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Who is left out?First NationsPeoples
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Why should we care?
Whats wrong with this picture?What do we do about it?
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Why should we care about FirstNations people?
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Four distinct world views of Aboriginal people
among non-Aboriginal urban Canadians:
Dismissive Naysayers They tend to view Aboriginal peoplesand communities negatively (i.e., unfairly entitled andisolated from Canadian society).
Inattentive Skeptics Uninformed and unaware, theytypically believe Aboriginal peoples are just the same asother Canadians.
Cultural Romantics Idealistic and optimistic, they have astrong belief in Aboriginal peoples artistic and cultural
contributions.
Connected Advocates They have a high level of contactwith Aboriginal peoples, and a strong belief thatAboriginal peoples often experience discrimination.
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Just to help put things in perspective...
Wab Kinew on First Nations Stereotypes
http://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.htmlhttp://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.htmlhttp://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.htmlhttp://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.htmlhttp://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.htmlhttp://www.cbc.ca/strombo/canada/soap-box-wab-kinew-on-first-nations-stereotypes.html7/30/2019 First Nations Issues in Education - Katherine Jones Et Al
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History between Aboriginals
and Non-Aboriginals
Royal Commission Report
on Aboriginal Peoples, 1996
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First Contact
Curiosity and apprehension
Exchange of goods
Friendships/intermarriage Military and trade alliances
For the first 200 years Aboriginals helped non-Aboriginals to survive.
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Treaties
There were treaties almost from first contact
up to the present day.
Ostensibly alliances which recognized thesovereignty of each state
Aboriginals thought the monarch wassomeone they could call on to protect theirinterests.
They had no concept of giving up their land;that was simply not done among First Nations.
What they had agreed to in dialogue was notwhat got written into the treaties.
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Gradual Domination 1800s
Population growth by 1812, a 10:1 ratio
between non-Aboriginals and Aboriginals
Agricultural way of lifeneeded (Aboriginal)
land
Shift in European ideology: proclaimed European
superiority throughout the world
Belief that Aboriginals needed to be assisted
Reserves established
1867 Confederation/BNA Act and 1876 Indian
Act: Indians became subject to the government
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Residential Schools
1849-1996
150,000 Aboriginal children
Established to cure Aboriginal independenceand savagery
Policy of aggressive assimilation
Forced to be ashamed of who they were
Sometimes in trying to kill the Indian in thechild they ended up killing the child. (WabKinew, 2012.)
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MIGHT
does not make right.
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Major concerns of First Nations
Concern % reported it a major concern
Alcohol 86
Anxiety 72
General violence 70Spousal abuse 69
Child abuse 51
Solvent abuse 7
Based on a survey conducted in 57 First Nations communities in ManitobaSource: Health Canada
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Living Conditions
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Alcohol
When asked in a survey to self-report drinkinghabits, the results suggests the proportion ofaboriginals that drink is less than the Canadianpopulation
According to the mood disorders society ofCanada, overall alcohol consumption foraboriginals is lower than it is for the generalpopulation (daily, and weekly drinking)
On the other hand, the rate of heavy drinking isdouble : 16% versus 7.9% for the Canadianpopulation
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Suicide
Suicide rate is the highest cause of death for Aboriginalpeople aged 1 to 44
The suicide rate for youth is 6 times the national average
Factors preventing suicide:
1) Community self-government 4) Community control over healthservices
2) Control over land 5) Presence of cultural facilities
3) Band-controlled schools 6) Community control over fire and
police services
Suicide rate in communities where all above factors are present: 0
Source: Mood Disorders Society of Canada
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Violence
Aboriginal people account for 3% of the
population but represent 18% of inmates
On-reserve rate of crime is 3 times higher than
elsewhere is Canada
Rate of spousal abuse is 3.5 times higher
Approximately 80% of criminal offences
involved alcohol or substance abuse
Source: Mood Disorders Society of Canada, Canadian Criminal Justice Association
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Whats wrong with this picture?
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Cultural Appropriation
taking another cultural groups creative orartistic forms, themes or practices
Exoticism the romanticization or commodification of
ethnic, racial or cultural otherness
In post-colonial theory, it is considered a formof objectification, marginalization,domination, oppression and exploitation.
