ISSUES IN NATIVE EDUCATION

FINAL
.
Sarah Bowman

APRIL 9, 2019
Index:

Alberta Education: FNMI Education Frame Work Page 2

Teaching in First Nations Schools: Western & Northern Canadian Protocol for

Collaboration in Basic Education Page 5

Community Schools Page 8

Integrating Aboriginal Perspectives Page 11

Models of Respectful Pedagogy Page 14

Resources Page 17

1
Alberta Education: FNMI Education Frame Work

The topic this week was on the Alberta Education: First Nations, Metis and Inuit

Education Frame Work. We read the First Nation, Metis and Inuit education policy framework

from 2002 as well as the Teaching Quality Standard from 2013. Which opened discussion for a

lot of topics with how it will actually be used to how its written. It also how its implementation

and proper use can benefit the classroom

The First Nations, Metis and Inuit Framework was made around the turn of the century

and provided long term outcomes for the education program. This includes 1. high quality

affordable learning, 2. excellence in learner achievement, 3. Prepared for a future in the

workforce, 4. Effective working relationships, 5. Highly responsive and responsible ministry1.

Each of these five points contain sub points to further explain the what these goals really mean

and should look like. They are then followed up with strategies that are supposed to allow

teachers and education workers to be able to achieve them. However, these strategies are not

so much ways of doing things but rather more sub goals like “identify and reduce barriers to

First Nations, Metis and Inuit learner success.”2 This sounds great but this is what teachers

goals already are, so learning ways that these barriers can be reduced would be helpful. These

will of course not all work for every student because each student is different and unique but

having a repertoire of options is very helpful. Lastly this policy goes over ways they will measure

1
Alberta Learning. (2002) First Nations, Metis, and Inuit Education Policy Framework. Pages 11-13
2
Alberta Learning. (2002) First Nations, Metis, and Inuit Education Policy Framework. Page 19

2
each goals development. Which seem like realistic ways of reviewing their policy outcomes

though it is a circumstantial strategy and most of it is not based numerically.

There was great thought behind this document however it seemed to lack follow

through as our presenters stated there was only one follow up review that can be found about

how the measures were being implemented. From what their research says they had made

progress in basically all fields but being that they did not continue to investigate it throughout

the years I believe shows a lack of effort and desire to really change things in education. The

TQS better represents an interest in the betterment of education and the idea of growth within

school curriculum, management and relations.

Reading the Teaching Quality Standard approved in 1997 compared to the revamped

version there is one clear distinct difference that really sets it apart. That is the addition of the

TQS-4, 5 which are establishing inclusive learning environments and applying foundational

knowledge about First Nations, Metis and Inuit3. This demonstrates a clear growth of

recognizing cases that brought to light issues Canadians needed to fully understand like the

history of residential schools and truth and reconciliation. “understanding the historical, social,

economic, and political implications of: treaties… legislation and agreements negotiated with

Metis and residential schools and their legacy.”4 Combining this with life-long learning by

providing PD sessions for teachers so that they are able to learn and fully understand what has

impacted this group of people. Teachers will be able to better address goals like strong

3
Alberta Government. (2019) Alberta Education: Teaching Quality Standard. Page 6
4
Alberta Government. (2019) Alberta Education: Teaching Quality Standard. Page 6

3
relationships and parent involvement creating a stable and safe environment for students and

their family to come too.

Which adds to the main point of both of these documents. Teachers need to be able to

become and be seen as an ally to their students. This does not come through only in their

relationship with students one on one but their classroom culture and relationship. In classes

like social studies where you need to go through a lot of negative history Canada has

experienced it is important to do so with a strategy. Most classes in my past have

demonstrated this history in facts rather than stories and experiences. But teachers should

even before that go over important factors like resiliency and progress for the future before

delving into genocide and trauma histories. Otherwise overwhelming and placing sole blame on

a certain group can cause them to shut down and not listen to facts that teachers may have to

create a discussion about how to move forward from it. I know this was my school experience

you hear repeatedly throughout school what damages that were caused and who’s fault it was

but there never seemed to be any way of moving forward from it rather just dwelling on the

past and my peers got tired of it and would barely give it the light of day. This is why it is

important to relay this information to students but to portray it in a way that will get them

thinking and continually listening.

