scholarly journals How Alberta Education’s First Nations, Metis, and Inuit Policy Framework influence students attitudes towards the Indigenous Peoples of Canada.

2021 ◽  
Vol 14 (1) ◽  
pp. 96-113
Author(s):  
Tiffany Prete
Keyword(s):  
Academic Success ◽  
First Nations ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Policy Framework ◽  
Indigenous Research ◽  
Race And Racism ◽  
Indigenous Students ◽  
Antiracist Education ◽  
Students Attitudes

For decades, Indigenous education in Canada has implemented policies that provide a more culturally relevant curriculum for Indigenous students. It is thought that such a curriculum will improve morale and academic success in Indigenous students. Despite these efforts, a gap still exists between Indigenous students and their counterparts. Little attention has been given to the role that race and racism plays in the lives of Indigenous students. This study examines whether a need exists for race and racism to be addressed in the public school system. Using an Indigenous research methodology, a survey was administered to elicit non-Indigenous attitudes towards the Indigenous peoples of Canada. It was found that in the absence of an antiracist education, nonIndigenous students held negative perceptions of Indigenous peoples, as well as lacked an understanding of racism and its significance.

scholarly journals How Integrating Aboriginal Perspectives into the Classroom Affects Students Attitudes Towards Aboriginal People

2020 ◽  
Vol 15 (2) ◽  
pp. 120-134
Author(s):  
Tiffany Prete
Keyword(s):  
First Nations ◽  
Indigenous Peoples ◽  
Aboriginal People ◽  
Principal Component ◽  
Policy Framework ◽  
Aboriginal Peoples ◽  
Indigenous Research ◽  
Principal Component Factor Analysis ◽  
History Of ◽  
Students Attitudes

This paper explores the methods employed by Alberta Education to teach Alberta students about the Indigenous Peoples of Canada. Currently, Alberta Education has two approaches, which are: 1) the integration of the First Nations, Metis, and Inuit Policy Framework (FNMI), which is a framework that is a means to educate all Albertans on the history of Aboriginal Peoples, and 2) an optional Aboriginal Studies coursework. An urban high school participated in this research study, which was under the call for the integration of the FNMI policy framework and also offered Aboriginal Studies 10. I used a Blackfoot theoretical framework, grounded in an Indigenous research methodology, alongside principles of the Beadworking paradigm to conduct the research. I employed a survey that was quantitative in nature to determine students’ attitudes towards the Indigenous Peoples of Canada. I was interested in identifying whether taking Aboriginal Studies 10 made a difference in the participants’ views of Indigenous Peoples. I used principal-component factor analysis and multivariate analysis of variance (MANOVA) to analyze the data. The results from the MANOVA analysis indicate that the Aboriginal Studies 10 class plays a role in students’ perceptions of Indigenous Peoples specifically. These results indicate that students who participated in the Aboriginal Studies 10 course had a more positive view of Indigenous Peoples than students who did not participate in Aboriginal Studies 10.    

scholarly journals Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Emily Milne
Keyword(s):  
Public Schools ◽  
Student Success ◽  
Indigenous Education ◽  
Policy Implications ◽  
Policy Framework ◽  
Ministry Of Education ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Material Policy ◽  
Indigenous Educators

The Ontario Ministry of Education has declared a commitment to Indigenous student success and has advanced a policy framework that articulates inclusion of Indigenous content in schooling curriculum (Ontario Ministry of Education, 2007). What are the perceptions among educators and parents regarding the implementation of policy directives, and what is seen to encourage or limit meaningful implementation? To answer these questions, this article draws on interviews with 100 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators from Ontario Canada. Policy directives are seen to benefit Indigenous and non-Indigenous students. Interviews also reveal challenges to implementing Indigenous curricular policy, such as unawareness and intimidation among non-Indigenous educators regarding how to teach material. Policy implications are considered.

Supervision of Indigenous research students: considerations for cross-cultural supervisors

2017 ◽  
Vol 13 (4) ◽  
pp. 256-265 ◽  
Author(s):  
Denise Wilson
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Communities ◽  
Cross Cultural ◽  
Indigenous Research ◽  
Indigenous Students ◽  
Supervisor Relationships ◽  
Indigenous Research Methodologies ◽  
Supervision Practices ◽  
Research Students

