As per course,"
T1:
For your first task in Module 2 we will extend our learning of First Nations, Métis, and Inuit peoples that we began in module 1. Your learning in this task will be used for your Task Board posts in the West and North of this module - so you may want to review those directions before you complete this task.
Let's start by learning a bit more about First Nations, Métis, and Inuit peoples in Canada.
First Nations, Métis, and Inuit Peoples
The following definitions were taken from: https://www.ictinc.ca/blog/indigenous-peoples-terminology-guidelines-for-usage
First Nations - First Nation is a term used to identify Indigenous peoples of Canada who are neither Métis nor Inuit. This term came into common usage in the 1970s to replace the term “Indian” and “Indian band” which many find offensive. First Nations people includes both status and non-status Indians so there’s a need to be careful with its usage, especially if in reference to programs that are specifically for status-Indians.
Métis - Métis Peoples are people of mixed Indigenous and European ancestry. The Métis National Council adopted the following definition of “Métis” in 2002: “Métis” means a person who self-identifies as Métis, is distinct from other Aboriginal peoples, is of historic Métis Nation Ancestry and who is accepted by the Métis Nation. Métis are now considered "Indian" (2016) under the Constitution Act of 1867, placing them in federal jurisdiction with respect to rights and benefits.
Inuit - Indigenous people in northern Canada, living mainly in Nunavut, Northwest Territories, northern Quebec and Labrador. Ontario has a very small Inuit population. Inuit are not covered by the Indian Act. Use 'Inuk' when referring to an individual Inuit person.
Statistics
Here are some stats to start with (Census Data, 2016):
there are 133 First Nation communities in Ontario (there are about 630 in Canada)
there are approximately 374,400 First Nations people in Ontario - 2.8% of the population of Ontario
approximatley 58,000 First Nations people live in a First Nation community (previously known as a reserve/reservation)
there are appoximately 120,500 self-identifying Métis people in Ontario
there are approximately 3,800 Inuit people in Ontario
Indigenous youth are the fastest growing demographic in the country
The high school completion rate of Indigenous people (aged 20-24) is 76 per cent, below the rate of the non-Indigenous population at 93 per cent. For First Nations living on reserve, the rate is 45 per cent
53 per cent of the Indigenous population vs. 65 per cent of the non-Indigenous population in Ontario (aged 25-64) has attained some form of post-secondary education (apprenticeship, trades certificate, diploma, college or university)
13 per cent of Indigenous people in Ontario hold a university degree (aged 25-64)
First Nations are funded by the federal government via the Indian Act for education through a treasury fund (not through taxes). Not all First Nations communities use their education funds to providing schooling in the community. Those who don't deliver their own education engage in tuition agreements with Ontario school boards. This is an ongoing issue for communities as they are federally funded at approximately $3500 less per student than Ontario students.
The Assembly of First Nations (AFN) has created a toolkit on education that you can explore, if you want to learn more: It's Our Time
Read the attached powerpoint:
Indigenous Peoples In Canada.pptx Indigenous Peoples In Canada.pptx - Alternative Formats
Peruse the following websites of national First Nations, Métis and Inuit organizations/governing bodies:
The Assembly of First Nations
Inuit Tapiriit Kanatami
The Métis National Council
The Métis Federation of Canada
Congress of Aboriginal Peoples
Situating Indigenous Education
1. Scroll down to review 114, 115, 116, and 117 ONLY of the Indian Act
2. Scroll down to review 185 and 188 ONLY of the Education Act
Indigenous Education
1. Review the Ministry of Education's Indigenous Education Strategy.
2. A part of the strategy is The Ontario First Nation, Métis, and Inuit Education Policy Framework released in 2007. I have created a summary of this policy for you to review that highlights the strategies that schools are to implement:
FNMMI policy summary.docx FNMMI policy summary.docx - Alternative Formats To learn more, please see the entire document in the link above.
3. Three progress reports have been completed since this policy was released. Skim the latest report: Strengthening Our Learning Journey
4. Another part of the Ministry's Indigenous Education Strategy is a self-identification process for Indigenous students/families. If you are interested in this, you can review this policy document: Building Bridges to Success for First Nations, Métis, and Inuit Students
T2:
You will use your learning in this task for your Task Board post in the western direction of this module.
Watch the following two videos.
Decolonization Is For Everyone - Nikki Sanchez (13 min)
“This history is not your fault, but it is absolutely your responsibility.” A history of colonization exists and persists all around us. Nikki discusses what colonization looks like and how it can be addressed through decolonization. An equitable and just future depends on the courage we show today. “Let’s make our grandchildren proud”.
The Pedagogy of the Decolonized - Quetzala Carson (12 min)
“Panic is not prayerful”, notes Quetzala Carson, while speaking on the challenging nature of the dialogue surrounding colonial violence; colonial violence is difficult to engage, because it often involves dialogues on questioning narratives that we’ve known to be normal. Quetzala explains the tenets of colonialism, how our normative narratives are built, and also shares some strategies on how to engage and combat colonial violence with compassion.