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Teaching in First Nations Schools: Western & Northern Canadian Protocol for
Collaboration in Basic Education

This week’s reading was a about a document that can be used for validating cultural

appropriateness and historical accuracy of texts and documents. This is a problem many

teachers face within Canada. The worry of offending or stepping on toes because they do not

have the necessary background to make these decisions is quite common. This however draws

back from the education they are able to give their students as well it doesn’t encourage the

growth of reconciliation that our country is striving for if we as educators cannot educate them

about it.

The Common Tool for Assessing and validating (CTFAV) was created by Charter group 2.

The idea behind this document was to give educators a framework to work with to feel more

confident about the documents they are providing for their students. Most teachers do not

have extensive background knowledge on this subject especially since Canada itself has been

going through a transition period to really begin acknowledging investigating indigenous history

from more points of view than the Eurocentric version. This document helps all teachers

address “Teaching and learning resources that are culturally authentic, historically accurate and

respectful of the diversity of First Nations, Metis and Inuit people’s identities and

experiences…”5 when they may not have the option, opportunities, or connections to contact

individuals who could give the resource cultural credibility like elders or other indigenous

persons. It even splits the chart into a building sections of 4 parts the first identifies if the

5
Western and Northern Canadian Protocol for Collaboration in Basic Education. (2011). WNCP Common Tool for
Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of
First Nations, Metis and Inuit Content. Page 2

5
source can be validated with adhering to ethical production processes. If the document does

not pass the test questions in this section it is quite likely that it is not worth going through the

latter groupings. These checklists focus on things like 2. Language and imagery, to ensure text

and visuals are culturally authentic/ historical accurate, 3. Indigenous Knowledge and World

views examines the ideas and information presented that they show diversity in respectful

ways, and final 4. Historical and Contemporary Portrayals about cultural appropriateness and

historical accuracy 6.

I would personally use this document in my practicums and later in my teaching career.

But as it was said in class I would try and use it as a guide line. Because this document is so

extensive and detailed it would take an immense amount of time to go through every single

book checking if they had the check marked aspects. Rather I would try and use it for a month

or so while I am looking for resources for my lessons and classrooms. This way I would be able

to go through and reinforce the questions it asks into my long-term memory so that I could also

be asking myself them when I go through resources. Another idea that I had was that this could

also be used as a teaching tool. Getting students to do the activity that we did in class where

they take texts and articles and discuss with partners what they are able to find and whether it

is hitting the goals that this document states it should to be considered an appropriate

representation of culture, ideologies and beliefs. It is also a great document because if there

are books that are blatantly not hitting proper checkmarks that they should there is a resource

assessment and validation form7 which allows for individuals to validate and asses. With this

6
Western and Northern Canadian Protocol for Collaboration in Basic Education, Page 4
7
Western and Northern Canadian Protocol for Collaboration in Basic Education, Page 19

6
then they can send a sheet back to the producer explain ways it could be changed the

information so that it is more accurately representing them.

I look forward to using this document in my teaching career. Being able to have access

to a document that can reassure the validity of resources takes off some of the cultural

pressure I would have felt. As well it also allows me to think about other credentials that my

students and I should keep in mind when reading documents and the perspectives they are

showing. Being able to take this and continuing to keep these in mind hopefully we will be able

to go through a book without needing to look at the list for whether it reaches all goals.

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Community Schools

This weeks reading “There Is No Way to Prepare for This”: Teaching in First Nations

Schools in Northern Ontario- Issues and Concerns was quite surprising. I hadn’t realized what

this week’s focus was going to be. The study was very interesting but also a bit scary, the nerves

and difficulties teachers faced at Northern schools are things I myself have worried about. But

this information did not come as a shock to me because I had heard whispers of it before.

