Download or read book First Nations Education in Canada written by Marie Battiste and published by UBC Press. This book was released on 2011-11-01 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written mainly by First Nations and Metis people, this book examines current issues in First Nations education.
Download or read book Knowing the Past Facing the Future written by Sheila Carr-Stewart and published by Purich Books. This book was released on 2019-11-15 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 1867, Canada’s federal government became responsible for the education of Indigenous peoples: Status Indians and some Métis would attend schools on reserves; non-Status Indians and some Métis would attend provincial schools. The system set the stage for decades of broken promises and misguided experiments that are only now being rectified in the spirit of truth and reconciliation. Knowing the Past, Facing the Future traces the arc of Indigenous education since Confederation and draws a road map of the obstacles that need to be removed before the challenge of reconciliation can be met. This insightful volume is organized in three parts. The opening chapters examine colonial promises and practices, including the treaty right to education and the establishment of day, residential, and industrial schools. The second part focuses on the legacy of racism, trauma, and dislocation, and the third part explores contemporary issues in curriculum development, assessment, leadership, and governance. This diverse collection reveals the possibilities and problems associated with incorporating Traditional Knowledge and Indigenous teaching and healing practices into school courses and programs.
Download or read book The New Buffalo written by Blair Stonechild and published by Univ. of Manitoba Press. This book was released on 2006 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Post-secondary education, often referred to as "the new buffalo," is a contentious but critically important issue for First Nations and the future of Canadian society. While First Nations maintain that access to and funding for higher education is an Aboriginal and Treaty right, the Canadian government insists that post-secondary education is a social program for which they have limited responsibility. In "The New Buffalo, "Blair Stonechild traces the history of Aboriginal post-secondary education policy from its earliest beginnings as a government tool for assimilation and cultural suppression to its development as means of Aboriginal self-determination and self-government. With first-hand knowledge and personal experience of the Aboriginal education system, Stonechild goes beyond merely analyzing statistics and policy doctrine to reveal the shocking disparity between Aboriginal and Canadian access to education, the continued dominance of non-Aboriginals over program development, and the ongoing struggle for recognition of First Nations run institutions.
Download or read book Teaching Each Other Enhanced Edition written by Linda M. Goulet and published by UBC Press. This book was released on 2024-11-15 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent decades, educators have been seeking ways to improve outcomes for Indigenous students. Yet most Indigenous education still takes place within a theoretical framework based in Eurocentric thought. In Teaching Each Other, Linda Goulet and Keith Goulet provide an alternative framework for teachers working with Indigenous students – one that moves beyond acknowledging Indigenous culture to one that actually strengthens Indigenous identity. Drawing on Nehinuw (Cree) concepts such as kiskinaumatowin, or “teaching each other,” Goulet and Goulet provide a new approach to teaching Indigenous students. Kiskinaumatowin transforms the normally hierarchical teacher-student relationship by making students and teachers equitable partners in education. Enriched with the success stories of educators who are applying Nehinuw concepts in Saskatchewan, Canada, this book demonstrates how this framework works in practice. The result is an alternative teaching model that can be used by teachers anywhere who want to engage with students whose culture may be different from the mainstream. This enhanced edition also includes audio pronunciations of each Cree word, as well as a glossary of Cree words and their meanings.
Download or read book Education Dominance and Identity written by Diane B. Napier and published by Springer Science & Business Media. This book was released on 2013-02-11 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is a collection of research cases illustrating the interrelationships among education, dominance and identity in historical- and contemporary contexts. The cases reflect particular ways in which local-, group, and indigenous identities have been affected by a dominant discourse, how education can support or undermine identity, and how languages (including dominant and sub-dominant languages) and the language of instruction in schools are at the centre of challenges to hegemony and domination in many situations. Examining the issues in their research, the contributors reveal how members of minority-, disadvantaged-, or dominated groups (and the teachers and parents of children in their schools) struggle for recognition, for education in their own language, for acceptance within larger society, or for recognition of the validity of their responses to reform initiatives and policies that address a wider agenda but that fail to take into account key factors such as perceptions and subaltern status. Collectively, the chapters document research employing a variety of methodological approaches and theoretical perspectives, illustrating an array of universal and global issues in the field of comparative and international education. However, each of the cases its own unique character, as research findings and as personal reflections based on the authors’ experiential knowledge in particular social, cultural and political contexts. The contexts and regional settings include Chile, Canada, the United States, Hungary and elsewhere in East-Central Europe, France, Germany, Spain, Malaysia, Tanzania, South Africa, Cyprus, Tunisia, Egypt, Iran and elsewhere in the Middle East.