Peruse the Laurentian University website to learn more about how to be a settler ally, or if you are Indigenous, how to support non-Indigenous people who want to be allies.
Read Pamela Toulouse's article: Truth and Reconciliation: Becoming a Teacher Ally
T3:
Culturally Appropriate Education
Developing culturally appropriate education is a constant consideration in teaching First Nations, Métis, and Inuit Studies.
Read Singh, N. K. (2011). Culturally Appropriate Education: Theoretical and Practical Implications.
Culturally Appropriate Education
Using what you have learned in the course so far, create a Personal Declaration addressing your role as an educator in First Nations, Métis, and Inuit Studies. Be sure to cite, footnote, or code the sources that have informed the statements/items in your declaration.
Post your Declaration to the Task Board. Review your classmates' posts for further considerations and discussion.
T4:
In this task we are going to explore how inquiry-based education aligns with Indigenous pedagogy and use it to learn more about First Nations, Métis, and Inuit people.
In Harvey and Daniels’ (2015) book Comprehension & Collaboration: Inquiry Circles for Curiosity, Engagement, and Understanding they identify four models of small-group inquiries: mini-inquiries, curricular inquiries, literature circle inquiries, and open inquiries. They also propose the following inquiry process:
Immerse: invite curiosity, build background, find topics, and wonder.
Investigate: develop questions, search for information, and discover answers.
Coalesce: intensify research, synthesize information, and build knowledge.
Go Public: share learning, demonstrate understanding, and take action.
Dr. Nicole Bell (Anishinaabe) finds that Harvey and Daniel’s inquiry process aligns well with medicine wheel pedagogy that was introduced in module 1. Bell extend this learning by mapping Harvey and Daniels’ inquiry process onto it.
Let’s use this inquiry process to engage in a mini-inquiry to help fill some gaps in our knowledge of First Nations, Métis, and Inuit peoples. I want you to generate a topic/question that you know nothing about, or would like to know more about, regarding either the First Nations OR Métis OR Inuit people. Here is a list for consideration. Some of these ideas are very general that you could narrow down to a specific topic/question to focus on.
First Nations Topics for Consideration
Seven grandfather teachings
Great Law of Peace
creation stories
contributions and innovations
cultural celebrations
treaties
60's scoop
Métis Topics for Consideration
Supreme Court decisions related to Métis rights
identity
social structures
role of dance and music
Michif language
cultural symbols
spirituality
Louis Riel
political governance structures
celebrations and events
current issues
Inuit Topics for Consideration
impacts of colonization
Inuktitut language
family relationships
community relationships
relationship to land and sea
spiritual culture/worldview
current challenges
history
To immerse you into the inquiry process, I want you to watch the following videos to invite your curiosity, provide some background information, and help you choose a topic.
Coalesce your learning in relation to your topic/question. In addition, consider how the information you just learned can help you meet one of the school strategies of The Ontario First Nations, Métis, and Inuit Education Policy Framework that you explored in task 1.
To Go Public with your learning from this inquiry, prepare an infographic to share with your classmates’ on the task board. Be sure to include a brief explanation of how this information could be used to meet a school strategy of the policy framework. Be sure to review your classmates’ infographics to build your cultural capacity and ability to implement the policy framework.
Post your infographic to the Task Board.
As per discussion,
T4:
Find infographic here, welcome comments and feedback
https://www.canva.com/design/DAFHw36YYgI/dybjx_Z3SH453GHLGIMMgA/edit?utm_content=DAFHw36YYgI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
As per Learning Portfolio,
Holistic Processing and Appreciation
As an educator in the field of FNMI, there is a lot to figure out. After demonstrating the abilities to comprehend and understand, the “figuring it out” portion of the learning is ultimately the portion of experience in which an educator asks oneself, “where to start?” and the answer to this question is simple, “within the community”. An educator should be familiar to discuss the details of the land, culture or identity of indigenous peoples to that geographical area.
What an educator can say they have completed in the course of this journey through the examinations of FNMI curriculum is that they have developed a sense of heightened understanding in regards to where people are from and how to be sensitive to their personal backgrounds. Educators in FNMI will also be educators who are willing to go beyond the powerpoints and cultural rhetoric that makes many uncomfortable to really indulge in the romance and beauty of FNMI cultures and practices.
Many may classify (unwillingly) into the stereotype of “The Perfect Stranger” that Dion is introducing in her text, but as an educator it is important for one to keep in mind that these people being discussed, this culture being learned area real, suffering and alive. Not all, but more than Canada or many of Canadians would like to admit as a country or peoples themselves. These indigenous peoples need attention, as much as the curriculum and as a student (former and currently) an educator can understand the appreciation of each particular gesture in moving forward as one with understanding rather than hesitation of how to engage.
The challenges of FNMI learning is not so much a challenge of the education in this subject area as much as it is of the peoples that it represents. This is noticeable and worth mentioning consistently in the delivery of course materials or in the support given to indigenous students. Reminders of one’s support should be something of a reflection point for educators and students. Educators are role models and this is seen when it is done.
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