Posted on mars 6, 2019 by Jiah Dzentu
Aurora College’s Inuvik campus has two large McPherson tents where a variety of activities take place. Elementary schools, high schools, Elders, and community members use this space. Some activities include medicine walks, fish camps, and story-telling.
Aurora College’s Inuvik campus has two large McPherson tents where a variety of activities take place. Elementary schools, high schools, Elders, and community members use this space. Some activities include medicine walks, fish camps, and story-telling.
Posted on by Pam Greene
The Principal of the Dene Tha Community School, Carlito Somera, discusses the school’s commitment to holding fall and winter Cultural Camps for students in grades 4-12.
Carlito Somera is the Principal of the Dene Tha Community School located in Treaty 8, in the community of Chateh, Alberta, northwest of High Level. Somera discusses the Dene Tha’s Cultural Camps offered both in the fall and winter. During the fall camp, students from Grades 4-12 attend the Cultural Camp held over a five day period. There are many academic outcomes that are attached to the Cultural Camps. High school students earn and gain credits as part of the curriculum.
This land-based learning portion of the curriculum includes the Dene language and culture. With the leadership and support of local Dene hunters and language specialists, students learn how to prepare, cut, and dry meat. Students also participate in other cultural activities such as berry picking, willow gathering, storytelling, and playing traditional hand games. In the winter, the Cultural Camp is held at Bistcho Lake. Students travel by vehicle on ice roads to the summertime fly-in fishing location and stay in cabins during their visit. Some of the cultural activities taught are how to ice fish.
Posted on mars 3, 2019 by Crystal Burnip
Land As Life is a third-year course offered at Vancouver Island University in the Indigenous/Xwulmuxw Studies Program. Land As Life is an introduction to land-based skills and learning from the environment where students will learn and appreciate First Nations perspectives on the cultural significance of the land. Topics may include: genealogy, First nations protocols, sacred […]
Land As Life is a third-year course offered at Vancouver Island University in the Indigenous/Xwulmuxw Studies Program. Land As Life is an introduction to land-based skills and learning from the environment where students will learn and appreciate First Nations perspectives on the cultural significance of the land. Topics may include: genealogy, First nations protocols, sacred places, oral histories, sacred water, and indigenous language. This course validates how the land is a living library and a teacher. It teaches students to be together; to work together, and to share, while developing a community of learners. The Land As Life course demonstrates reciprocity through giving back by sharing history and by allowing the people of the land to share their own stories and history as opposed to the stories being told for them.
Posted on février 27, 2019 by Charity Gladstone
The SENĆOŦEN Survival School and Language Apprenticeship programs value our history and teach the ways and beliefs of our W̱SÁNEĆ homeland and worldview.
SENĆOŦEN Survival School: This program is a fully SENĆOŦEN immersion experience (EWENE W̱ENITEM ḴEN SḰÁL – no English Language is spoken) for Children 5-6 or at the Kindergarten program level. Our program teachers meet the Ministry Prescribed Learning Outcomes of the Kindergarten Curriculum. Children will spend 3.5 hours in classroom Learning the Kindergarten Provincial Curriculum through a SENĆOŦEN medium. For 2.5 hours per day, children will also learn through engagement with nature in the playgrounds and forests around our school and at beaches and culturally significant places. Children can enter the LE,NOṈET Immersion stream at this level.
SENĆOŦEN Language Apprenticeships: The goal of the Mentor-Apprentice Program is to facilitate the development of fluent speakers of SENĆOŦEN language where fluent speakers are partnered with committed learners in an immersion environment in the home and on the land. This is a one-on-one language immersion program. A « mentor » (a fluent speaker of a language) is paired with an « apprentice » (learner).
Posted on by Marisol Campos Navarrete
Bob Lovelace offers a distinction between Indigenous Education and Aboriginal Education, the shift from an ‘Indigenous Rights perspective’ to an ‘Indigenous Responsibility perspective’.