While the article we read was very informative about life on community schools I think

that it would have been beneficial for them to include more data than just that of female’s

perspectives. While it is very enlightening for women to be able to read other women’s

experiences up north, we are left with very little inclination for what males experience in

comparison. For whether they experience the same isolation or sexism, “…this teacher also

mentioned the sexism of white male colleagues. Several other women shared personal

experiences of sexism and white racism”8 I feel that the male perspective is just as important to

painting an accurate picture of teaching in northern community schools, because they likely

also experienced aspects of these same themes. Not including them gives the reader a picture

that men up north have a much better time than women do just by omitting their experiences.

This is a very good study that would be very beneficial for individuals who are applying

to community schools to read. Not to scare them off but because they will need to realize what

their life will become, the aspects that will change dramatically for them so that they can be

8
Harper, Helen. There Is No Way to Prepare for This: Teaching in First Nations Schools in Northern Ontario- Issues
and Concerns. University of Western Ontario. 151

8
prepared. The transition is different than going abroad to places in Europe where they may

have a different culture and language, there at least you still have communication to diverse

amounts of people and internet. This is sacrificed when going to a community school. “really

study the culture before you come here… instead of stepping into it and not knowing. Try not to

be too judgmental. It makes a lot of problems. Prepare yourself for the isolation and the ways

of life here. It’s a big culture shock…”9 So it is key that teachers research and properly prepare

themselves to the best of their abilities. They will not be able to entirely, but they will feel

better knowing that they tried.

So the biggest theme that I took from the reading was state of mind. If you go into this

situation worried, with thoughts of self-doubt and feeling that you will not belong or fit in, you

will find ways to reassure those negative voices. While if you go into this job opportunity

looking at it as a challenge you will willingly face and are looking forward to participating in you

are much more likely to enjoy your time. Having this positive outlook on life would open up

many more experiences as well, it can help with relationships, getting involved in the

community and negating those negative thoughts that can make the isolation unbearable. “I

love winters up here. I never thought I would because I hate the cold… but it’s so bright, so

clean and so crisp. It’s the best season of the year up here.”10 Finding things that you love about

the place rather than focusing on all that it doesn’t have can turn an experience around

completely.

9
Harper, 153
10
Harper, 151

9
 After reading this I was very glad to have already started taking a course on English

language learners. I had been advised by my mother to because she said that now days they

were getting a lot of students who were ELLs. I just did not realize how crucial it would be for

Canadian Aboriginal Citizens as well. But even after taking these courses they are still more

focused on students being the minority language in the classroom. So teachers would need a

more in depth specialized teaching where their own language is the minority rather than it

being their students.

This article has a lot to offer for relevant information teaching thinking about teaching in

community schools can use in planning their preparation as well as deciding whether it is for

them. Though this article specifically focuses on the female perspective up north rather than

including their male counterparts’ perspectives. So male teachers can assume that the

information women are portraying is true and would likely relate to them as well, they will

want to continue their research. Teachers will need to make sure that they are properly

prepared for the culture shock they are about to experience and should focus on keeping a

positive mood and perception of those around them to properly enjoy the journey they are on.

Finally, for their preparation most teachers recommended training for English as a second

language which is a great idea, however, they are teaching in an emersion atmosphere rather

than ELL minority that most classes teach for especially in southern Alberta.

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Integrating Aboriginal Perspectives

This week’s topic was about integrating aboriginal perspectives into the classroom. For

this we looked at two different articles, first being Rethinking Columbus, which is about the way

that history is taught in classrooms and how it can greatly mislead students in their beliefs. By

painting heroes of Europe with incomplete narratives leaving out the extent of their actions

that can be negative because it could portray their true colors. The second was a way to really

bring examples and strategies into the classroom with Our World , our ways: Teaching First

Nations, Metis and Inuit Learners. This shows strategies teaching can implement in their

classrooms to give students a better understanding of history and realizing that history is seen

from multiple perspectives rather than just one.