Download or read book First Nations Education Policy in Canada written by Jerry Paquette and published by University of Toronto Press. This book was released on 2010-10-30 with total page 622 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can First Nations schools in Canada offer a curriculum that is at once authentically and deeply Aboriginal while comparable in content, quality, and standards to provincial and territorial education? First Nations Education Policy in Canada is a critical analysis of policy developments affecting First Nations education since 1986 and a series of recommendations for future policy changes. Jerry Paquette and Gérald Fallon challenge the fundamental assumptions about Aboriginal education that have led to a Balkanized and ineffective educational system able to serve few of the needs of students. To move forward, the authors have developed a conceptual framework with which to re-envision the social, political, and educational goals of a self-governing First Nations education system. Offering a sorely needed fresh perspective on an issue vital to the community, First Nations Education Policy in Canada is grounds for critical reflection not only on education but on the future of Aboriginal self-determination.
Download or read book Aboriginal Education written by Marlene Brant Castellano and published by UBC Press. This book was released on 2007-10 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: Documents the significant gains in recent years in fulfilling this promise of education – the heart of the struggle of Aboriginal peoples to regain control over their lives as communities and nations.
Download or read book Indigenous Writes written by Chelsea Vowel and published by Portage & Main Press. This book was released on 2016-08-02 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Delgamuukw. Sixties Scoop. Bill C-31. Blood quantum. Appropriation. Two-Spirit. Tsilhqot’in. Status. TRC. RCAP. FNPOA. Pass and permit. Numbered Treaties. Terra nullius. The Great Peace… Are you familiar with the terms listed above? In Indigenous Writes, Chelsea Vowel, legal scholar, teacher, and intellectual, opens an important dialogue about these (and more) concepts and the wider social beliefs associated with the relationship between Indigenous peoples and Canada. In 31 essays, Chelsea explores the Indigenous experience from the time of contact to the present, through five categories—Terminology of Relationships; Culture and Identity; Myth-Busting; State Violence; and Land, Learning, Law, and Treaties. She answers the questions that many people have on these topics to spark further conversations at home, in the classroom, and in the larger community. Indigenous Writes is one title in The Debwe Series.
Download or read book Truth and Reconciliation in Canadian Schools written by Pamela Rose Toulouse and published by Portage & Main Press. This book was released on 2018-03-15 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, author Pamela Rose Toulouse provides current information, personal insights, authentic resources, interactive strategies and lesson plans that support Indigenous and non-Indigenous learners in the classroom. This book is for all teachers that are looking for ways to respectfully infuse residential school history, treaty education, Indigenous contributions, First Nation/Métis/Inuit perspectives and sacred circle teachings into their subjects and courses. The author presents a culturally relevant and holistic approach that facilitates relationship building and promotes ways to engage in reconciliation activities.
Download or read book Decolonizing and Indigenizing Education in Canada written by Dr. Sheila Cote-Meek and published by Canadian Scholars’ Press. This book was released on 2020-06-01 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Decolonizing and Indigenizing Education in Canada thinks boldly about how to make space for Indigenous knowledges and have an honest discourse on truth and reconciliation. By engaging with Indigenous epistemologies and strategies, the contributors navigate the complexities of the decolonization and indigenization of post-secondary institutions. What is needed in this field is less theorizing and more action: the contributors offer practical steps on how one might positively transform the Canadian academy. Through this lens of action-based solutions, each of the fifteen chapters advances critical scholarship on issues of pedagogy, curriculum, shifting power dynamics, and challenging Eurocentric perspectives in higher education. With contributions from both Indigenous and non-Indigenous academics from across Canada and in varying academic positions, Decolonizing and Indigenizing Education in Canada provides a unique perspective specific to the Canadian education system. Featuring discussion questions, further reading lists, and practical examples of how to engage in decolonization work within the academy, this text is an essential resource for students and scholars studying Indigenous knowledges, education and pedagogies, and curriculum studies.
