Aboriginal Worldviews and Perspectives in the Classroom

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A world of resources now exists to help K-12 teachers and students enrich their knowledge about Aboriginal themes and topics. 2 Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward
At the same time, many individuals with an interest in education, including educators working within the school system, have been involved in trying to effect specific improvements, including •• the development and implementation of courses such as BC First Nations Studies 12 (1995 & 2006), English First Peoples 12 (2008) and English First Peoples 10-11 (2012) that incorporate the input of Aboriginal educators and that address historical and contemporary themes and topics, with an emphasis on the BC context •• increased, mandated curricular emphasis K-12 on the traditions and history of various Aboriginal peoples •• creation and identification of pedagogical resources for teachers and authentic learning resources for students •• the articulation and dissemination of First Peoples Principles of Learning PRINCIPLES OF LEARNING First peoples Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. Learning is holistic, reexive, reective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Learning involves recognizing the consequences of one’s actions. Learning involves generational roles and responsibilities. Learning recognizes the role of indigenous knowledge. Learning is embedded in memory, history, and story. Learning involves patience and time. Learning requires exploration of one’s identity. Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. Educators, Aboriginal communities, and many parents and students across the province are aware that much more work is needed to build momentum for change and improve school success for all Aboriginal students. As part of its commitment under the Transformative Change Accord (2005), the BC Ministry of Education annually provides comparative reports on the educational achievement and satisfaction of Aboriginal and non-Aboriginal students respectively (these How Are We Doing? [HAWD] reports are available at www.bced.gov.bc.ca/abed/performance.htm ). What the data reveal is some modest improvement in overall retention rates for Aboriginal students and areas requiring further attention, including •• performance on the Foundation Skills Assessments (of literacy and numeracy skills at the grades 4 and 7) •• performance on required examinations (at the grades 10, 11, and 12 levels) •• completion rates •• relative numbers of students who receive awards or scholarships upon completing secondary school. For First Peoples classroom resources visit: www.fnesc.ca Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward 3
Page 1 and 2: Aboriginal Worldviews and Perspecti
Page 3 and 4: Aboriginal Worldviews and Perspecti
Page 5: Foreword: A Vision for Aboriginal E
Page 9 and 10: Contents Foreword: A Vision for Abo
Page 11: Introduction The past decade has wi
Page 15 and 16: The Engagement Process In the sprin
Page 17 and 18: of the Ministry facilitation team.
Page 19: Characteristics of Aboriginal World
Page 22 and 23: Although there are two distinct asp
Page 24 and 25: overcome racism • reconciliation
Page 26 and 27: Connectedness and Relationship Impl
Page 28 and 29: Awareness of History Implications f
Page 30 and 31: In the teaching of history, student
Page 32 and 33: Local Focus Implications for Educat
Page 34 and 35: Engagement with the Land, Nature, t
Page 36 and 37: Emphasis on Identity Implications f
Page 38 and 39: Community Involvement: Process and
Page 40 and 41: The Power of Story Central Implicat
Page 42 and 43: Traditional Teaching Implications f
Page 44 and 45: Language and Culture Implications f
Page 46 and 47: Experiential Learning Implications
Page 49 and 50: Attributes of Responsive Schooling
Page 51 and 52: Racism is a major challenge. Overco
Page 53 and 54: It is helpful if Elders are introdu
Page 55 and 56: Teachers need training, knowledge,
Page 57 and 58: Linkages to local cultural resource
Page 59 and 60: Addressing the needs of Aboriginal
Page 61 and 62: Coast Salish Elder Roberta Price ad
Page 63 and 64:
“The community supports the indiv
Page 65 and 66:
When it comes to flexible calendars
Page 67 and 68:
Actions we’d like to see in our d
Page 69 and 70:
Project Description To acknowledge
Page 71 and 72:
Indicators of Success Recognize tha
Page 73 and 74:
Broad Societal Indicators of Succes
Page 75 and 76:
•• Aboriginal individuals occup
Page 77 and 78:
•• teachers regularly attend to
Page 79 and 80:
•• students know what their str
Page 81 and 82:
Possible Next Steps
Page 83 and 84:
2. www.fnesc.ca/resources This port
Page 85 and 86:
4. www.k12innovation.ca The Innovat
Page 87 and 88:
Possible Secondary (Follow-Up) Ques
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Aboriginal Worldviews and Perspectives in the Classroom

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