Robert (Bob) Lovelace is a former Ardoch Algonquin First Nations Chief and is the originator of on-campus, blended, and online community and higher education courses related to Indigenous and Aboriginal Education. He has been key in the creation of the Indigenous Studies Minor in Queen’s University and served as the founding manager for the Four Directions Aboriginal Student Centre as well as the lead facilitator for the Annual Aboriginal Studies Symposium in this institution. Here, Lovelace discusses the importance of looking into the future, and his perspectives on the current state of Indigenous Education in Canadian Institutions.
Posted on février 21, 2019 by Justina Black
Alumni of the program, Cheryl Mandeville, shares her experience learning out on the land. Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values. Dechinta Centre for Research and Learning is […]
Alumni of the program, Cheryl Mandeville, shares her experience learning out on the land.
Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values.
Dechinta Centre for Research and Learning is internationally recognized for its innovative and vital research and university program delivery. Dechinta delivers Indigenous centered arts, culture, language and educational programming in an innovative land-based environment. Its program supports diverse needs and inclusive participation.
Posted on by Justina Black
Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values. Alumni of the program, Jasmine Vogt, shares her experience. Dechinta Centre for Research and Learning is internationally recognized for its innovative […]
Dechinta means « in the bush » in many of Dene languages in the Northwest Territories. Dechinta Centre for Research and Learning believes in supporting self-determining and sustainable Northern communities rooted in Indigenous knowledge and values. Alumni of the program, Jasmine Vogt, shares her experience. Dechinta Centre for Research and Learning is internationally recognized for its innovative and vital research and university program delivery. Dechinta delivers Indigenous centered arts, culture, language and educational programming in an innovative land-based environment. Its program supports diverse needs and inclusive participation.
Posted on by Justina Black
BushKids is exploring the ethical space between Indigenous education and Western education principles in Yellowknife, NT.
BushKids co-founders are both trained as forest and nature school practitioners. Chloe Dragon Smith is a Dënesųłiné – Metis woman from Yellowknife, who grew up learning on-the-land through the Indigenous education principles of her family. Wendy Lahey is a non-Indigenous educator trained in the Western education system and has lived in the north for a long time. The two women are committed to working with the community, as possible, to create a curriculum that equally honours these systems of teaching and learning on the land.
The goal of BushKids is ultimately to affect the public education system and ensure all northern students spend regular time on the land throughout the school year. Programming is currently offered throughout the school year for pilot classes of all ages, from early childhood to high school. BushKids educators also work with teachers in public education systems with the goal of enabling them to bring their classes outside as part of their learning.
Posted on février 20, 2019 by Charity Gladstone
Education that prepares students to lead successful, productive and healthy lives while enhancing and celebrating their identity and pride through language and culture programs and daily education.
The Campbell River School District and the Aboriginal education Advisory Council are committed to ensuring that Aboriginal students receive a quality education. The District provides educational services to a diverse multicultural population. The support from Aboriginal Education is intended to enhance the experience of Aboriginal students. This support is intended to be in class, in school support that can benefit not only Aboriginal students but all students. The Campbell River School District and the Aboriginal education Advisory Council are committed to ensuring that Aboriginal students receive a quality education. One that prepares them to lead successful, productive and healthy lives while enhancing and celebrating their identity and pride through language and culture programs and daily education.
Posted on by Charity Gladstone
The Bakuemgyala Language Group is a community based group working collectively to revitalize the Kwakwala/Likwala language.
The Bakuemgyala Language Group has been undertaking substantial updating of its community-based program and conducting extensive discussions on the approach with key stakeholders such as local Elders, mentees and youth. The community-based program has been developed recognizing that languages are in crisis and that urgent action is required to address the loss of language in our families, homes and communities. Thus, to advocate the preservation of Kwakwala/Likwala language, culture, traditional arts and history. Ultimately, the programs goal is to increase the number of Kwakwala/Likwala language speakers.