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Shortcomings of the QEP
Indicates the main elements in theagreements signed by the Qubec
government with the Cree and Inuit (1975)and the Naskapi (1978): protection fortraditional lifestyles, financial compensation,creation of autonomous political institutions,development of water, forest and mineralresources
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Gives characteristics of imperialism
(e.g. imposition of political structures by a
state on other territories, policy of
assimilation and acculturation, control of the
economy)
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Indicates effects of power relations between
the Native peoples and the state (e.g. the
hanging of Riel and eight Amerindians, the
end of the official policy of assimilation, thesigning of the James Bay and Northern
Qubec Agreement)
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Indicates effects of the power relations
between the Amerindians and the British
authorities (e.g. the establishment of a policy
of assimilation starting in 1830, the creationofreserves)
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DRIPdefinitionv. to fall in drops
n. liquid or moisture which falls in drops; thesound made by falling drops
slang. A dull or unattractive person
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To me,the idea of a dripsymbolizes something bothersome,something that must be stopped,something that must be fixed or undone
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D.R.I.P.
Declaration on the
Rights ofIndigenous
Peoples
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U.N.D.R.I.P.September 2007 United Nations Declaration on the Rights of Indigenous
Peoples More than 20 years in the making
Said to be as important as Human Rights Declaration of 1948
Indigenous peoples and nation states collaborating
46 articles for considerationimplementation Land rights, education, financial redress, cultural recognition
FNWBAT Govern themselves
Immediately endorsed by 144
4 voted against
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eventually endorsed Australia, April 2008
New Zealand, April 2009
Canada, November 2010
USA, December 2010
Cited aspirations,
qualified articles,
reiterated non-legally binding
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RepeatingContinuing the past
Ruben Gonzalez of the Alliance for Conservation andDevelopment I Panama had this concern in 2008 -
The government has opened indigenous peoples landsto private companies from Canada, the United States,and Europe, to do mining, hydroelectric dams, andforestry projects.
Gonzalez added that the violations of human rights
committed include persecution by the police, arrest ofthe main leaders without any charge, and theimprisonment of women and children.
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Urban Aboriginal PeoplesStudy
2614 person-to-person Aboriginal
2501 telephone non-Aboriginal
182 current and past National Aboriginal
Achievement Foundation scholars
11 cities: Vancouver, Edmonton, Calgary, Regina, Saskatoon, Winnipeg,
Thunder Bay, Montreal, Toronto, Halifax and Ottawa
MarchOctober 2009
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Key Findings
Urban Aboriginals
The city is home
Urban Aboriginal peoples are seeking to become a significantand visible part of the urban landscape.
Most urban Aboriginal peoples stay connected to Aboriginal
communities in their cities. Urban Aboriginal communities vary from city to city.
The city is a venue for the creative development of Aboriginalculture.
There is confidence in their ability to retain their culturalidentity in the city.
Urban Aboriginal peoples aspire to the good life a balancedone.
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Key findingsUrban Aboriginals Mentors and/or role models play an important role.
A great reverence for their heritage is maintained.
Pursuing higher education is the leading lifeaspiration of urban Aboriginals. Once they are pursuing their studies the most common
obstacle is funding
Most report that they have personally experiencednegative behavior or unfair treatment because of who
they are.
And yet
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Key findings
Urban Aboriginals
7 in 10 proud to be Canadian
A stronger Aboriginal political identity
coincides with a stronger Canadian political
identity
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Key findingsNon-Aboriginal Urban Canadians NA urban Canadians first impressions of Aboriginal people
are generally positive.
There is a basic tension in the minds of NA urban Canadiansabout where Aboriginal people fit into the Canadian mosaic.
There is a great awareness of Aboriginal peoples and theirplace in Canadas history among NA urban Canadians. BUT,they know less about the contemporary situation of Aboriginal
people.
NA urban Canadians demonstrate a desire to learn more.
NA urban Candians are starting to recognize the demographicand cultural presence of urban Aboriginal communities,although this awareness varies substantially by city.