Essential to Indigenous research students’ development is their preparation to undertake Indigenous research with an appropriate Indigenous approach. Preparing Indigenous students to conduct research with Indigenous communities requires their adequate and proper preparation, although this does not always happen. Getting the research story right is key to better understanding the persistent, complex and multidimensional inequities in the access, use and quality of health services Indigenous peoples face. Successful preparation of Indigenous students is contingent on quality student–supervisor relationships. The literature indicates that Indigenous student supervision undertaken by non-Indigenous supervisors can be hindered. Two vignettes demonstrate problems with cross-cultural supervision of Indigenous research students’ experiences. An examination of cross-cultural supervision practices highlights the need to prepare Indigenous students in Indigenous research methodologies to optimise outcomes to reflect Indigenous peoples’ realities. Following an overview of approaches to undertake research with Indigenous people, strategies to support cross-cultural supervision are suggested.

scholarly journals First Nations Children Count: Enveloping Quantitative Research in an Indigenous Envelope

2020 ◽  
Vol 4 (2) ◽  
pp. 135-143 ◽  
Author(s):  
Cindy Blackstock
Keyword(s):  
First Nations ◽  
Indigenous Peoples ◽  
Quantitative Research ◽  
Social Science Research ◽  
Ways Of Knowing ◽  
Science Research ◽  
Indigenous Communities ◽  
Practice Change ◽  
Indigenous Research ◽  
Rich Diversity

Indigenous peoples repeatedly call for disaggregated data describing their experience to inform socio-economic and political policy and practice change (United Nations Permanent Forum on Indigenous Issues, 2003; UNICEF, 2003; Rae & the Sub Group on Indigenous Children and Youth, 2006). Although there has been significant discourse on the destructive historical role of western research with Indigenous communities (RCAP, 1996; Smith, 1999; Schnarch, 2004) and more recently on cultural adaptation of qualitative research methods (Smith, 1999; Bennet, 2004; Kovach, 2007), there has been very little discussion on how to envelope western quantitative social science research within Indigenous ways of knowing and being. This paper begins by outlining the broad goals of Indigenous research before focusing on how quantitative research is used, and represented, in the translation of Indigenous realities in child health and child welfare. Given the rich diversity of Indigenous peoples and their knowledges, this paper is only capable of what respected Indigenous academic Margo Greenwood (2007) would term “touching the mountaintops’ of complex and sacred ideas.

scholarly journals Notas acerca de la construcción curricular en la educación indígena

2017 ◽  
pp. 207-229
Author(s):  
Santiago A. Gutiérrez Sánchez
Keyword(s):  
Indigenous Peoples ◽  
Educational System ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Education Curriculum ◽  
Indigenous Students ◽  
El Sistema ◽  
Indigenous Territories ◽  
Curriculum Construction ◽  
Work Done

Este artículo presenta tres notas que nos permiten acercarnos a la construcción de planes de estudio y currículos de las instituciones educativas en territorios indígenas a partir de las experiencias colectivas y comunitarias de pueblos indígenas en el Departamento del Cauca (Colombia). El ensayo es producto de la experiencia de trabajo con docentes, organizaciones y comunidades indígenas durante el 2015 y 2016 en los municipios de Silvia y Jambaló. Estas notas son reflexiones personales y colectivas que presentan algunas tensiones pedagógicas que vive la educación escolar en territorios indígenas al suroccidente colombiano. Las cuales nos permiten acercarnos a los cambios que viven algunas instituciones educativas que atienden población indí­gena y afrontan el gran reto de construir currículos y planes de estudio en el marco de la educación propia y el Sistema Educativo Indígena Propio que adelantan las organizaciones indígenas.Palabras clave: educación indígena, currículo, maestros comunitarios y movimiento étnico peda­gógico ABSTRACTSome notes regarding curriculum construction in indigenous educationThis paper deals with three notes to approach curriculum construction in schools at indig­enous territories. These notes are based on communal and collective experiences of the indigenous peoples of Departamento del Cauca (Colombia). This essay is the result of the work done with teachers, organizations and indigenous communities between 2015 and 2016 in the municipalities of Silvia and Jambaló. These notes are personal and collective reflections which unveil pedagogical tensions in school education at indigenous territories in the southwest of Colombia. This, in turn, allow us to understand the changes that some of these schools with indigenous students undergo, and the challenges they meet when designing curricula in the frame of their own education and that of the Sistema Educativo Indígena (Indigenous Educational System) promoted by indigenous organizations.Keywords: indigenous education, curriculum, communal teachers, ethnic pedagogic movement.

scholarly journals Voicing our Realities

2017 ◽  
Vol 1 ◽  
pp. 137
Author(s):  
Robyn Rowe
Keyword(s):  
Educational Attainment ◽  
First Nations ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Future Research ◽  
Family Responsibilities ◽  
Post Secondary ◽  
Teenage Girls ◽  
Shared Stories ◽  
And Gender

