Presentation on theme: "FNMI Content, Perspectives and Ways of Knowing Admin Council April 20th/ 2011."— Presentation transcript:
FNMI Content, Perspectives and Ways of Knowing Admin Council April 20th/ 2011
Split- Carousel Questions: Why haven’t we dealt with this adequately? How will we begin? Group 1Group 2 Facilitators: Theresa, RodneyFacilitators: Katie, Thad Rocky ChysykKen Okanee Randy KerrDean Armstrong Bryan YoungShelley Pierlot Erin HufnagelWade Rolles Brenda GabrielNeil Finch Trevor Wasilow Group 3Group 4 Facilitators: Reanne, Cheryl Facilitators: Brandon, Mark Perry MamerRandy Steciuk Yvonne DayJill Clapson Trevor NorumBrian Anderson Cory FroelichTrevor McIntyre Jerry HeffernanKelly Christopherson Robert Moore
“Treaty education is an important part of forging new ties. There must be an appreciation in the minds of the general public that Treaties are living, breathing documents that continue to bind us to promises made generations ago. This is why…government is committed to making mandatory instruction in history and content of the Treaties in the K-12 curriculum.” Speech from the Throne, 2007
MOVING FORWARD WITH MANDATORY TREATY EDUCATION September 15, 2008 The Office of the Treaty Commissioner (OTC), Ministry of Education and the Federation of Saskatchewan Indian Nations (FSIN) made a formal commitment to moving mandatory Treaty education forward
Why A Time For Significant Leadership? (2009) Saskatchewan is poised at the brink of significant change. Provincial initiatives to improve student learning outcomes, such as the Curriculum Renewal, and the implementation of the Continuous Improvement Framework (CIF) present opportunities to redefine First Nations and Métis education as a foundation for learning for all students in Saskatchewan. It is necessary to ensure that these initiatives are part of a purposeful vision that keeps us focused on improved outcomes for all children and youth. We all have a role to play, and as citizens of Saskatchewan and beneficiaries of our unique Treaty relationship, we have a responsibility to contribute; this is what ties us together.
The Goals of First Nations and M é tis Education Goal 1: Equitable outcomes for First Nations and M é tis learners. Goal 2: All learners have the knowledge of the unique context of First Nations and M é tis peoples. Goal 3: Data collection and reporting on measures outlined in the ministry’s First Nations and M é tis education policy framework. Goal 4: Shared management and governance in the provincial education system in partnership with First Nations and M é tis peoples.
Aboriginal peoples of the province are historically unique peoples, occupying a unique and rightful place in society
Aboriginal world view is a valid way of knowing and understanding the world and is a benefit of all students
Each area of study should… –Reflect the legal, cultural, political, social, economic, and regional diversity of Aboriginal peoples –Concentrate on positive and accurate images of Aboriginal peoples –Include resources by Aboriginal authors, artists, etc. –Include historical and contemporary issues related to Aboriginal peoples
1.Relationships with integrity 2.Inquiry-based learning opportunities 3.Encapsulated in the language 4.Place-based knowledge Relationships: FNM Ways of Knowing are relationships with one another, community, with nature, our Mother Earth and with oneself. Inquiry-based learning: Such as immersing oneself in listening, observing, intuitive awareness, participating, and experiencing, while honouring the protocol of obtaining the knowledge and teaching. Knowledge is imperative as this process then becomes a self- directed and self-reflective journey in personal self-growth and the spiritual well-being. Language and culture are intertwined, in actuality, language is culture. “Learning the language engenders respect for the self, for others and for all facets of nature, and this in turn strengthens the human capacity to stand together.” Place-based knowledge: This knowledge refers to traditional norms and social values, as well as to mental constructs that guide, organize, and regulate the people’s way of living and making sense of their world (Sefa Dei, G. Hall, B., Rosenberg, D., 2000, p.6.). Therefore, learning takes place beyond formal schooling but is all encompassing in the whole being and the interactions the learner has with world.
First Nations, Métis or Inuit content –Treaties –The Riel Rebellion –Residential Schools –Current Issues (Land Claims/Health Initiatives/Elections) Where might these connect to the subject areas you are teaching?
Perspective is the point of view that a group of people share. Ex. European perspective of “the new world” was that it is a place to be explored and owned. The peoples that inhabited the land had a different perspective of “the new world”
How do we actualize FNMI content, perspectives and ways of knowing?
When planning, first take a look at the unit you will be teaching and then determine how best to integrate Aboriginal content or perspectives.
Considerations: Will I use content material? Will I offer differing perspectives? Will I use teaching strategies such as critical thinking, identifying bias, experimental learning, cooperative learning? Will I create an open, inclusive classroom culture? Will I use a holistic perspective? Will I consider interconnectedness? Will I use consensus when needing to make decisions? Can I place the oral tradition in perspective? Can I use a talking circle as an integral part of my classroom? How might I support connections between the community and the land? Will I use excellent First Nations or M étis resources (including human resources)? How will I model anti-racist perspectives? How will I differentiate for student needs, interests, ability and readiness?
Curriculum Integration: FNMI content, perspectives and ways of knowing can be found right in the document Science 9 Outcome CE9.1 Demonstrate and analyze characteristics of static electric charge and current electricity, including historical and cultural understanding. [CP, SI, TPS] Indicator: Examine how the importance of lightning in First Nations and M étis culture is conveyed through stories and legends. ELA 7 Outcome CR7.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking of Oneself), social responsibility (e.g., Participating and Giving Our Personal Best), and efficacy (e.g., Doing Our Part for Planet Earth). Indicators – Compare own with others’ understanding of people, cultural traditions, and values portrayed in texts.
Curriculum Integration: FNMI content, perspectives and ways of knowing can be infused in the outcome Health 8 Outcome USC8.2 Analyze how personal prejudices/biases, and habits of mind shape assumptions about family identities, structures, roles, and responsibilities.
Next Step to assist with FNMI content, perspectives and ways of knowing
Grade group discussion/reflection What do we need to remember when replicating the PD? (Carousel and Prezi) What do we need to remember when replicating the PD? (Carousel and Prezi) How can we get the Leadership teams started? How can we get the Leadership teams started?
There’s more… Integration of FNMI in renewed curriculum