Aboriginal+Students

[|Research Study]

become aware of First Nations, Métis and Inuit (Aboriginal) ways of knowing and perspectives; in terms of curriculum, introduce a variety of cultural and knowledge perspectives (e.g., Canadian indigenous populations); outdoor experiential education should promote sustainability and social and environmental justice
 * Theoretical Foundations of Outdoor Experiential Education**

[|Games & Activities Virtual Museum of Canada]

[|Ontario First Nation, Metis & Inuit Education Policy]

[|Closing the Gap for Aboriginal Students]

[|Measuring Success in First Nations Inuit & Metis Learning]

[|Aboriginal peoples in Canada's urban area- Narrowing the Education Gap]

The following are some reflections from teachers......

What are the implications for action resulting from the readings for educating Aboriginal students, and educating all students about the experiences and perspectives of Aboriginal peoples? Identify strategies and approaches in helping students to define their own identities and milestones for success. How do we develop systems to support individual goal setting and mentorship to help students to meet these personal goals?

Based on the readings, particularly the article //Closing the Gap for Aboriginal Students//, and what is evident in the school culture I have experienced, there is little representation of First Nations culture. For the most part, the emphasis has been on celebrating and representing the cultures represented in our school. Just as our school community has allowed opportunity for students to share and represent the culture and countries they come from, schools should also represent First Nations culture through education, regardless of whether or not there are any First Nations students in the school. There are many ways education can meet the needs of Aboriginal peoples and represent these cultures in the classroom. From the perspective of an English teacher using non-fiction texts written by or representing Aboriginal peoples and issues is one example of how education can support Aboriginal peoples. Students often (mis) understand peoples, cultures, or issues they are unfamiliar with through stereotypes. Positive exposure of Aboriginal culture and customs to non-Aboriginal students is one effective way of "breaking barriers" and moving beyond stereotypes. In order to truly facilitate our students' learning, it is important to understand not only their academic strengths, learning styles, and limitations but it is also important to understand each students' culture and background, as much as is possible, to better equip ourselves and instruction and to ensure we are sensitive to their cultural identities.

As Dr. Emily Faries mention in her article, textbooks in Canadian school ignore the contributions that First Nations made in developing Canada. The government needs to provide teachers and schools with more accurate information about First Nations explaining their spiritual beliefs and their contributions to Canada. With proper information it will help First Nation student develop apositive identity of their culture, especially those students that live off the reservation and may not be exposed to cultural information from the elders. At my school, all the teachers have agreed to place more emphasis on First Nations in both History and Geography. We have been sent to workshops and given new material, however, it is very little and vague. I had the opportunity to teach in an Inuit school in Northern Quebec and the students had a class on their culture and language.I sat in on a few lessons and watched my students be fully engaged into their language and stories about their ancestors. I learn far more sitting in those classes and speaking with the elderly than any textbook or class could teach me. Therefore, I feel that it is important that the government follows through with the expectation in getting the parents and elderly involved, because I've seen the way First Nation students respond to being taught by their elders.

What are the implications for action resulting from the readings for educating Aboriginal students, and educating all students about the experiences and perspectives of Aboriginal peoples? If there is more cooperation and collaboration between First Nation governments, Aboriginal organizations, provincial and federal governments then there is a chance that the significant gap between the educational success of the Aboriginal population and the non-Aboriginal population will be significantly reduced. This will mean that Aboriginal students will have the employment skills and academic skills needed to succeed in an “increasingly knowledge-oriented labour market.” p.24 In order to address the current problem of only 6% of Aboriginal population having university degrees, it is imperative that teachers become aware of the specific learning styles of Aboriginal students. They must also develop a greater understanding of “First Nation, Metis and Inuit cultures, histories and perspectives.” p. 25 Therefore, a great deal of teacher education is required. Identify strategies and approaches in helping students to define their own identities and milestones for success. How do we develop systems to support individual goal setting and mentorship to help students to meet these personal goals? One strategy to assist students in defining their own identities and milestones for success is the Annual Education Plan (AEP) that the Ministry of Education has provided for students in grades 7 to 12. The introduction on the template states: “Goal setting and planning are the skills that enable us to get where we want to go in life. If you want to get higher marks or learn new skills or open the door to the career of your choice, you have to have a plan.” Teachers and parents serve as mentors as they guide and support students work through the four “Steps to Informed Decision Making and Action Planning” Step 1: Set goals and plan for actions Step 2: Review your progress and revise your plan Step 3: Prepare for next year Step 4: Do a year-end review Teachers and parents can help students learn how to set their own goals, ones that address their unique strengths, interest and needs. They also have to teach students to keep revising their plan as necessary. If the AEP is completed each year, students will be able to attain high levels of achievement, and also prepare for their future career. It will also help them focus on extracurricular and community involvement activities.  http://www.edu.gov.on.ca/eng/general/elemsec/aep/aepeng.pdf

