Jillian Montalbetti 10150257

Justine Tarkowski 10159811

Tristan Wu 10153987
Carlene Kalin 10162051
Anna Lee 10163064
Korinn Burgess 10145680

Looking Back, Looking Forward

- We are presenting on Wednesday (need to have everything done by then)
- Presentation is about 10 minutes
- Artefact has to be approx. 1000 words in length

Our Artefact: Resource List & Annotated Bibliography

- 2 resources per person (1 for the teacher, 1 for the student)
- Cite your resource (if necessary) and include a small paragraph describing how it can be
applied to the teacher/student in a PRACTICAL way

Presentation (PowerPoint, Prezi…)

- Start with an activity for the class
- Groups get a sticky note/paper: What is the future of Indigenous education? Reflect on your
original answer at the beginning of the semester

- Presentation Themes:
- What is your hope for Indigenous education in the future?
- What is our role in all of this as teachers?
- What we think is missing or we still need to know
- Resources for students that come to use with intergenerational trauma, are at an
increased threat for exploitation, in harmful situations
- We can now begin to understand just a little about the history of the issue,
but how do we help our students in real time
- Themes from witnessing:
- We want to bring in indigenous perspectives and reconciliation into the
classroom in really authentic and meaningful ways. We feel that so often it is
superficial, or not talked about at all. There is no debriefing or connecting to
larger issues
- We are grappling with our own ideas about what the future of indigenous
education should look like, as well as our hopes for changes in the broader
Canadian society
- We feel overwhelmed by the magnitude of this calling as teachers to bring in
indigenous perspectives, serve our indigenous students (and all students) to the
best of our ability, be trauma informed, prevention of exploitation, helping
students who are at a heightened risk, etc. etc. etc.
 - We want to make sure that we have resources in our toolbox for students who
come to us either at a heightened risk or who are in problematic situations. We
want community and school resources to direct students to.
- Our resource: two pronged approach.
- To incorporate indigenous ways of knowing into our everyday teaching in
order to best serve all of our students, and to validate indigenous
perspectives in our classroom.
- To provide teachers with a toolbox of resources in the community to direct
students to should they need it.

Group Artefact: Resource List

As a group, we have compiled a resource list for teachers and Indigenous students in the form
of an annotated bibliography. We have included five resources that teachers can utilize in order
to bring Indigenous ways of knowing into the classroom and to develop their teaching practice.
We have also included five resources teachers can give to their Indigenous students or direct
them to if necessary. Our goal was to create a practical and useful list that anyone can keep in
their classroom. It is important for teachers to have a basic understanding of the resources
available within the community in case students require additional support or help. The resource
list for students can be placed in a designated spot in a classroom so students have the
opportunity to take a copy if they are not comfortable approaching the teacher. It is important to
note that these resources are beneficial for all students, not just Indigenous students.

Resources for Teachers:

1. Alberta Education (2011). Walking together. First Nations, Metis and Inuit perspectives in
curriculum. Edmonton, AB: Government of Alberta: http://www.learnalberta.ca/content/aswt/
This website is a great collection of Indigenous voices organized in a user-friendly and practical
way for teachers to quickly consider Indigenous ways of knowing & being such as wellbeing,
kinship, worldview, pedagogies and much more. The site is also supplemented with oral video
recordings of Indigenous elders and voices of various tribes which provide for great authenticity
and expert voice when a teacher is uncertain. Teachers can use the website alongside
unit/lesson planning to ensure Indigenous ways of knowing are authentically represented.

2. GoodMinds (n.d.). Retrieved from http://goodminds.com/

The website provides the best and most recently published Aboriginal and School library books
available in Canada. It also supports the success of Aboriginal writers and publishers by letting
people know about their work. All grade level books are available. Furthermore, multimedia,
DVDs, and educational kits are also available for educators. This is a good resource for
teachers who do not know where to look for resources on the Indigenous community.

3. Infusing Indigenous Perspectives in K-12 Teaching: Lesson Plans. (n.d.). Retrieved from
https://guides.library.utoronto.ca/aboriginaleducation/lessonplans
This guide is designed by the University of Toronto to help Education students find materials
that centre or focus on First Nations, Métis, and Inuit worldviews, experiences and knowledges
for teaching in the K-12 classroom. It includes lesson plans that can be used for many grades
and disciplines, and levelled reader book suggestions which focus on indigenous perspectives.

4. Michell, H., Vizina, Y., Augustus, C., & Sawyer, J. (2008). Learning indigenous science from
place. Retrieved from https://aerc.usask.ca/downloads/Learning-Indigenous-Science-From-
Place.pdf
This article is a Saskatchewan based collaborative research study that explores how to
incorporate Indigenous sciences into the Western classroom. This resource offers practical
recommendations and strategies for science teachers. However, this research study is not only
useful to science teachers as it also offers a comprehensive look at the history of Indigenous
education in Canada and a useful comparison of Western and Indigenous knowledge, world
views, and epistemologies. The appendices also contains a visual representation of both First
Nations and Metis Lifelong Learning Models which adds to a deeper understanding of how to
bring in Indigenous ways of knowing and learning.

5. Western and Northern Canadian Protocol (2013). Our way is a valid way: Professional
Educator Resource. Retrieved from: http://www.yesnet.yk.ca/firstnations/pdf/13-
14/our_way_resource.pdf
This document reflects the collaborative effort of several teachers, FNMI education directors,
elders, and Ministers of Education across Western and Northern Canada. This document serves
as a professional development resource for educators. The resource provides practical
classroom and teaching strategies for topics such as: land and people, traditional ways of
knowing, oral traditions/storytelling, residential schools and anti-racist and anti-oppressive
education. The document also provides examples and templates of performance assessment
tasks.

Resources for Students:

1. Aboriginal Friendship Centre of Calgary. (n.d.). Retrieved from https://www.afccalgary.org/
The Aboriginal Friendship Centre of Calgary is a non-profit organization with a mandate to
provide social, cultural, education and employment services to the Aboriginal peoples within the
Calgary. The Centre can provide Aboriginal students in Calgary with a holistic and traditional
approach in providing resources and services.

2. Distress Centre Calgary. (n.d.). Retrieved from http://www.distresscentre.com/

The Distress Centre offers a 24/7 crisis intervention line that is designated for youth and teens.
If a student is upset about something, struggling with loss of a loved one, having suicidal
thoughts, or needs someone to talk to, they will receive immediate confidential support from the
professional staff at the Distress Centre. The service is free and is offered in over 200
languages. The Distress Centre also offers free one-on-one counselling support if you visit their
office in the SW. They can be contacted by phone, email, or text.
- 24 hour phone support: 403-264-8336
- Daily online chat: CalgaryConnecTeen.com
- Daily text-messaging: 587-333-2724

3. Indigenous Students UniversityStudy. (n.d.). Retrieved from

https://www.universitystudy.ca/indigenous-students/
This website provides Indigenous students attending or planning on attending post secondary
schools resources to help find programs and services to support their success. They also
provide links to apply for student loans, bursaries, and scholarships with the Indigenous Bursary
Search Tool.

4. Native Centre at University of Calgary. (n.d.). Retrieved from:

https://www.ucalgary.ca/nativecentre/
The Native Centre at the University of Calgary provides opportunities for people to learn about
Indigenous knowledge and research methodologies. The centre provides a culturally
appropriate environment that supports the success of Aboriginal students for higher education
and the pursuit of knowledge. It provides academic, personal, and cultural support services and
programs to current Indigenous students and others.

5. USAY – Urban Society for Aboriginal Youth. (n.d.). Retrieved from http://usay.ca/
The Urban Society for Aboriginal Youth is a not-for profit organization in Calgary that provides
programming and services to Calgary’s Indigenous youth between the ages of 12 and 29. They
work to empower indigenous youth in Calgary by nurturing self-empowerment and fostering
healthy collaboration and communication to ensure healthy future generations. This website
provides students with information on upcoming programs and events.