Resources for this Issue
Early Childhood Development
Source: A collaborative project among the Alberta Centre for Child Family and Community Research, Blue Quills First Nations College, and University of Calgary MSW Social Work students at Blue Quills First Nations College.
Focus: Teachers and Community
Summary: This compendium is based on a qualitative research project that collected the stories of children and adults involved in various aspects of First Nations and Métis child protection. The Alberta Centre for Child Family and Community Research (The Centre) contracted with Blue Quills First Nations College (BQFNC) and the graduate‐level University of Calgary Social Work students at BGFNC to collect stories of success from First Nations and Métis children currently in care, First Nations and Métis children who had transitioned out of care, First Nations and Métis Child Welfare Case Workers and First Nations and Métis community people involved with providing support and services to children in care. Additional funding for the data collection was provided by the Northern Alberta Development Council.
A compendium literally translates as “to weigh together” from the Latin word compendere. This compendium will ask the reader to do just that; reflect on the contents of the research from the four selected areas exploring the successful outcomes in child protection; combine individual experiences and reflect upon the possibilities for future successes in First Nations and Métis foster/kinship care placements.
Exemplary Classroom Practice: Elementary
Source: University of Saskatchewan
Focus: Elementary Students
Summary: Saskatchewan Cradleboard Initiative (SCI) resources are developed by and reflect the skills and talents of University of Saskatchewan students learning in partnership with Aboriginal educators, and they carry the culturally celebratory spirit of Dr. Buffy Sainte-Marie’s pioneering International Cradleboard Teaching Project.
These pilot resources were created in 2013 - they demonstrate a beginning!
This resource collection is a work in progress that will grow with time, with feedback, and with your direction
Exemplary Classroom Practice: Secondary
Source: This Atlas is one of the outcomes of the project "The Northwest Passage and the construction of Inuit pan-Arctic identities" (funded by SSHRC—the Social Sciences and Humanities Research Council), and co-directed by Claudio Aporta (Marine Affairs Program, Dalhousie University), Michael Bravo (Geography, University of Cambridge), and Fraser Taylor (Geomatics and Cartographic Research Centre, Carleton University).
Focus: Secondary Students
Summary: The Atlas provides a synoptic view of Inuit mobility and occupancy of Arctic waters, coasts and lands, including its icescapes, as documented in written historical records (maps of trails and place names). The documents that form the foundation of this Atlas consist of both published and unpublished accounts of Inuit engagement with cartography during the 19th and 20th centuries. All documents are held in public libraries or archives.
The focus of the Atlas in this initial project is on material from the Eastern and Central Canadian Arctic. It is hoped that the Atlas can be further developed in subsequent phases to present material of other Inuit groups such as the Inupiat, Inuvialuit, and peoples of Nunatsiavut (Labrador) and Nunavik. Delineations of trails and place names play a critical role in documenting the Inuit spatial narratives about their homelands. To show where these trails lead and connect to other trails, the historical records used in making this Atlas are being relationally linked, referenced geospatially, and displayed on a base map.
Viewers can also explore the source maps to understand better how this dynamic network of trails, part of the fabric of Inuit territory and history, has been mapped piecemeal by explorers, missionaries, and scientists in the course of cartographic encounters. What is too often lost, however, is a sense of the bigger picture, the territorial coherence of the Inuit people over Arctic waters. These largely encompass and exceed the scope of the hydrographic mapping surveys that have taught generations of students to envision Inuit Arctic waters through the more limited vision of Northwest Passage routes
Source: Aboriginal Affairs and Northern Development Canada (AANDC)
Focus: Elementary and Secondary Students
Summary: AANDC is one of 34 federal departments and agencies involved in Aboriginal and northern programs and services. AANDC's mandate, responsibilities and key priorities are shaped by centuries of history, and unique demographic and geographic challenges.
Canada's economic and social well-being benefits from strong, self-sufficient Aboriginal and northern people and communities. Our vision is a future in which First Nations, Inuit, Métis and northern communities are healthy, safe, self-sufficient and prosperous - a Canada where people make their own decisions, manage their own affairs and make strong contributions to the country as a whole.
Source: Government of New Zealand and Waikato University
Summary:Te Kotahitanga is a research and professional development programme that:
- supports teachers to improve Māori students' learning and achievement, enabling teachers to create a culturally responsive context for learning which is responsive to evidence of student performance and understandings
- enables school leaders, and the wider school community, to focus on changing school structures and organizations to more effectively support teachers in this endeavour.
The overall aim of this project has been to investigate how to improve the educational achievement of Māori students in mainstream secondary school classrooms. From the theoretical position of Kaupapa Māori research, and an examination of appropriate Māori cultural metaphors, we suggested that this will be accomplished when educators create learning contexts within their classroom; where power is shared between self-determining individuals within non-dominating relations of interdependence; where culture counts; where learning is interactive, dialogic and spirals; where participants are connected to one another through the establishment of a common vision for what constitutes excellence in educational outcomes. We termed this pedagogy a Culturally Responsive Pedagogy of Relations.
Source: Aboriginal Affairs and Northern Development Canada (AANDC)
Focus: Secondary students
Summary: The Job Search Tool Kit for Aboriginal Youth is designed to help you with the job of looking for a job! Finding a job is really a full-time business. It takes effort, dedication and time. And even more, it takes patience. This should give you a good start on the what, where and how of job hunting.
There are some exercises to help you discover your own personality, skills and talents (including ones you might not know are there). Then there is a section on the job market, with suggestions for you to follow up in your own province or territory
In the practical sense, there is information on how to apply for that job - writing a résumé and cover letter, and going for an interview. Then when you get the job (and you will, with patience and perseverance), there are some suggestions for your first day on your new job. There are even tips on how to make yourself indispensable to your employer.
Finally there is a section on becoming an entrepreneur - how to figure out whether you have what it takes, as well as some information on where you can get more help and information.
This is, as its name implies, a tool kit. How you use it really depends on you.
Source: Journal of Indigenous Social Development. Evelyn M. Campbell, University of Minnesota - Duluth and Susan E. Smalling, St. Olaf College
Summary: Recent studies show the frequency of school bullying has been on the rise (National Center for Education Statistics, 2011) and poses serious health threats to youth development (Nansel, et al., 2001). This study reviews the literature on the definition of bullying and examines the 2010 Minnesota Student Satisfaction survey on the victimization of American Indian students in public schools. The authors examined the extent of victimization by race/ethnicity, particularly for American Indian students, and how it correlates with gender and grade. Findings reveal that American Indian students are disproportionately victims of victimization and potential bullying. Suggestions for future research and implications for social work practitioners are described.