Floyd Dick describes what ‘total physical response’ method is and how it is being used as a teaching tool for students to learn Secwepemctsin at Sxoxomic School in the Esk’etemc.
According to teacher Floyd Dick, TPR is effective in helping students gain self-confidence and self empowerment and in maintaining the culture and language.
Dawn Wood describes Indigenous Inclusion Directorate – Community School Program funding and their objectives in the province of Manitoba.
” The Indigenous Inclusion Directorate provides leadership and co-ordination for departmental initiatives in Aboriginal education and training. The Indigenous Inclusion Directorate operates from within Manitoba Education and Training. The primary role of the Indigenous Inclusion Directorate is in research, policy development and strategic initiatives. This is accomplished in the spirit of cooperation and consultation with many groups and individuals, such as school administrators, educators, students, parents, Aboriginal and community organizations and other government departments. The Indigenous Inclusion Directorate works in partnership with First Nations communities and organization in Manitoba. The Directorate’s work is supported by the guidance of two advisory councils from the Aboriginal community.” -from the website
Aboriginal Resource Centre of New Caledonia provides a variety of student services as well as works to Indigenize the curriculum.
The Aboriginal Resource Centre, located at the College of New Caledonia, is a space where Indigenous post-secondary students are supported emotionally, physically, mentally and spiritually through culturally relevant programming, including academic advising and smudging ceremonies. Darlene McIntosh has the privilege of being an Elder and Ambassador with the Lheidli T’enneh Nation and works as the cultural advisor at the Aboriginal Resource Centre. Darlene works to deliver land-based knowledge and tradition to students across Prince George. Furthermore, Darlene maintains an open-door policy, and encourages conversations regarding impacts of colonization, land stewardship, and more amongst Indigenous and non-Indigenous students, faculty, and administration.
https://cnc.bc.ca/services/prince-george/aboriginal-resources
Neechee Studio is an arts program for Indigenous youth (ages 13-30).
Anika Guthrie speaks to Lucille Atlookan & Matilda, program coordinators with Neechee Studios. Neechee Studio is an arts program for Indigenous youth (ages 13-30). They provide youth-directed workshops led by Indigenous artists and mentorship opportunities for youth.
Doreen Marie Johnson a graduate of First Nations University speaks about her experiences since graduating in 1988.
Discussion of lessons learned since Doreen graduated from the Saskatchewan Indian Federated College in 1988 with her Bachelor of Indian Social Work degree.
The transition for students from primary to secondary school can be difficult. The ECHO Program works with students to ease this difficult transition with a variety of programs.
The transition from elementary to high school can be a difficult one – with the ECHO Program, Louis Riel School Division makes that transition easier by creating an enrichment space for students of First Nations, Metis or Inuit ancestry.
A Grade 9 Echo Program Will
– Discover and develop the gifts of Indigenous students
– Frame a vision of students’ potential
– Increase belonging and community
– Strengthen relationships between school and family
– Enrich student learning and engagement through traditional teachings, supports, and opportunities
– Support a successful transition to high school
Mary Oskineegish Education Director with the Nibinamik Immersion program describes the program for JK to Grade 2.
The Nibinamik Immersion program has been running for 13 years in this community for students in JK to Grade 2. Education Director, Mary Oskineegish explains the use of land-based learning and the goals of the program.
ENGAP works to encourage pre-university students to enagage in the sciences. Their metrics of success are not quantified just on graduation rates.
The Engineering Access Program (ENGAP) offers assistance for Indigenous persons engaged in university studies in Engineering. ENGAP offers an array of academic, social, and personal to meet the needs of its students. ENGAP has also expanded its mandate to include publication of a series of books focused on various forms of Indigenous technologies, intended to increase its outreach.
Cultural program for Thunder Bay students and youth focusing on nurturing all aspects of being.
Nurturing mind, body, spirit and emotion through mentorship, role modeling, and cultural teachings for Thunder Bay students and youth. Programs include: In-school student support, after-school programs, lunch and snack programs. See Facebook page: https://www.facebook.com/Biwaaseaa/
Teacher and organizer of the Native Language Summer Program, Daisy Slipperjack, discusses the importance of retaining the Ojibwe language, which is done on the land.
Together with Eabametoong First Nation’s Health and Social Services “Paddle for Wellness” program, teacher Daisy Slipperjack has organized a summer camp for children, youth, and families. The group paddles to an island away from the community and spends an entire week immersed in the language. Elders speak Ojibwe and the youth listen and learn skills for living on the land, including net-making, setting and checking nets, paddling, filleting fish, gathering birch bark and making baskets, cooking, chopping wood, and more. English is spoken sparingly, for example, to share safety instructions.
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