According to Paul Cappon’s writing, Aboriginal people are poor. The suicide rates for First Nations youth are 5 to 7 times higher than the national average and 11 times higher for Inuit youth. In these facts, we may overlook the special economic, health and social barriers for learning experience of Aboriginal students. However as ‘Ontario First Nation, Metis and Inuit Education Policy Framework’ I found the light of positive approach for the Aboriginal people to delivering quality education. It promotes postive personal and cultural identity, as well as sense of belonging. According to reading, it has improved through framwork include students achievement and engagement for all. It also reduces gaps in student achievement and increases levels of public confidence. Therefore I would use the strategies and approaches in helping students to meet personal goals as in the reading.

· Provide a curriculum that facilitates learning about locally developed

· Develop and implement strategies that facilitate increased participation

· Collaborate with Aboriginal communities and organize on potential revisions

· Develop awareness of the learning styles, historical experience, culture and their languages of Aboriginal students

· Integrate their knowledge and wisdom into curricula and pedagogy in education system

· Provide quality programs, services and resources

· Restore public confidence in the teaching system

I had an incident in my practice that sensitised me to the Aboriginal perspective. During a Grade 6 lesson on the origins of Aboriginal peoples, I used the term "Creation Myths" in reference to Aboriginal accounts of their origins. A student with Aboriginal heritage was greatly offended and took me to task about my language. I am still apprehensive about my teaching of this topic as I don't share the worldview, however I am now much more sensitive and respectful toward the topic.

The implication of Aborginal studies in schools is slow, change is always slow and as usual he government is not sure who is responsible for what. I believe Aborginal students would definitely benefit from the teaching staff and board having a better understanding of their needs. All student do better when the feel they belong, are respected and are okay and supported to be themselves. No one should be forced to disassoicate with their customs, experiences, perspectives and language. If it can happen to one group, it can eventually happen to any or all groups. Some strategies and approaches mentioned: - Provide supportive resources and program to make specific needs. - Help the student to develop a good personal and cultural identity and sense of belonging. - Train people familiar with the history, culture and language as teachers - Restore public confidence in the teaching system with parental involvement. - Positive roles models, mutual respect, public awareness and support

This is an interesting issue to reflect upon- the main idea here is providing equal education opportunities- the ideas and issues in this learning section are very similar to ideas and issues related to educational equality for immigrants (e.g. ELL and ESL students), Ethnocentric schools, gender schools, special needs students etc. Referring to the above examples, each demographic reflect common features- when designing pedagogical practices and knowledge. First, learning should be contextual and authentic (e.g. First Nations- identity development, native languages, culture, traditions, and spiritual beliefs). Second, resources should be allotted to provide students the best life outcome and opportunities for learning (e.g. academic promotion, literacy development etc.) and citizenship (e.g. careers, finances etc.). For example, providing additional funds for tutoring and special services (e.g Ontario Youth Apprenticeship Program). Third, curricular expectations should be standardized and meet the needs of the specific demographic in question. For example, since a large population of natives are educated on reserves- expectations and knowledge/skill development should be differentiated (e.g. based on cultural learning modalities, using multilingual skills- curriculum resource focused on native language patterns)- that meet provincial standards (e.g. curriculum policy documents for Native Studies grades 9-12, literacy, math etc.). Hence, developing a system to support a heterogeneous classroom may seem a daunting task. Ensuring that teachers engage in their own professional development- is key to addressing ideas and issues that may arise in today’s dynamic classrooms.

The implication of Aboriginal education into the main stream curricullum has taken far too long for its integration. In order to ensure those promises made by the government come to fruition more needs to be done with teachers. Dispite all the professional development that is available for teachers there is very little directed towards native studies. When I entered teachers college there was no option for Native Studies as a teachable. If the government is really in support of the native cultures they will need to adress this glaring need.

The implication of native studies is not difficult in its implication. Every history course and geography course in every school can be altered to include the native contributions. There is no reason why productive initiatives can not be implimented in order to better service these students, all students regardless of nationality, race, creed or any other distinguishing factor.