Download or read book Learning and Teaching Together written by Michele TD Tanaka and published by UBC Press. This book was released on 2016-11-15 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Across Canada, new curriculum initiatives require teachers to introduce students to Aboriginal content. In response, many teachers unfamiliar with Aboriginal approaches to learning and teaching are seeking ways to respectfully weave this material into their lessons. Learning and Teaching Together introduces teachers of all levels to an indigenist approach to education. Tanaka recounts how pre-service teachers enrolled in a crosscultural course in British Columbia immersed themselves in indigenous ways of knowing as they worked alongside indigenous wisdom keepers. Transforming cedar bark, buckskin, and wool into a mural that tells stories about the land upon which the course took place, they discovered new ways of learning that support not only intellectual but also tactile, emotional, and spiritual forms of knowledge. By sharing how one group of non-indigenous teachers learned to privilege indigenous ways of knowing in the classroom, Tanaka opens a path for teachers to nurture indigenist crosscultural understanding in their own classrooms.
Download or read book Decolonizing Education written by Marie Battiste and published by UBC Press. This book was released on 2019-01-31 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on treaties, international law, the work of other Indigenous scholars, and especially personal experiences, Marie Battiste documents the nature of Eurocentric models of education, and their devastating impacts on Indigenous knowledge. Chronicling the negative consequences of forced assimilation, racism inherent to colonial systems of education, and the failure of current educational policies for Aboriginal populations, Battiste proposes a new model of education, arguing the preservation of Aboriginal knowledge is an Aboriginal right. Central to this process is the repositioning of Indigenous humanities, sciences, and languages as vital fields of knowledge, revitalizing a knowledge system which incorporates both Indigenous and Eurocentric thinking.
Download or read book Creating Space written by Verna J. Kirkness and published by Univ. of Manitoba Press. This book was released on 2013-09-27 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Verna J. Kirkness grew up on the Fisher River Indian reserve in Manitoba. Her childhood dream to be a teacher set her on a lifelong journey in education as a teacher, counsellor, consultant, and professor. Her simple quest to teach "in a Native way" revolutionized Canadian education policy and practice. Kirkness broke new ground at every turn. As the first cross-cultural consultant for the Manitoba Department of Education Curriculum Branch she made Cree and Ojibway the languages of instruction in several Manitoba schools. In the early 1970s she became the first Education Director for the Manitoba Indian Brotherhood (now the Assembly of Manitoba Chiefs) and then Education Director for the National Indian Brotherhood (now the Assembly of First Nations). She played a pivotal role in developing the education sections of Wahbung: Our Tomorrows, which transformed Manitoba education, and the landmark 1972 national policy of Indian Control of Indian Education. These two major works have shaped First Nations education in Canada for more than 40 years. In the 1980s she became an assistant professor at the University of British Columbia where she was appointed Director of the Native Teacher Education Program, founded the Ts’‘Kel Graduate Program, and was a driving force behind the creation of the First Nations House of Learning. Honoured by community and country, Kirkness is a visionary who has inspired, and been inspired by, generations of students. Like a long conversation between friends, Creating Space reveals the challenges and misgivings, the burning questions, the successes and failures that have shaped the life of this extraordinary woman and the history of Aboriginal education in Canada.
