"In this task you are asked to explore the Ontario First Nations, Métis and Inuit Education Policy Framework.
Review the Strengthening Our Learning Journey - Third Progress Report on the Implementation of the Policy Framework and Ontario First Nations, Métis and Inuit Education Policy Framework and identify 3 strategies in this policy that stand out to you in your role as an intermediate teacher.
http://www.edu.gov.on.ca/eng/indigenous/third-progress-report-en.pdf
http://www.edu.gov.on.ca/eng/aboriginal/fnmiFramework.pdf
http://www.edu.gov.on.ca/eng/aboriginal/fnmiFramework.pdf
Using the Scope and Sequence documents below Identify one specific way that you, as a classroom teacher, can actualize each of the 3 goals of the policy framework.
Ontario Ministry of Education (2014). The Ontario Curriculum Grades 1-8 and Kindergarten Program First Nations, Métis, and Inuit Connections Scope and Sequence of Expectations - http://www.edu.gov.on.ca/eng/curriculum/elementary/elementaryFNMI.pdf
Ontario Ministry of Education (2014). The Ontario Curriculum Grades 9-12 First Nations, Métis, and Inuit Connections Scope and Sequence of Expectations - http://www.edu.gov.on.ca/eng/curriculum/secondary/SecondaryFNMI.pdf
Conduct research on the Internet and identify 3 additional culturally relevant resources that can assist you in fulfilling these goals.
Post on the Task Board:
identify one strategy for each of the three goals
identify how you plan to actualize each strategy (briefly)
provide web links to your 3 culturally relevant resources (with one sentence to describe each).
identify how you plan to actualize each strategy (briefly)
provide web links to your 3 culturally relevant resources (with one sentence to describe each).
Review your classmates' actualization plans and resources.
As per discussion,
"From the Framework as mentioned in the task, (as found here https://www.ontario.ca/page/indigenous-education-ontario#:~:text=The%20First%20Nation%2C%20M%C3%A9tis%20and%20Inuit%20Education%20Policy,achievement%20among%20First%20Nation%2C%20M%C3%A9tis%2C%20and%20Inuit%20students) there are a lot of positive initiatives being made in regards to the development of a more inclusive education. As a an intermediate teacher, 3 policies that stick out to me in regards to the implementation's third progress report as found here (https://www.ontario.ca/page/strengthening-our-learning-journey-third-progress-report-implementation-ontario-first-nation) are, sections 2 (Realizing the Vision), 3 (Supporting Students), and 4 (Engagement and Awareness Building). Yes the past efforts of the policy in section 6 also peak my interest a bit as well, but that I feel is not something I want to dwell on more, as I want to reflect on the available tools at hand to build and improve. Specifically though there are concerns I hold in regards to Section 4's identifiers 4.1.3.2; 4.1.3.3. and 4.1.3.1.
In section 4.1.3.2. there are concerns raised about non-indigenous teachers being in the classroom, especially in regards to language based classes. This is something concerning to me as an intermediate educator for two reasons (both sides of the coin), it should be clear that cultural appropriation is an area that scares many teachers who are put in a sensitive position to begin with. That does not excuse the lack of language learning in a language class, but is it a matter of the teacher unable to speak indigenous language or that the teacher is not indigenous. It is important to have the teacher understood as a trusted and reliable guide apart of the learning as to the recall First Nations Principles of Learning. To say that the language is not being taught is a whole different concern, but in the argument of who is teaching the language, well look at the discussions surrounding English classes. It is not okay for a student to complain and report a teacher who may be an immigrant for low quality of teaching only because their first language may not be English. This is fact, law, and basic human right to have the freedom of speech as well as education. Its a very unclear statement that almost makes it seem like its unimportant for a teacher to seek further studies in FNMI.
In addition, section 4.1.3.3. states in general terminology that students have commented on the availability and content of history or Indigenous History classes. Specifically that there is more being offered in the way of ancient history than ancient indigenous (generally). If I were a History teacher I would find this concerning for a couple reasons as well (again, both sides of the coin). For the most basic reason being, who is looking over or moderating the teachers that are being umbrella termed in this statement as usually there is leadership in place to avoid this sort of thing from occurring. With that being said though, are the teachers qualified to be teaching these subject areas and if not how are they being supported rather than exemplified which is an important point to ponder as it would make for a more positive note to say "teachers in these subject areas have made improvements to demonstrate better content through board allowance of ABQ/AQ's/Workshops". It does not seems like an accurate statement to make when mentioning that there are more of these classes available versus those or the content of this course is more along this line that that particular, if the initial issue at hand is that there is no one qualified to teach it. If the matter is that there are not enough teachers subject specifically trained/qualified, that may better fit in a statement that reflects where teacher support is needed then.
Finally, section, 4.1.3.1 discusses something extremely important to the entire effort being made through this framework and even reinforced through Section 2 of the document which is, 'Vision'. In a Teacher Leadership course a lot of reflection and time in discussion has been spent surrounding the importance of vision development as well as vision holding. Without a leader/administrator to assist in the advocacy of teacher/student support/interest groups/initiatives, there is a lot more figurative waves to swim against in order to make noticeable change let alone, any change. In the appointment of leadership within schools, it should be strongly considered that Indigenous Students hold a significant section of attention in the school's vision forward as an institution of the twenty-first century.
From the 3 policies above in regards to the implementation plan, the FNMI framework provides guidance to many teachers, one area of personal interest may be Secondary English. Grades 9-12 specifically seem like fitting places one can actualize a goal of the plan.
One area of attention raised in the implementation was the awareness of content, teachers can utilize the creation of brochures in which students reflect on a social or political issue surrounding the beliefs or treatment of Indigenous cultures within Canada/the world. A good website that students can use to investigate some of the issues worth discussing and addressing in their newspaper report assignments is, https://www.thecanadianencyclopedia.ca/en/article/native-people-social-conditions .
Supporting Students ENG2D through the course's writing strand, the Overall Expectation Organizing and Creating can provide an opportunity for the teacher to have students write a newspaper article that reflects a positive event from history or current event in which develops the positive rhetoric between/about Indigenous Cultures. Some websites that contain some very positive aspects of the development in regards to Indigenous and Canadian Government rhetoric are,
1. https://www.rcaanc-cirnac.gc.ca/eng/1559566331686/1559566355192
2. https://www.mmiwg-ffada.ca/media/?yyear=2019
3. https://www.frontiercollege.ca/News
Realizing the vision as a school is a big goal that the framework would benefit in regards to the policy's success. As an English teacher, ENG2D students could produce a speech of sorts (Ignite/TED Talk) that would they would have an opportunity to audition to present and share at a school event. Likewise, the students could develop a speech/speaker schedule throughout a week that may be themed to historical figures, heroines, heroes, reconciliation or social issues about designated individuals the teacher can create a list for students to choose from (figure/role model/name). The list can be developed using these websites, https://www.thecanadianencyclopedia.ca/en/article/influential-indigenous-authors-in-canada ; https://livelearn.ca/article/about-canada/5-notable-indigenous-historical-figures/ ; https://www.ellecanada.com/culture/society/15-indigenous-people-to-know-in-canada ; https://www.cbc.ca/news/indigenous/top-10-indigenous-heroes-includes-elijah-harper-alanis-obomsawin-1.2678637
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