Posted on June 19, 2019 by Lily Desmoulins
Kelsey Jaggard speaks to Victoria Meekis about immersion Kindergarten program. Vicky speaks about her experience teaching Indigenous language in schools, the need to revitalize the language in communities, and oral literacy. She is working towards reclaiming the language herself and contributed to the KOBE Language Learning app in Oji-Cree that can be downloaded in the […]
Kelsey Jaggard speaks to Victoria Meekis about immersion Kindergarten program. Vicky speaks about her experience teaching Indigenous language in schools, the need to revitalize the language in communities, and oral literacy. She is working towards reclaiming the language herself and contributed to the KOBE Language Learning app in Oji-Cree that can be downloaded in the App Store or Google Play.
Posted on June 10, 2019 by Coty Zachariah
Inuit Education Support Program
Tungasuvvingat Inuit – Education Support Program
o The goal of the Education Support Program is to provide supports and resources to Inuit learners in the Ottawa, Ontario region. Included in programming are skills-based learning opportunities, social events, cultural sensitivity training if needed at post-secondary institutions and emotional guidance. They work with Indigenous centres on campus to provide the necessary supports and knowledge to encourage the success of Inuit students. Some programming within the organization has outdoor activities and interactions with the land in the surrounding area. The program supports Inuit students throughout the academic calendar year while they study at local post-secondary institutions. The education support programming offered is for all Inuit learners aged 18-30’s and their families in the Ottawa area.
Is there a website for more information? What is it?
o http://tungasuvvingatinuit.ca/
Posted on June 4, 2019 by Justina Black
John B Zoe, Senior Advisor with the Tłı̨chǫ Government, talks about the importance of Tłı̨chǫ traditional knowledge, Land, Language and Culture. John also sits as the Chairperson of Dedats’eetsaa: the Tłı̨chǫ Research & Training Institute.
John B Zoe, Senior Advisor with the Tłı̨chǫ Government, talks about the importance of Tłı̨chǫ traditional knowledge, Land, Language and Culture. John also sits as the Chairperson of Dedats’eetsaa: the Tłı̨chǫ Research & Training Institute.
Posted on May 31, 2019 by Mary Ellen Simon
Chris Shawanoo speaks about the role of the NRNC in providing holistic educational opportunities to the Niagara urban Indigenous community.
Chris Shawanoo speaks about the holistic programming provided by the Niagara Regional Native Centre (NRNC) to urban Indigenous community members, as well as the start of the Indigenous school Soaring Eagles. Shawanoo uses personal stories and passes down teachings given to him to illustrate the importance of holistic education and western education. Walking in two worlds involves cultural revitalization to ground an individual to a strong identity while providing culturally sensitive educational opportunities to combat systemic oppression, colonization, and poverty. Recognition is given to the importance of a non-western education as well as the importance of language revitalization.
Shawanoo also speaks about NRNC’s partnership with the Catholic District School Board to start up Soaring Eagles Indigenous school as a response to the Truth and Reconciliation Commission’s Calls to Action. He uses stories and teachings to illustrate the holistic education model to answer questions about Indigenous education.
Posted on May 22, 2019 by Trisha Campbell
Supervisor of Indigenous Education, Sarah Longman, discusses the programs she oversees for Regina Public Schools.
As the Supervisor of Indigenous Education for Regina Public Schools, Sarah Longman oversees the academic standing of all self-declared Indigenous students in the division, to ensure they are successful in acquiring the credits needed to stay on track to graduate. When it is identified that a student may need extra support, there are a number of ways this support is provided. There is an Indigenous Advocate Teachers Program, whereby trained teachers of Indigenous backgrounds are placed in high schools to monitor the progress of self-declared students. If needed, the Indigenous Advocate teacher will work with the student to get them back on track by contacting the parents/guardians and teachers to help identify the barriers that may be preventing a student from succeeding.
Another source of support for students is an Elders in Residence Program. The Elders provide cultural understanding and cultural affirmation for Indigenous students and are overall positive role models. Elders bring their knowledge and expertise into the classroom and they may help non-Indigenous teaching staff to navigate sensitive topics such as residential schools. Elders may also connect with families by teaming up with the Indigenous Advocate teachers and provide support to the student and family that are experiencing challenges in school or at home.
There is an Elders Advisory Council that advises the Board of Trustees for Regina Public Schools. These Elders offer cultural understanding and cultural knowledge that guide the Trustees when they are making decisions that impact Indigenous students and the community. A lot of work is being done to bring culturally affirmative resources into the schools to develop contemporary representations of who Indigenous people are – with the aim to eradicate and replace negative stereotypes about Indigenous people.
Longman hopes that in the years to come, there will be more Indigenous educators, Indigenous doctors, Indigenous engineers, etc., taking the best of the Western world and finding ways to utilize technology to promote and sustain who they are as Indigenous people.
Posted on May 21, 2019 by Coty Zachariah
First Nations led education in community
The Akwesahsne Freedom School was started in 1979 by parents in the Mohawk community that saw a need to preserve their ways and play an active role in the education of the nation starting with the children. They wanted their kids to be educated in the language, to be raised with ceremony and culture on the land of their ancestors without the influence and interference of the Western world. This approach has lead to results such as an increase in speakers of Mohawk language, rejuvenation of cultural strength and familiarity, and the continuance of inter-generational hands on learning.