I know Brock university claims to have a set number of spaces set aside for native teachers. One of my friends who has her masters from Brock was refused enterance because the "spaces" were already taken. Upon further investigation she found that in fact none of the students in that teaching class were in fact native. This brings me to the following list of measures that should be instituted in order to ensure the continuation of students success.

increase the number of Aboriginal teachers promote native based learning throughout all schools offer financial incentives for students attending post secondary integrate native and other cultural based studies into the main stream programs. put federally funded schools onto reserves that focus on native studies, histories, cultures and languages.

Education for all and meeting the needs of every student is an ongoing goal for all teaching professionals. I believe that it is true as Emily Faries mention in her article //Closing the Gap for Aboriginal Students that// the ministry “imposes an education system” that doesn’t fit the mould of the student body that it is servicing. The Aboriginal community feels that way. Unfortunately, the snowball effect from this is then the students, specifically Aboriginal peoples are negatively affected by the system that does not hold any value to them. We are mainstreaming an education philosophy where we engage our students by empowering them with the ability to take control of their education and choose what they want to learn and how they want to learn it. Aboriginal students need the same types of empowerment. They need and education system that they can feel safe in and see their culture in the reflection. To support our Aboriginal students, the curriculum needs to adapt to them by showing strong role models from their culture, inspire them to achieve their potential through their cultures history and not of that that holds no value to them.

t is important that we educate all students about the perspectives and experiences of Aboriginal peoples because it is a part of our history and curriculum. Dr. Emily Faries states in order for educators to meet the needs of Aboriginal students we need “deep understanding of their culture, worldview and historical experience”. I feel this is something we must do but not only with our Aboriginal students but with every student in our class that is from a different culture. If we do not understand or have some knowledge and understanding of our students’ culture and customs it will be difficult for them to have a positive learning experience in our classrooms. At the beginning of a semester I like to spend the first couple of weeks to get to know my students and for my students to get to know me. I incorporate many classroom community building activities and some of these focus on culture and having students share what their family’s nationality is. I find this beneficial because all students get to learn a bit more about another country and something about their peers. The school I work at also has a multicultural club and we have a couple multicultural days a year. We also have annual Pow Wow as many students are First Nations at the school, as well as a First Nations assembly annually. There are also many First Nations classes offered and a First Nations guidance counselor designated for First Nations students only. This provides mentorship for students and they feel comfortable talking to someone who is more familiar with their community. Organizing these events sets a really affirmative tone in the school for First Nations students and also the rest of the population at the school as it provides the opportunity to learn about Aboriginal peoples and their customs. Making ourselves available for students to approach us and encouraging students to set goals with no limitations will hopefully provide them with the right mind set to reach them.

Identity is a big piece when it comes to self-esteem, team-work, and even success. And for the most part, identity is built and defined in high-school. One strategy that I used when starting a novel unit with my ENG1P class last semester was on the first day of the unit, we "think/pair/share" and interviewed a partner on all aspects of family. We then took it up as a class and came up with our definition of what family means. This helped students feel more confident about their home situation knowing that, as a class, we acknowledged that "Family" doesn't have to be your typical mom, dad, brothers, sister, dog, and a picket fence. This simple strategy of family identity brought the class closer and helped these young students develop appreciate for their own unique identity.

Another strategy that I was apart of was called "The Young Mens club." Working with a group of boys in a middle school in the Regent Park area of Toronto (known as one of the most notoriously violent and most poor area in Canada), we took these students to conferences to hear from successful men from all walks of life and even took them to see some model homes in the Ajax/Pickering area. Individual goals don't always have to be related to the classroom, the ones that aren't are often most influential.

It is evident that there is a gap in the education system when it comes to the representation of Aboriginal people. School Boards, as well as individual schools, will have to work to increase the representation of Aboriginal culture into our current school system. This could be done through teaching the history of Aboriginal people, sharing their core values, beliefs and faith, and even playing traditional Aboriginal games and activities. We are supposed to instill in our students that everyone should be treated equal, and therefore be included. How can we expect this from our students if we are not doing it ourselves? It is important for Aboriginal students to know where they came from so that they can understand their importance in our country today. They needs to feel that sense of inclusion so they can build confidence in themselves and their culture. It is also important for all students to learn about the background of our country and truly know who the Aboriginal people are. If they do not understand them, they can not respect them. The history of Aboriginal people is very important to us as Canadians, and I feel it is essential to include that in our schools so that our history can live on through the next generations.

