Aboriginal Worldviews and Perspectives in the Classroom

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3. http://noii.ca/aesn/ and the related page http://noii.ca/spiral-of-inquiry/ The Aboriginal Enhancement Schools Network (AESN) is part of the Network of Innovation and Inquiry (NOII, http://noii.ca/ ). AESN schools link their inquiry specifically to Aboriginal ways of knowing. The “Spiral of Inquiry” provides school teams with the structure for guiding their improvement and innovation work. Participating schools develop a question to address through their inquiry, collaborate with colleagues through regional meetings, and share case studies in a spirit of generosity and curiosity. 74 Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward
4. www.k12innovation.ca The Innovation Inventory is a showcase of innovative practices that are currently underway in schools throughout B.C. Schools are encouraged to submit their stories in a medium that best illustrates their innovation so that it can be shared with others. The Innovation Partnership is a community of practice focused on bridging the theory and practice of learning innovation. In addition to having an opportunity to showcase your innovative program or practice, schools accepted into the partnership will have access to research support, opportunities to engage with districts doing similar work, potential exemption to policy/ regulation, and resources to help cover the costs associated with the partnership. Beyond this, conduct your own searches to find the work of researchers and pedagogues in the field. There are many prominent practitioners from BC, including Dr. Jan Hare, Dr. Jo-ann Archibald, Dr. Jeanette Armstrong, Dr. Martin Brokenleg, Dr. Michelle Pidgeon, Dr. Trish Rosborough, and Dr. Lorna Williams, among others. Local resources are valuable; examples are • document developed by City of Vancouver from Guidebook for Immigrants • the Stó:lō Historical Atlas • correspondence between the Queen and people of British Columbia • Musqueam exhibit • Ellen White – Snuneymuxw – Coast Salish stories (20-page books, all aimed at an Elementary audience). participant, Burnaby Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward 75
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Aboriginal Worldviews and Perspecti
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Aboriginal Worldviews and Perspecti
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Foreword: A Vision for Aboriginal E
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Contents Foreword: A Vision for Abo
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Introduction The past decade has wi
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At the same time, many individuals
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The Engagement Process In the sprin
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of the Ministry facilitation team.
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Characteristics of Aboriginal World
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Although there are two distinct asp
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overcome racism • reconciliation
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Connectedness and Relationship Impl
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Awareness of History Implications f
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In the teaching of history, student
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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: 2. www.fnesc.ca/resources This port
Page 87 and 88: Possible Secondary (Follow-Up) Ques
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