Promoting empowerment and growth for First Nations mothers is critical when attempting to improve the post-secondary educational attainment of Indigenous Peoples. Based on the literature, Indigenous Peoples of Canada have lower rates of University-level education across all Indigenous groups (First Nation, Métis, and Inuit). The literature also shows that Indigenous Peoples cite personal and family responsibilities as a barrier to their educational attainment more often than any other barrier. Approximately one in ten First Nations and Inuit teenage girls between the ages of 15 and 19 years were parents in 2011. Fertility rates in the same group are six times higher than that of other Canadian teens. The statistics go on to explain that early motherhood increases the vulnerability of young First Nations women who are already disadvantaged socio-economically by their cultural background and gender. The data for this project was collected through the use of autoethnography and Indigenous storytelling as methods. Together, we explore the literature and the shared stories, while discussing the preliminary project findings through a decolonizing lens. Key points discussed include the balancing of identities, the implications of the imposter syndrome for First Nations Peoples, the process of navigating the post-secondary institution, and the importance of restoring culture while finding autonomy within academia. This research aims to contribute to the literature on Indigenous education while creating the groundwork for future research which may help to inspire future generations of First Nations mothers to attend post-secondary education.

Indigenous Education and Leadership Challenges

2020 ◽  
Author(s):  
Susan C. Faircloth
Keyword(s):  
Indigenous Peoples ◽  
Alaska Native ◽  
Indigenous Education ◽  
Educational Leaders ◽  
The United States ◽  
Indigenous Students ◽  
Leadership Challenges ◽  
Educational Pathways ◽  
Educational Environments ◽  
Trust Responsibility

The ability to effectively lead schools serving Indigenous students in the United States is contingent upon one’s ability and willingness to acknowledge and honor the cultural, linguistic, and tribal diversity of Indigenous peoples and communities, coupled with a commitment to abiding by the federal trust responsibility for the education of Indigenous peoples—a federal responsibility unique to American Indian and Alaska Native peoples. This also requires educational leaders to create and sustain educational environments that are culturally relevant and responsive and that respect the rights of Indigenous Peoples and their tribal nations to be involved in, and ultimately to determine, the educational pathways and futures of their tribal citizens.

scholarly journals Indigenous Language Immersion Schools for Strong Indigenous Identities

2010 ◽  
Vol 7 (2) ◽  
pp. 299-313 ◽  
Author(s):  
Jon Reyhner
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Education ◽  
The United States ◽  
Language Immersion ◽  
Indigenous Language ◽  
Negative Effects ◽  
Indigenous Students ◽  
Language Programs ◽  
Immersion Programs ◽  
Culture Based Education

Drawing on evidence from indigenous language immersion programs in the United States, this article makes the case that these immersion programs are vital to healing the negative effects of colonialism and assimilationist schooling that have disrupted many indigenous homes and communities. It describes how these programs are furthering efforts to decolonize indigenous education and helping further United Nations policies supporting the rights of indigenous peoples. The fit between place-, community-, and culture-based education and immersion language programs is described with examples from Apache, Ojibwe, Diné (Navajo), Hawaiian, and Blackfeet language programs, illustrating how traditional indigenous values are infused into language programs to help build strong positive identities in indigenous students and their communities.

A Precarious Confluence: Neoliberalism, Race, and Water Insecurity

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Michael Mascarenhas
Keyword(s):  
First Nations ◽  
Indigenous Peoples ◽  
First Century ◽  
People Of Color ◽  
Water Insecurity ◽  
The Core ◽  
Marginalized Groups ◽  
Racial Projects ◽  
The Us ◽  
Us Cities

Three very different field sites—First Nations communities in Canada, water charities in the Global South, and the US cities of Flint and Detroit, Michigan—point to the increasing precariousness of water access for historically marginalized groups, including Indigenous peoples, African Americans, and people of color around the globe. This multi-sited ethnography underscores a common theme: power and racism lie deep in the core of today’s global water crisis. These cases reveal the concrete mechanisms, strategies, and interconnections that are galvanized by the economic, political, and racial projects of neoliberalism. In this sense neoliberalism is not only downsizing democracy but also creating both the material and ideological forces for a new form of discrimination in the provision of drinking water around the globe. These cases suggest that contemporary notions of environmental and social justice will largely hinge on how we come to think about water in the twenty-first century.

Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

2020 ◽  
pp. 1-7 ◽  
Author(s):  
Stacey Kim Coates ◽  
Michelle Trudgett ◽  
Susan Page
Keyword(s):  
Higher Education ◽  
Indigenous Education ◽  
Indigenous Australians ◽  
Access To Higher Education ◽  
Public Schooling ◽  
Indigenous Students ◽  
Early Experiences ◽  
Commonwealth Government ◽  
The 1960S ◽  
Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

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