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Aboriginal StudiesUndergraduate Program CategoriesAboriginal and Indigenous Education
Aboriginal and Native StudiesAboriginal Arts and Design
Aboriginal Child and Youth Care
Aboriginal Community Development
Aboriginal Criminal Justice and Criminology
Aboriginal Economic Development
Aboriginal GovernanceAboriginal Health
Aboriginal History
Aboriginal Language
Aboriginal Law
Aboriginal Leadership
Aboriginal ManagementAboriginal Social Work
Aboriginal Teacher Education
First Nations and Inuit Studies
Indigenous Studies
Native Studies
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Graduate and PhD ProgramsAboriginal StudiesAboriginal and Native Studies
Aboriginal Governance
Aboriginal Health
Aboriginal History
Aboriginal Law
Aboriginal Social Work
First Nations and Inuit Studies
Indigenous Studies
Native Studies
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Kiuna InstituteFirst Nations CEGEP
Located in Odanak, an Abenaki community about 100 kilometres
north-east of Montreal
Kiuna student interview
i i h l bi
http://www.montrealgazette.com/news/saturday-extra/VIDEO+Quebec+first+First+Nations+CEGEP/6899860/story.htmlhttp://www.montrealgazette.com/news/saturday-extra/VIDEO+Quebec+first+First+Nations+CEGEP/6899860/story.html7/30/2019 First Nations Issues in Education - Katherine Jones Et Al
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British ColombiaHigh School Native Studies
Elective course to fulfill compulsory social studiescredit
Offered in B.C. curriculum
Weighted equally with other studies
Context approved by First Nations peoples
Multiple resources
Addresses: Land and relationships
Contact, colonialism, and resistance
Leadership and self-determination
Cultural expressions
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Trickle Down/Top Down
If a PhD exists, surely we should be preparing
students from a young age to head in this
direction.
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What is wrong with this
number???
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Sources: Statistics Canada, Health Canada (http://www.hc-sc.gc.ca/fniah-spnia/images/pubs/aborig-autoch/stats-profil-atlant/figure-3-eng.gif)
Median age
Aboriginal identity 27
Inuit 22Canadian population 40
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Population is mostly kids!
A nation with this sort of demographics can
result in a positive growth, with the right
conditions! But in this case:
Many mouths to feed!
Many children struggling with the education
system Large amount of youth that dropped out
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Population Growth 1996/2006
Aboriginal population 45%
Canadian population 8%
Population Growth
Projections suggest the first nations population could grow
to 1.4 million in 2017 (from 1.1 million in 2006)
Source: Statistics Canada
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Expansion
To add to the youth oriented population:
Population is expanding and more and more
youth will face the same issues
More people same resources = unsustainable!
With the lingering issues of politics and
infrastructure, the first nations people are
going down a path where issues will be
multiplied
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DropoutsDrop out rate: youth aged 20 -24 2007/2010
Aboriginal youth 22.6%
Non-Aboriginal youth 8.5%
Immigrant youth 6.2%
Questions:
Are the immigrant youth better integrated?
What is the cause for these gaps?
The problem must be more complex than
Integration
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High school non-completion rate (%)
0
10
20
30
40
50
60
Registered Indian (on
reserve)
Registered Indian (off-
reserve)
Non-aboriginal
Source: Senate standing committee on First Nations, Statistics Canada
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Input vs Output???
Aspirations of First Nations youth...
Aspirations
http://www.cbc.ca/doczone/8thfire/2011/12/the-children-of-kanehsatake.htmlhttp://www.cbc.ca/doczone/8thfire/2011/12/the-children-of-kanehsatake.html7/30/2019 First Nations Issues in Education - Katherine Jones Et Al
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Urbanization
As of 2006, 60% of First nations people live off the reserve
Here are the percentage of first nations people in urban centers:
Urban Center %
Prince Rupert, BC 32
Thompson, MB 24
La Tuque, QC 21
Prince Albert, SK 17
Terrace, BC 16
Whitehorse, YK 14
Urban center %
North Battleford, SK 13
Portage la Prairie, MB 12
Williams Lake, BC 12
Yellowknife, NWT 11
Sept-Iles, Qc 11
Source: Statistics Canada
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Unemployment in the city???
With a growing number of first nations peoplein urban centers the problem has becomemore complex, and less localized
Policy must today be geared towards both thepopulation on reserve and off reserve
Schools have to deal with an increasinglycomplex situation. They have to please youththat wants to stay on reserve AND prepareyouth to find employment in the city
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Investment in Education
The Canadian Economic Action Plan wants to
build 10 schools and renovate 3 schools in
2009/2010
Indian and Northern Affairs Canadas funding
is capped at 2% a year, in contrast with 4.1 %
for provincial and territorial school systems
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Disproportional!