Download or read book Indigenous Pathways Transitions and Participation in Higher Education written by Jack Frawley and published by Springer. This book was released on 2017-05-31 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is open access under a CC BY 4.0 license. This book brings together contributions by researchers, scholars, policy-makers, practitioners, professionals and citizens who have an interest in or experience of Indigenous pathways and transitions into higher education. University is not for everyone, but a university should be for everyone. To a certain extent, the choice not to participate in higher education should be respected given that there are other avenues and reasons to participate in education and employment that are culturally, socially and/or economically important for society. Those who choose to pursue higher education should do so knowing that there are multiple pathways into higher education and, once there, appropriate support is provided for a successful transition. The book outlines the issues of social inclusion and equity in higher education, and the contributions draw on real-world experiences to reflect the different approaches and strategies currently being adopted. Focusing on research, program design, program evaluation, policy initiatives and experiential narrative accounts, the book critically discusses issues concerning widening participation.
Download or read book This Benevolent Experiment written by Andrew John Woolford and published by U of Nebraska Press. This book was released on 2015-09 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Choice Outstanding Academic Title, 2017 At the end of the nineteenth century, Indigenous boarding schools were touted as the means for solving the "Indian problem" in both the United States and Canada. With the goal of permanently transforming Indigenous young people into Europeanized colonial subjects, the schools were ultimately a means for eliminating Indigenous communities as obstacles to land acquisition, resource extraction, and nation-building. Andrew Woolford analyzes the formulation of the "Indian problem" as a policy concern in the United States and Canada and examines how the "solution" of Indigenous boarding schools was implemented in Manitoba and New Mexico through complex chains that included multiple government offices with a variety of staffs, Indigenous peoples, and even nonhuman actors such as poverty, disease, and space. The genocidal project inherent in these boarding schools, however, did not unfold in either nation without diversion, resistance, and unintended consequences. Inspired by the signing of the 2007 Indian Residential School Settlement Agreement in Canada, which provided a truth and reconciliation commission and compensation for survivors of residential schools, This Benevolent Experiment offers a multilayered, comparative analysis of Indigenous boarding schools in the United States and Canada. Because of differing historical, political, and structural influences, the two countries have arrived at two very different responses to the harm caused by assimilative education.
Download or read book What We Learned written by Helen Raptis and published by UBC Press. This book was released on 2016-02-01 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stories of Indigenous children forced to attend residential schools have haunted Canadians in recent years. Yet most Indigenous children in Canada attended “Indian day schools,” and later public schools, near their home communities. Although church and government officials often kept detailed administrative records, we know little about the actual experiences of the students themselves. In What We Learned, two generations of Tsimshian students – a group of elders born in the 1930s and 1940s and a group of middle-aged adults born in the 1950s and 1960s – reflect on their traditional Tsimshian education and the formal schooling they received in northwestern British Columbia. Their stories offer a starting point for understanding the legacy of day schools on Indigenous lives and communities. Their recollections also invite readers to consider a broader notion of education – one that includes traditional Indigenous views that conceive of learning as a lifelong experience that takes place across multiple contexts.
Download or read book The Unjust Society written by Harold Cardinal and published by University of Washington Press. This book was released on 1999 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Aboriginal people in Canada took hope with the election of Pierre Trudeau's Liberals in 1968. They were outraged when the White Paper introduced by Minister of Indian and Northern Affairs Jean Chretien a year later amounted to an assimilation program: the repeal of the Indian Act, the transfer of Indian affairs to the provinces, and the elimination of separate legal status for Native people. The Unjust Society, Cree leader Harold Cardinal's stinging rebuttal, was an immediate best-seller, and it remains one of the most important books ever published in Canada. Possessed of a wicked gift for satire, Cardinal summed up the government's approach as "The only good Indian is a non-Indian". He coined the term "buckskin curtain" to describe the barriers that indifference, ignorance, and bigotry had placed in the way of his people. He insisted on his right to remain "a red tile in the Canadian mosaic". Above all, he called for radical changes in policy on aboriginal rights, education, social programs, and economic development. The Unjust Society heralded a profound change in the political landscape. Thirty years later, however, the buckskin curtain has still not disappeared. Canada's First Nations continue their fight for justice. And Harold Cardinal's vision is as compelling and powerful as ever.
