᐸᓇ ᖁᓕᒃᑖᓇᐅᑉ ᐃᒃᐱᒋᓪᓚᕆᒃᓯᒪᔭᖓᓂᒃ, ᑕᑯᔪᒪᖃᑦᑕᖅᓯᒪᔭᖓᓂᒃ. ᒥᓕ ᐃᓕᓴᐃᔨᐅᓯᒪᔪᖅ, ᐊᖏᔪᖅᑳᖑᓯᒪᓪᓗᓂ, ᐊᒃᓱᕈᐊᖃᖅᓯᒪᒻᒪᑦ ᐃᓄᐃᓐᓇᖅᑐᑦ ᐅᖃᐅᓯᐅᑉ ᒥᒃᓵᓄᑦ ᐅᑭᐅᓂᒃ ᐊᒥᓱᓂᒃ ᐅᖃᐅᓯᕆᔭᐅᓕᒃᑲᓐᓂᖁᓪᓗᒍ, ᐅᑎᖅᐸᓪᓕᐊᖁᓪᓗᒍᓗ.
Source: Pamela Rose Toulouse Laurentian University, 2013. Canadian Teachers’ Federation (CTF)
Summary: This paper addresses themes that emerged from the Canadian Teachers’ Federation (CTF) July 2013 President’s Forum on First Nations, Métis and Inuit (FNMI) 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.
Source: Aboriginal Affairs and Northern Development Canada (AANDC)
Focus: Secondary students
Summary: Search First Nations by name or province
Source: Annamarie Hatcher and Cheryl Bartlett, Cape Breton University, Nova Scotia, Canada Albert Marshall and Murdena Marshall Mi’kmaq Nation Elders, Nova Scotia, Canada
Focus: Teachers and researchers
Summary: This article outlines concepts and approaches for teaching Integrative Science (in Mi’kmaq:Toqwa’tu’kl Kjijitaqnn) using the guiding principle of Two-Eyed Seeing, and it discusses challenges that need to be overcome. This discussion is based on the almost 10 years of experience delivering Integrative Science to students at Cape Breton University. Integrative Science is the inter-face between Indigenous Sciences (at Cape Breton University guided by eastern Canadian Mi’kmaqtraditions) and Western Sciences where one does not have to relinquish either position but can come to understand elements of both. Western scientists seek to understand how the Universe works. The basic premise of Indigenous Sciences is participating within nature’s relationships, not necessarily deciphering how they work. The Two-Eyed Seeing approach used in Integrative Science seeks to avoid knowledge domination and assimilation by recognizing the best from both worlds.
Integrative Science in the classroom relies on a holistic trans-disciplinary curriculum firmly based in place. Crucial elements include a co-learning philosophy, connection with culture and community, a psychologically safe classroom, and Aboriginal pedagogy.