Frameworks for Teaching and Learning: What Educators Need to Know:
- An understanding of the history of the education of Aboriginal peoples explains the present and provides direction for the future.
- Aboriginal prehistory dates back thousands of years—“since time immemorial.”
- The maintenance of oral traditions is critical to Aboriginal peoples.
- Colonization has tried to systemically destroy Aboriginal cultures,languages, and traditions.
- Colonization is often found embedded in texts and pedagogy in the mainstream educational system, sometimes referred to as the “hidden curriculum”, creating a legacy of colonial constructs that includes stereotypes and racist attitudes.
- The legacy of the Residential School experience is multi-generational and survivors still suffer traumatic effects.
- The “Sixties Scoop” has compounded the effects of separation of children from families with consequences still felt today.
- Although decolonization is challenging deep-rooted Eurocentric attitudes and practices, the process is not complete.
http://carleton.ca/aboriginal/wp-content/uploads/Kinamagawin-Aboriginal-Issues-in-the-Classroom-Resource-Guide1.pdf Oftentimes, discussions of Aboriginal issues in the class elicit strong emotions, including anger and frustration. This creates an alienating classroom environment and can act as a barrier to higher learning. This film and resource guide work to improve the ways that cross-cultural discussions occur in the classroom by asking the
questions: How does communication about Aboriginal issues take place in the classroom? And how can it be
improved? Residential Schools & Truth & Reconciliation Where are the Children? This project was launched at the National Archives of Canada. Dedicated to the service of the nation’s identity, the Archives gathers what has been as an endowment to what will be. This project is an attempt to tell the true and painful story of a national institution committed, not to the preservation of a people, but to their forced assimilation. Where are the Children? acknowledges that the era of silence is over. The resilience of Aboriginal people is evident in efforts to address the effects of unresolved trauma, thereby conferring upon future generations a renewed legacy of peace, strength, and well-being. http://legacyofhope.ca/wherearethechildren/ The Fallen Feather: Indian Industrial Residential Schools & Canadian Confederation 93 minute documentary that presents a description and analysis of the creation and development of the residential school system and the difficult, and painful legacy the people of this system left for First Nation’s generations. Witnesses: Art and Canada’s Indian Residential Schools. Exhibition catalogue from the Morris and Helen Belkin Art Gallery (September 6-December 1, 2013). With writing by Scott Watson, Geoffrey Carr and Chief Robert Joseph; edited by Scott Watson, Keith Wallace and Jana Tyner. http://www.belkin.ubc.ca/publications/witnesses-catalogue Speaking My Truth, Reflections on Reconciliation & Residential School, Selected Readings, 2012, Aboriginal Healing Foundation: https://projectofheart.ca/wp-content/uploads/2012/08/Speaking-My-Truth.pdf A Knock on the Door, The Essential History of Residential Schools from the Truth and Reconciliation Commission of Canada, by Phil Fontaine, Aimée Craft, & The Truth and Reconciliation Commission of Canada: https://uofmpress.ca/books/detail/a-knock-on-the-door In Unsettling the Settler Within, Paulette Regan, a former residential-schools-claims manager, argues that in order to truly participate in the transformative possibilities of reconciliation, non-Aboriginal Canadians must undergo their own process of decolonization. They must relinquish the persistent myth of themselves as peacemakers and acknowledge the destructive legacy of a society that has stubbornly ignored and devalued Indigenous experience. With former students offering their stories as part of the truth and reconciliation processes, Regan advocates for an ethos that learns from the past, making space for an Indigenous historical counter-narrative to avoid perpetuating a colonial relationship between Aboriginal and settler peoples. https://www.ubcpress.ca/asset/9215/1/9780774817776.pdf Reconciliation & the Way Forward builds on the leadership of Survivors by providing insight into how individuals from across the fields of health care, education, justice, visual arts, and literature take up the healing path and their thoughts on creating a shared, transformative vision of Canada. https://waynekspear.files.wordpress.com/2015/06/reconciliation_way_forward.pdf Culture & Property Rights & Protection Things to know and questions to ask in order to avoid misappropriating Indigenous cultures http://www.sfu.ca/ipinch/sites/default/files/resources/teaching_resources/think_before_you_appropriate_jan_2016.pdf http://www.ubcpress.ca/books/pdf/chapters/2009/ProtectionofFirstNationsCulturalHeritage.pdf Library of Parliament: Indigenous Traditional Knowledge and Intellectual Property Rights http://www.cihr-irsc.gc.ca/e/documents/aboriginal_knowledge_translation_e.pdf Indigenization These guides are the result of a collaboration between BCcampus and the Ministry of Advanced Education, Skills and Training. The project was led by a steering committee of Indigenous education leaders from BC universities, colleges, and institutes, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, and Métis Nation BC. We thank them for their guidance, support, and generosity. The content in these guides is authored by teams of Indigenous and ally writers from across BC. We thank them for sharing their knowledge and wisdom with others. We invite you to click on the links to learn more. Highlighting BCcampus’ Indigenization Professional Learning Series: