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

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• Avoid interrupting our Elders• Avoid asking if we get money from the casino• Avoid asking if we are “full-blood”,” pure Indian”, “real Indian” and/or “how muchIndian are you” questions• Avoid asking “can I touch you?”Terminology• Avoid the word "Squaw". This is a word that has been used to refer to Indianwomen. The term 'squaw' is VERY offensive to Indian women.• Avoid The Word "Redskin". This word is offensive by its very nature. In its origin, itrefers to the bloody scalps of Indian children, women and men that were sold forbounties as were animal skins in North America.• Avoid the word "Brave" as a noun. This is a word that has been used to refer toIndian men. Used in millions of books, and as a name for many sports teams,people are often surprised to find that it offends Indian people. But it does! It playson the 'noble courageous savage' ideal that was pinned on Indian men long ago byearly Europeans. It also dehumanizes and equates the Indian male to somethingless than human.• Avoid the word “Chief”. This is a word that is commonly given as a nickname whichincorrectly labels Anishinaabe men. The cultural equivalent would be to nicknameall white men 'Prez' or 'King'. The term 'chief' itself is incorrect. Our leaders werenever 'chiefs', but headmen, or clan mothers, and so on. Not 'chiefs'.• Avoid the word “Tonto” or calling people “Tonto”. Very simply put, this word is fromthe Spanish language, and translated means 'stupid', 'idiot' or 'fool'.POW WOW ProtocolWhen holding a Pow Wow remember the circle is sacred and to enter and exit from theEAST entrance only.Some dos & don’ts Do not pick up any pieces of regalia or feathers you find on the ground. Please alerta dancer or a Pow Wow Committee member. This is very important as there areceremonies that must take place to retrieve certain items that have fallen from adancer’s regalia. The sacred fire is a place to examine your thoughts and to pray. Do not turn yourback to the Sacred Fire. And do not throw anything in the fire other than sacredmedicines. Follow the instructions of the Firekeeper and his helpers,Educating Our Educators – Educating Our Aboriginal Students for Success 94
Do not talk loudly around the fire. Tobacco will be available at the fire and peoplewho pray there offer small amounts to the creator. Do not bring drugs or alcohol to a Pow Wow. Do not come to a Pow Wow if you areintoxicated.Dogs are not permitted around the powwow area. If you are travelling with your pet, pleaseseek out a Pow Wow Committee member for advice on where dogs can be walked.North America to the Anishinaabe people is Turtle Island. Giveaways are a universalcustom among the peoples of Turtle Island. Turtle Island societies believe that a personwho is being honoured should provide gifts to other members of the society. Giveawaysare appropriate for the big events in a person’s life, such as being the head dancer orentering the dance area in regalia for the first time. Giveaways by people being honouredor in honour of someone else are common at Pow Wows.Honour Songs are requested to honour a person for almost any reason, including adeceased person. People are requested to stand during honour songs.Grand Entry is a parade of dancers which opens each Pow Wow session. The Eagle Staffsare carried first into the circle, followed by the national flag and any other flag, usuallycarried by Veterans. The head dancers, along with any princesses or princes inattendance, and invited dignitaries are next in order. The men dancers follow next, then thewomen dancers, and the junior boys and junior girls last. After the Grand Entry, there is aflag Song and then a prayer by an Elder in his/her language. The Eagle Staff is thenplaced by the arbour.This is just a brief synopsis, a beginning to new learning ...Appendix iiiSupporting Aboriginal Student Success: Self-Esteem and Identity, aLiving Teachings Approach By: Dr. Pamela Rose ToulouseA growing body of research demonstrates that Aboriginal students’ self-esteem is a key factor intheir school success (e.g., Hilberg & Tharp, 2002; Kanu, 2002; Swanson, 2003). An educationalenvironment that honours the culture, language and worldview of the Aboriginal student is criticalto this process. The curriculum and pedagogy of schools needs to meaningfully represent andinclude Aboriginal people’s contributions, innovations and inventions. Aboriginal students requireschools in all aspects to honour ‘who they are’ and ‘where they have come from’ (e.g., Antone,2003; Gamlin, 2003; van der Wey, 2001). Aboriginal self-esteem is described as the balancedand positive interconnection between the physical, emotional/mental, intellectual and spiritualrealms (see Figure 1.0 – An Aboriginal Model of Self-Esteem).Educating Our Educators – Educating Our Aboriginal Students for Success 95
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Table of ContentsIntroduction page
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According to the 'Ontario First Nat
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This is just the beginning of a pos
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In June 2007, ADSB formed the Abori
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5. In most Aboriginal cultures, the
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Some of the more common nature of A
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TerminologyThere are many terms use
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Apology - Prime Minister Harper off
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schools. Aside from providing compe
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Reserve - A tract of land, the lega
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Canada’s Aboriginal PeopleEducati
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First NationsFirst Nations is a ter
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The InuitThe Inuit and the LandThe
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OjibweThe Ojibwe are an Algonkian-s
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highly mobile lifestyle of the Mét
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Educating Our Educators - Educating
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Canadian society did not challenge
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The Spanish schools comprised of St
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ImpactsThe loss of family and commu
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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 72 and 73: In Our Schools: Intentionally plan
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 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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