Rethinking Columbus brought up a lot of interesting points for me as a student as well

as being a teacher. I had learned throughout school about the discovery of Canada and then in

later years learned about thinking critically about what discovery really meant for indigenous

peoples of Canada. You hear about the negative things that happened in Canada with the

Beothuk, diseases and fighting, but this article brought even more to the table. I loved how it

started with a real-life example that really puts ‘discovery’ into perspective. “What right had

Columbus to discover America when it was already inhabited for thousands of years? The same

right I have to come now to Italy and claim to have discovered your country”11 This way of

explaining and starting the conversation I think would be very beneficial in a classroom to get

11
Rethinking Columbus,… pg 16

11
students thinking in their shoes. This conversation really opens the door for allowing students

to start critically thinking about what they have learned and what books are trying to tell them.

One of the most important things teachers teach is critical thought because it can be

used in every aspect of life. Allowing students to take understand that not everything they are

told is true and even if there are facts behind it, others may have seen those facts differently. I

think that using a variation of the four corners cooperative learning would be beneficial to this

task. Taking one point in history and thinking about it from multiple perspectives in a role-

playing scenario. I think that this would be a great cooperation with students that get them

really thinking about how that impacted different peoples lives. It also leads nicely into having a

conversation about why they think history is told from one point of view and how that can be

dangerous, one quote from a student showed this “We’re being fed lies. We don’t question the

facts, we just absorb information that is handed to us because we trust the role models that are

handing it out”12

Another activity that I really enjoyed in class as well as reading about was service-

learning projects13. Getting students out in the community doing relevant lesson with practical

applications are so important and meaningful to kids. And especially when its relating to natural

processes linking it to aboriginal values can be very simple. Even if it is not there are ways of

connecting, my groups practice service-learning project was with the streets alive program in

Lethbridge and the main idea of ours was for students to get involved in the community as well

12
Bigelow, B. & Peterson, B. (Eds.). (1973). Rethinking Columbus. Page 20
13
Aboriginal Services Branch and Learning and Teaching Resources. (2005). Our Words, Our Ways: Teaching First
Nations, Metis and Inuit Learners. Page 116

12
as get a better understanding of the problem itself so they would the be able to pass it on. This

relates to two specific values, POM MO TSI IY SINNI (to transfer to others knowledge) and IS

SPO MAA NI TA PIIY SINI (being helpful to others) which are both equally important in any

culture. These projects are great for being cross curricular on many levels which shows students

the different values and how all their studies though separate are intertwined in the real world.

Integrating aboriginal perspectives in part of the TQS but it should also just be a part of

personal standards as an individual. We hear stories every day in the news and they are usually

always from one specific side, we need to hold this ideology of open mindedness just as much

as our students do. Using the strategies that both articles provide allows us to give our students

a comprehensive and critical understanding of the world. This will allow for deeper

understanding of other cultures and allow students to build empathy for others.

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Models of Respectful Pedagogy

This week’s topic was models of respectful pedagogy, and how to implement Anishaabe

and other First Nation, Metis and Inuit cultures pedagogies into the classroom. Reading and

seeing the ways that stories can benefit not just the classrooms literacy. By allowing them to

gain appreciation for cultural practices, and learn personal lessons from the stories. I greatly

appreciated what strategies like the talking circle brought to my learning personally learning

about story telling and its relationship to childhood disorders. As well as combining the

pedagogy of not only Anishinaabe Pedagogy but looking towards Indigenous groups in your

district that can provide an insightful pedagogy that you can incorporate into your classroom

routine. This allows students to connect more fully with material when it is right outside their

door rather than being a distant concept they learn about that is practiced on the other side of

the country.

The article that was written by Archibald was very insightful on getting a better

understanding of the workings of oral teachings which can be beneficial with life and school

lessons. The use of traditional stories being told aloud allows for the listeners to take their own

meaning from the story. The Character, a trickster coyote portrays human like characteristics

with its community and land connections14. The coyote like human’s lives life and makes

mistakes and decisions that may not have been best. This is a great teaching tool, especially for

social decision making with children. Reading them the story before problems arise or decisions

are made gives the child a form of past experiences they can learn from. This way they can

14
Archibald, Jo-Ann. (2008). Indigenous Storywork: Educating the Heart, Mind, Body and Spirit. The Journey Begins.
Page 6

14
make their own decisions, good or bad having this background knowledge, so they either learn

from or solidify their own learned experience.

