Educating Our Educators (March 2011) - Algoma District School Board

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In Our Schools: Intentionally plan for opportunities where Aboriginal voices are present and Aboriginalperspectives are evidento invite Aboriginal elders, artists and storyteller and others from the Aboriginal communityinto your schools and classrooms.oinclude Aboriginal authors and literature in your library and resource areas (e.g. bulletinboards, websites)o acknowledge and validate the contributions of Aboriginal peoples in both the past and incontemporary society. Share that contributions of Aboriginal peoples go beyond theinclusion of toboggans and tepees and include the wealth of knowledge and successfulendeavours across a wide range of fields (e.g. environment, architecture, agriculture,government, medicine, art, music and theatre) Ensure that terms and terminology are used accurately and the language used is that whichempowers, validates and supports the inclusion of Aboriginal experiences, perspectives andhistories in respectful, accurate, authentic wayso use credible sources to refer to using terms in relation to Aboriginal peoples, use therecommended terminology when referring to Aboriginal peoples and refer to each nationby name rather than more generic overuse of Native/Aboriginal peoples as collective. Look for opportunities to broaden your knowledge and understanding of Aboriginal people andissues, ensure a balance of perspectives are presented in the school, acknowledge Aboriginalhistories in their own right and constantly examine and challenge your own biases andassumptionsooowhen possible participate in professional deleveopment that supports Aboriginalstudentsif you don’t know, ask or find outwhen an issue is in question or brought forward – look for the answersEducating Our Educators – Educating Our Aboriginal StudentsRevised March 20111672
In Our School Communities: Display contemporary images of Aboriginal peoples in a variety of contexts (within urban, rural,reserve communities) and across a range of socio-economic circumstances. Images and contentshould reflect Aboriginal peoples’ contribution to society and are evident across a wide range ofendeavours (art, music, science, business, mathematics, medicine, sports)o ensure that contemporary images and peoples are presentoknow your school community – work with Aboriginal partners to support learning in the school– (field trips, outdoor education programs, Aboriginal scholarships availabilityo acknowledge the diversity within any cultural grouping and the distinct and uniquedifferences amongst Aboriginal nations Validate and acknowledge the importance of oral history Reflect on the various histories of Aboriginal poeples and ensure that they are acknowledged in theirown right and not just in relation to interaction with European cultures and Aboriginal holidays/days ofsignificance are acknowledged and celebrated.o specifics events are celebrated in the community and supported by the school – AborignialDay, Louis Riel Day, Powley Day as well as local celebrations – community Pow Wows(Education Day at Algoma University) Intentionally focus on Aboriginal contributions in both the historical and contemporary context inCanada so that they are acknowledged and valued, while still acknowledging the devastatingimpact of colonization on Aboriginal cultureso work with Aboriginal communities to acknowledge and reflect on Residential Schools, 60’sScoop, Treaties, relocation to reservesEducating Our Educators – Educating Our Aboriginal StudentsRevised March 201173
Page 2 and 3:
Table of ContentsIntroduction page
Page 4 and 5:
According to the 'Ontario First Nat
Page 6 and 7:
This is just the beginning of a pos
Page 8 and 9:
In June 2007, ADSB formed the Abori
Page 10 and 11:
5. In most Aboriginal cultures, the
Page 12 and 13:
Some of the more common nature of A
Page 14 and 15:
TerminologyThere are many terms use
Page 16 and 17:
Apology - Prime Minister Harper off
Page 18 and 19:
schools. Aside from providing compe
Page 20 and 21:
Reserve - A tract of land, the lega
Page 22: Canada’s Aboriginal PeopleEducati
Page 26 and 27: First NationsFirst Nations is a ter
Page 28 and 29: The InuitThe Inuit and the LandThe
Page 30 and 31: OjibweThe Ojibwe are an Algonkian-s
Page 32 and 33: highly mobile lifestyle of the Mét
Page 34 and 35: Educating Our Educators - Educating
Page 36 and 37: Canadian society did not challenge
Page 38 and 39: The Spanish schools comprised of St
Page 40 and 41: ImpactsThe loss of family and commu
Page 42 and 43: Today Communities are working toget
Page 44 and 45: About Aboriginal and Treaty RightsW
Page 46 and 47: These Treaties have never been abri
Page 48 and 49: First Nations Code of EthicsThere a
Page 50 and 51: Traditional WisdomThe Seven Gifts -
Page 52 and 53: Medicines (Four Sacred Plants)Tobac
Page 54 and 55: The people of the Martin Clan were
Page 56 and 57: construction of the arbour ( an ope
Page 58 and 59: Metis TraditionsMetis FlagThe horiz
Page 60 and 61: The Inuit Culture and FamilyThe Inu
Page 62 and 63: Igloo - An igloo translated some ti
Page 64 and 65: Creating a Welcoming Learning Envir
Page 66 and 67: Office/Front Foyer/Student Services
Page 68 and 69: Why Involve Elders and/or Senators?
Page 70 and 71: Elder Protocol - Metis Senator Prot
Page 74 and 75: Building Capacity with Educators Wo
Page 76 and 77: National Aboriginal Day: June 21Nat
Page 78 and 79: Building Strong PartnershipsAborigi
Page 80 and 81: The logo of “Shki-niigaawii-ag”
Page 82 and 83: Algoma University has over the last
Page 84 and 85: ADSB has the privilege to meet and
Page 86 and 87: First Nations Education Directors/C
Page 88 and 89: First Nations of OntarioAamjiwnaang
Page 90 and 91: Educating Our Educators - Educating
Page 92 and 93: Appendix iiFor ADSBSchool Administr
Page 94 and 95: • Avoid interrupting our Elders
Page 96 and 97: Figure 1.0 - An Aboriginal Model of
Page 98 and 99: Many of the adoptees, who are now a
Page 100 and 101: Nations of Lost Soulshttp://www.nat
Page 102: together in partnership.A cornersto
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Educating Our Educators (March 2011) - Algoma District School Board

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