I particularly like the point on page 22 of Ontario First Nation, Metis, and Inuit Education Policy Framework about getting Aboriginal parents involved with their child’s education. As noted in the later reading, these individuals were probably exposed to a time where the Aboriginal culture was being removed out of the education system. I feel it is very important that the parents see a change in the system so they can respect the education system, have a better feeling about it and even learn more about their culture and themselves. Knowing that their children are having a better experience at school will encourage them to be more involved and take their child’s education more seriously.

I think it is important for students to define their own identities by understanding their strengths and weaknesses, and accepting themselves for all that they are. A good way as teachers to implement this into the classroom would be through personal goal sheets/charts. A student can brainstorm about a certain topic/subject what they know, need to know and want to know by the end of the course. Setting these short-term goals for themselves will assist students in developing long-term goals for the future. It is important to conference throughout the semester with students to see how far along they are with their goals, revise them if needed (show them that it is okay to adjust their goals when needed) and encourage them to use this strategy in other aspects of their lives.

n her article “Closing the Gap for Aboriginal Students” Dr. Fairies explains that if the educational needs of Aboriginal students are to be met we must first develop “…a deep understanding of their culture, worldview and historical experience.” This does not apply specifically to educators but to Aboriginal and non-Aboriginal students as well.

The implications for action can be specified for each course. English classes could study literature written by aboriginal authors. History classes could step away from many of the biased textbooks and study the Aboriginal culture using the resources in the aboriginal community. Phys Ed teachers could remind students that Lacrosse is our national sport and that it was derived from Baggataway, which was a game used by Aboriginal tribes to train their warriors. Increased exposure to Aboriginal content will promote increased awareness and tolerance.

// For me in dealing with race/culture it’s best never to come across as an expert on the matter. I openly admit to students that I don’t understand all of the issues, but will assist them in finding information on whatever issues or concerns they may have. At the being of unit/lesson that deals with race/culture I assess where their knowledge is on the topic and go from there. I always seek out organizations in the community that are better equip to speak to the matter. I also believe multiculturalism topic should be taught throughout the curriculum not just before certain holiday and major events. It should be given the same approach as literacy and numeracy //

can ralate to your first comment about not coming across as an expert of race and culture. I personally do not think anyone can be an expert about race or culture- even if you are from that particular origin. Race and culture is like the laws of thermodynamics- it is ever changing and transforming. Especially, in todays classroom- where a highly heterogenous student demographic exists- truely, I can also say I am no expert. However, I believe that teachers can be expects through other venues- e.g. be a facilitator of culture and race, knowledge and tradition- as you mentioned seeking for additional community support. You also mentioned that multiculturalism should be taught explicitly. I see multiculturalism as not only a "subject"- it is a culture- we are Canadian! I beleive that regardless of the students culture- all cultures have common roots (e.g. religion) that are seperated by different ways of celebrating those roots (e.g. Christmas, Ramadan etc)- hence all students can authentically participate in each others social and academic growth.

There is plenty of research on student success indicating that students achieve better when they find the curriculum more meaningful and relatable. It would seem obvious that the lack of success among aboriginal people in our education system could be attributed to the lack of their representation in the classroom. I think the most important initiative that should be offered is adequate training for teachers and educators in order to ensure that the aboriginal culture is not only reflected in the curriculum, but also in the school. Educators will not be able to address the needs of the culture unless they have an awareness of the culture. Furthermore, the school itself needs to demonstrate a commitment to this initiative by forming committees that reach out to the community and get the attention of a larger group of people. After all, meeting the needs of our students is also expressed in the OCT’s Standards of Practice. Historically, it seems that educational systems have excluded the aboriginal culture in an effort to promote European culture. This worked as a disadvantage to the aboriginal population making it very hard for them to identify with the curriculum, which in turn leads to a lack of success. The aboriginal culture is a very important part of our history and it is a necessity to include their culture in our curriculum and to educate teachers on how to better serve the needs of aboriginal students.

Unfortunately, the issue of cultural sensitivity is the same issues related to supply and demand. Schools that have a very small number of Aboriginal students- I may infer, students will have less opportunities to engage in learning situations that reflect their backgrounds. The important idea is to include in the curriculum- a rich educational experience. hence, regardless of the students demographic- I would include a variety of learning experiences for students- drawn from various cultures.








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