“No size fits all” Workshop:

Issues in Indigenous Education

May 2, 2014Dr. Matthew Etherington & Cheri Brown

OverviewIndigenous culture and meaning(s); the history of

indigenous education in Canada; current social, economic, political, and ethical issues affecting indigenous education;

and the current structure and status of indigenous education in British Columbia. A focus on understanding

and using indigenous learning, epistemologies and pedagogical approaches, literature and learning resources.

Consideration of teaching and learning in diverse classrooms that includes indigenous students, as well as

teaching and learning in indigenous schools.

Introduction: Matthew

Cheri Brown: Hlgu K’andox of the Nisga’a Nation

Wilp Gisk’aast - House of the Killer Whale

Myths to Engage With• “‘What do they actually want, it is not clear”• “This is a multicultural country, there are more people than

Aboriginal people”• “Equality is the answer”• “We have said sorry, when will they forgive, let’s move on”• “Aboriginal people feel they have been wronged and feel

they deserve something in return and they are always like that”

• “I had no part to play in the residential schools, that was a long time ago, why should I be made to feel guilty

#1 - Multiculturalism: Silencing Aboriginal Curricular

#2 - Inclusion

•Celebrating uniqueness•Honoring of special status•Without feeling excluded

#3 - Benevolence

#4 - Support• Special resources•Extra talks or attention when

needed• Solidarity

#5- Equality

“The public schools were designed to mix children of different ethnic and religious groups and eliminate those differences”

-Sheldon Chumir, Rhodes Scholar, tax lawyer, university lecturer, businessman.

#6 - Influence

•Leaders set the tone for others•Consistency•A neutral or indifferent attitude is

just as damaging as a poor one

#7 Apology and Forgiveness: A beginning, not an end• Insert text here

Cultural Sensitivity Self-Assessment

1 2 4 4

Rubric Developing Fair Good Excellent

1. I am culturally sensitive and inclusive of the Other        

2. I am aware of personal conflict and evidence of transformation/growth        

3. I employ culturally sensitive pedagogy, i.e., story, poetry, dance, song, etc.        

4. I am open to spirituality, e.g., image reflector, community server, Creator worshiper, creation caretakers, order discoverers, temple keepers, beauty creators, idolatry discerners, truth seekers

       

5. I know an Aboriginal person and am developing a positive relationship with him/her        

Total: /20

Activity to Assess Openness:“Our Meal Today” RulesEating is more than satisfying hunger. It provides a window into the social relations of a society. Sit in groups of 6 in a circle on the floor. At each place is a napkin-covered dish.

In the centre of the circle are three spoons and one pair of chop sticks. Three of the dishes contain meat and rice, while three of them contain only rice.

The groups have two rules: they may eat only with their right hand, and all conversation must include the entire group.

De-briefing will follow activity.

Part II of Activity: Post-meal ReflectionThemes : Hospitality and the hidden curriculum in ceremony

1. What habits did you have to surrender today? 2. What threatened you the most?3. Did you become more entrenched in your beliefs about eating a meal together?4. Did you experience dissonance (conflict)? Did you experience a lack of control?5. What behaviours were ritual for you?6. For those that did not eat, why did you not?7. For those that did, why did you?8. How could you apply this learning to life? How could you change to become a

150% person?

Transformation involves suffering, repentance, commitment. The classroom is the least effective place for this to occur.

Aboriginal Views of Learning

Principles of Learning: see First Nations Poster

• Activity: in small groups• Working with one of the learning principles • Design any activity or situation that might reflect that

principle in your line of work/career.

Talking Circle: Culturally Sensitive PedagogyI will argue that story telling is fundamental methodology, relationally motivated, cognitively aware and carrying with it practice and content the core curriculum of indigenous people’s personal values and identity.

• To do: In a small group take turns to share a childhood story about yourself.

• Remember this: Your story is valuable, it is important, it is real, and it doesn’t need to be confirmed by anyone else. Let the story flow and don’t rush this at all.

• No one is bored and if they are they are still learning about the significance of story. Help them to be patient and listen.

Conclusion• Proud history and bright future of

Indigenous Canadians• Acknowledge and celebrate diversity• Educators must adapt to Aboriginal

culture and needs