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USING TEACHINGS FROM THE
LAND AND INDIGENOUS
PEOPLE TO SHAPE
TOMORROW’S LEADERS
Acting Today, Shaping Tomorrow – February 2009
Nicole Bell MEd, PhD – Trent University
Anishinaabe – Bear Clan
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Overview of Project -what
75 hour alternative practicum placement for Teacher Candidates in the School of Education at Trent University
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Overview of Project -how
Teacher Candidates experience land-based
activities informed by Anishinaabe traditional
ecological knowledge
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Overview of Project -where
Burleigh Falls on Lovesick Lake
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Motivation for Project
Teacher Candidate
inquiries
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Motivation for Project
Gap in knowledge
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Motivation for Project
Ministry of Education
priorities
The “Ontario First
Nation, Métis, and Inuit
Education Policy
Framework”
“Shaping Our Schools,
Shaping Our Future”
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Motivation for Project
Opportunity to provide an in-depth learning experience
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Why a Land-Based Project
Aboriginal worldview is a reflection of the
natural world
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Why a Land-Based Project
Global need for all students to learn about
the state of the planet
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Short Term Goals
Teacher Candidates personally
develop/foster a connection to the
environment
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Short Term Goals
Teacher Candidates gain an awareness of
the Anishinaabe culture
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Long Term Goals
Work toward instilling an environmental
consciousness in their students
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Long Term Goals
Create culturally respectful and inclusive learning
spaces in their classrooms
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Program Components
Environmental,
outdoor education
Anishinaabe culture
Inclusionary
(ecological,
Aboriginal) teaching
practice
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Environmental/Outdoor Education
Experiential, land-
based activities
Personal learning and
connection to the
environment
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Environmental/Outdoor Education
Medicine walk
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Environmental/Outdoor Education
fishing
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Environmental/Outdoor Education
tracking
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Environmental/Outdoor Education
harvesting
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Environmental/Outdoor Education
Open fire cooking
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Environmental/Outdoor Education
canoeing
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Environmental/Outdoor Education
Shelter building
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Environmental/Outdoor Education
solo
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Environmental/Outdoor Education
Observation and
survival skills
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Environmental/Outdoor Education
Daily reflection
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Anishinaabe Culture
Traditional teachings
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Anishinaabe Culture
ceremonies
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Anishinaabe Culture
Elders and invited speakers
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Anishinaabe Culture
Traditional land-based practices
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Anishinaabe Culture
Creation story
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Anishinaabe Culture
Stories or teachings about the environment and
Anishinaabe worldview
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Anishinaabe Culture
Daily morning circle
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Anishinaabe Culture
Sharing circles
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Anishinaabe Culture
Eating collectively
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Anishinaabe Culture
Field trips (Petroglyphs, Serpent Mounds, pow
wow)
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Inclusionary Teaching Practice
Designing and implementing Aboriginal and
ecologically relevant curriculum to a local
public school
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School Activities
Seven Wonders of Our World
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School Activities
Drumming and dancing
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School Activities
Nanaboozhoo stories
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School Activities
Camera People
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Data Gathering Regarding
Outcomes
Pre- and post-
evaluation
Daily reflections
Exit questionnaire
Feedback from the
host school
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Outcomes
Teacher Candidates immensely enjoyed the
placement
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Outcomes
Valued as a
learning experience
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Outcomes
Connections were made on multiple levels
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Outcomes
Feel better prepared to teach about Aboriginal people and teach Aboriginal children
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Outcomes
Enjoyable and valuable learning for public
school students
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Connections
Within themselves
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Connections
With the land/environment
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Connections
Within the teaching and learning group
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Connections
With their teaching practice
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Connections
With the Anishinaabe culture
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Nicole Bell MEd, PhD
Anishinaabe, Bear Clan
School of Education
Trent University
[email protected]
Miigwech (thank you)