I really enjoyed the ties that were able to be found in class in relation to the reading and

talking circle. Being that I am in a child development class we looked at oppositional defiant

disorder and it is a challenging disorder to deal with. So the idea of combing First Nations,

Metis, Inuit traditions as a form of teaching is genius. Allowing a child to hear the story and take

their own meaning from the story for how the characters behavior affected their life and

decisions, or even how hearing that made them feel, is an indirect form of teaching. Removing

the opportunity for an argument or disagreement because it is only what they themselves

noted the teacher is not specifically telling them what they should or should not be doing.

The second reading Ashinaabe Pedagogy was another enlightening reading. Talking

about how to implement aboriginal teachings into schools was spoken and pointed out an

important aspect for teachers to think about. Using the term aboriginal teachings when

implementing into your class seems like the best way of meeting TQS standards however it is

important to realize that not all aboriginal groups are the same15 many are very different from

each other in beliefs, practices, and traditions. I think this would be a great time to start looking

into learning further aspects of the indigenous group’s practices in your area. Getting this

information from elders helps teachers give reliable information and properly implemented

activities into the class. The WNCP16 document references how beneficial this tactic can be

15
Chartrand, Rebecca. (2010). Urban Aboriginal Economic Development National Network Ashinaabe Pedagogy:
Deconstructing the Notion of Aboriginal Education by Illuminating Local Ashinaabe Pedagogy. Page 7
16
Western and Northern Canadian Protocol for Collaboration in Basic Education. (2011). WNCP Common Tool for
Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of
First Nations, Metis and Inuit Content. Page 5

15
when trying to implement books into the classroom and it works as a way of checking validity

with aboriginal teaching strategies too. As well this way students are able to make better

connections with the material because it is from their area and so won’t seem as abstract and

distant, especially because there are likely students in the class that are from that cultural

group.

Aboriginal teachings are vitally important constantly giving deep history, lessons,

emotional, spiritual connections that are rarely looked at or used in western society. Being able

to use stories to help guide children is not a common practice in European society, they rather

favor the black and white right and wrong tactics. This freedom and respect that is given to

elders by those seeking assistance as well as the respect the elders given in return telling the

story they think an individual needs to hear. By doing this Elders are trusting that the decision

the individual makes is one they needed, whether to benefit or learn from it. And as a teacher

using strategies like this to help guide students in their decision making as well as incorporating

it into with other aboriginal strategies can really broaden a student’s learning experience.

Opening them not only to a new culture but also to parts of their own community that they

may have not realized were so diverse.

These reading brought about a lot of enlightening points that really brought together

my own Indigenous Education. Learning ways of implementing, gaining a better understanding

of core values and practices. Most of all learning how I can find resources to share in my class

that are appropriate, accurate and interesting to all of my students.

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Resources:
Archibald, Jo-Ann. (2008). Indigenous Storywork: Educating the Heart, Mind, Body and Spirit. The
Journey Begins.
Alberta Government. (2019). Alberta Education: Teaching Quality Standard

Alberta Learning. (2002). First Nations, Metis, and Inuit Education Policy Framework.

Aboriginal Services Branch and Learning and Teaching Resources. (2005). Our Words, Our Ways:
Teaching First Nations, Metis and Inuit Learners.
Bigelow, B. & Peterson, B. (Eds.). (1973). Rethinking Columbus

Chartrand, Rebecca. (2010). Urban Aboriginal Economic Development National Network Ashinaabe
Pedagogy: Deconstructing the Notion of Aboriginal Education by Illuminating Local Ashinaabe
Pedagogy.
Harper, Helen. There Is No Way to Prepare for This: Teaching in First Nations Schools in Northern
Ontario- Issues and Concerns. University of Western Ontario.
Office of the Auditor General of Canada. (2004). November Report of the Auditor General of Canada: Ch
5- Indian and Northern Affairs Canada-Education Program and Post-Secondary Student Support
Western and Northern Canadian Protocol for Collaboration in Basic Education. (2011). WNCP Common
Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness
and Historical Accuracy of First Nations, Metis and Inuit Content

17