When compared to the number of provinces, this
is slightly more than 1 school per province
This investment involves an increase in 1.2%
(there are 803 reserve schools)
With inflation and increasing enrollment, the
funding increases required for reserve schools is
6.3% (compared to 2%) In contrast, provincial schools receive more than
the increases despite declined enrollment
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Employment Rates
Group Employment rate
First Nations 60%
On reserve 52%
Off reserve 66%
Canadian Population 82%
With schools built to the goal of employment, students face
bigger challenges to stay in school
No school=no job becomes a cyclical problem
Source: Statistics Canada
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What can we do in ourclassrooms?
Given these demographic shifts, we aremore likely than not to have First Nationsstudents in our classrooms.
THIS NEXT SECTION EXPLORES THECONCEPTS OF ANTI-RACIST PEDAGOGY ANDFIRST NATIONS HOLISTICLIFE-LONG LEARNING
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According to the Report of theRoyal Commission on Aboriginal Peoples (RCAP, 1996) Education is an important priority for First Nationspeoples in Canada Despite their experiences with Residential Schools,most First Nations parents believe that educationholds the promise for their future well-being First Nations peoples rightly expect education to serveas a vehicle for cultural and economic renewal As weve seen in the statistics, Canadas currenteducation policies largely fail to realize these goals We, as teachers, can play an important role
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8th Fire and Project of Heart Just one example of how you can approachFirst Nations issues in your classrooms 8thFire, Its Time, 31:40 to 34:33
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Anti-Racist Education Cultural identity is a social construction, an effect ofsocial and historical relations Anti-racist education looks at the processes, practices,and ideologies of racialization It is the study of how racism disadvantages some, whilebenefitting others It also examines whiteness and how that is producedand constructed as superior By acknowledging the connection between colonizationand racism, Native and non-Native teachers can jointogether to challenge racism and racialization
(St. Denis, 2007)
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Foundations of First NationsLearning While it is important to understand this if we haveFirst Nations students in our classes, it is alsobeneficial to understand and incorporate these conceptsfor all learners According to Elder Danny Musqua (in Knight, 2007,41), Our spirit is said to be an internalized vehiclewhich we use to acquire knowledge around us throughour hearts, minds, bodies, and spirits, in a balancedway. It is a life-long journey of learning where the spiritguides ones path in finding purpose and meaning
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First Nations Holistic Life-Long Learning
Canadian Council on Learning at http://www.ccl-cca.ca/pdfs/RedefiningSuccess/CCL_Learning_Model_FN.pdf
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What can you do in your class?In your subject specific groups:Brainstorm ways that you canincorporate First Nations issues, anti-racist education or holistic learning into
your classroomsShare ideas with the class
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What does this mean to us asteachers? Simply, it means teaching everything were being taught to teach in the MATLprogram! Cast aside the walls of the school and treat the whole community as the site ofeducation (RCAP, 1996) Use issues/subjects that are relevant to students when teaching Treat students as active creators of knowledge, not empty vessels to fill Connect students experiences to broader issues so they can develop anunderstanding of the political, economic and social forces that shape their lives Use students personal experiences as opportunities to deepen their understandingand analysis Incorporate student-centred teaching as much as possible Use the resources available to you when including First Nations teaching, i.e. FirstNations elders and First Nations communities Make sure the educational experience is participatory, using experiential learning,projects, oral histories, theatre, art, and other forms of creative expression INSPIRE your students to critically reflect on the world around them, so they canbecome agents of change!
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Resources for the teacher 8th Fire series
Found at http://www.cbc.ca/doczone/8thfire/ An excellent 4 part series that documents the history, the current issues,successes, and the future Can be used in class as a starting point to introduce First Nations Studies A wealth of First Nations clips can be found on this website
Legacy of Hope Foundation Found at http://www.legacyofhope.ca/projects/100-years-of-loss-exhibition Curriculum and resources to teach about Residential Schools
Project of Heart Found at http://www.legacyofhope.ca/projects/100-years-of-loss-exhibition Information on how you can (and your students) can get more involved
Report on the Royal Commission on Aboriginal Peoples Found at http://www.aadnc-aandc.gc.ca/eng/1307458586498/ A valuable resource to better understand the history, current issues andsolutions a MUST read for all Canadians!