FNMI, April, 2011

Report
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 1
Facilitators: Theresa, Rodney
Rocky Chysyk
Randy Kerr
Bryan Young
Erin Hufnagel
Brenda Gabriel
Trevor Wasilow
Group 2
Facilitators: Katie, Thad
Ken Okanee
Dean Armstrong
Shelley Pierlot
Wade Rolles
Neil Finch
Group 3
Facilitators: Reanne, Cheryl
Perry Mamer
Yvonne Day
Trevor Norum
Cory Froelich
Jerry Heffernan
Robert Moore
Group 4
Facilitators: Brandon, Mark
Randy Steciuk
Jill Clapson
Brian Anderson
Trevor McIntyre
Kelly Christopherson
Why This? Why Now?
“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 Métis
Education
Goal 1: Equitable outcomes for First Nations and Métis
learners.
Goal 2: All learners have the knowledge of the unique
context of First Nations and Métis peoples.
Goal 3: Data collection and reporting on measures outlined
in the ministry’s First Nations and Métis education policy
framework.
Goal 4: Shared management and governance in the
provincial education system in partnership with First Nations
and Métis peoples.
What Does This Mean For Us?
Mandatory Treaty Education
This can be accomplished by including
treaty teachings within our social
studies programs 6-9
Social 10
NST 10/30
History 30
There’s more…
Integration of FNMI in renewed
curriculum
What does that look like?
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
What is FNMI Way of Knowing?
1.
2.
3.
4.
Relationships with integrity
Inquiry-based learning opportunities
Encapsulated in the language
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 selfdirected 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.
What is FNMI Content?
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?
What are FNMI Perspectives?
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 Métis 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
Métis 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
Strategic Plan
Grade group discussion/reflection
•What do we need to remember when
replicating the PD? (Carousel and Prezi)
•How can we get the Leadership teams started?
There’s more…
Integration of FNMI in renewed
curriculum

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