Aboriginal and other racially oppressed artists are underrepresented in mainstream North American media. Expose your students to talented musicians who they don't often hear on TV or the radio. Discuss why you don't often hear these voices in mainstream media...discuss why programs such as "Ab-Originals" exist...
"Ab-Originals is a weekly podcast of the hottest Aboriginal music in Canada. Four of the best-known musical hosts in Indian Country will bring you live concerts, urban and hip-hop music, top 10 chart artists, and all the rest of it in their musical podlatch."
http://itunes.apple.com/us/podcast/ab-originals-podcast/id358237885
Download some podcasts- share them with your students!
CHECK IT OUT!
Sunday, September 12, 2010
Provincial Aboriginal Education Resources
It is always interesting, and valuable to see the initiatives and goals of provincial and territorial Aboriginal Education departments across Canada. Educators can enhance their knowledge base, goals and objectives and Indigenous resource base by investigating provincial Aboriginal Education policies and curricula:
Provincial/Territorial Departments of Education
British Columbia Ministry of Education: Aboriginal Education Enhancements http://www.bced.gov.bc.ca/abed/
Alberta Education: First Nations, Métis and Inuit Education Policy Framework http://www.education.gov.ab.ca/nativeed/nativepolicy/
Saskatchewan Learning: First Nations and Métis Education Branch
http://www.education.gov.sk.ca/First-Nations-Metis-Community-Education
Manitoba Education: Aboriginal Education and Training http://www.edu.gov.mb.ca/abedu/index.html
Ontario Ministry of Education: Ontario First Nation, Métis, and Inuit Education Policy Frameworkhttp://www.edu.gov.on.ca/eng/aboriginal/fnmiFramework.pdf
Quebechttp://www.mels.gouv.qc.ca/GR-PUB/m_englis.htm
New Brunswickhttp://www.gnb.ca/0000/index-e.asp
Nova Scotiahttp://www.ednet.ns.ca/
Newfoundlandhttp://www.ed.gov.nl.ca/edu/
Prince Edward Island Education: Aboriginal Educationhttp://www.gov.pe.ca/educ/index.php3?number=79878
Government of Nunavut: Department of Educationhttp://www.gov.nu.ca/education/eng/
Northwest Territories Teacher Induction: Links and Resourceshttp://www.newteachersnwt.ca/links.html
Yukon Government Department of Education: Yukon Native Language Centrehttp://www.yukoncollege.yk.ca/ynlc/
Provincial/Territorial Departments of Education
British Columbia Ministry of Education: Aboriginal Education Enhancements http://www.bced.gov.bc.ca/abed/
Alberta Education: First Nations, Métis and Inuit Education Policy Framework http://www.education.gov.ab.ca/nativeed/nativepolicy/
Saskatchewan Learning: First Nations and Métis Education Branch
http://www.education.gov.sk.ca/First-Nations-Metis-Community-Education
Manitoba Education: Aboriginal Education and Training http://www.edu.gov.mb.ca/abedu/index.html
Ontario Ministry of Education: Ontario First Nation, Métis, and Inuit Education Policy Frameworkhttp://www.edu.gov.on.ca/eng/aboriginal/fnmiFramework.pdf
Quebechttp://www.mels.gouv.qc.ca/GR-PUB/m_englis.htm
New Brunswickhttp://www.gnb.ca/0000/index-e.asp
Nova Scotiahttp://www.ednet.ns.ca/
Newfoundlandhttp://www.ed.gov.nl.ca/edu/
Prince Edward Island Education: Aboriginal Educationhttp://www.gov.pe.ca/educ/index.php3?number=79878
Government of Nunavut: Department of Educationhttp://www.gov.nu.ca/education/eng/
Northwest Territories Teacher Induction: Links and Resourceshttp://www.newteachersnwt.ca/links.html
Yukon Government Department of Education: Yukon Native Language Centrehttp://www.yukoncollege.yk.ca/ynlc/
Monday, August 16, 2010
"Saying Nothing is Saying Something": The Act of Speaking Out
"The only thing necessary for the triumph of evil is for good men [and women] to do nothing." -Edmund Burke
This quote rings true for the countless injustices that take place on our planet everyday. Although we may not agree with racism, sexism, violence, wars, genocide, corporate crime, etc. etc. our power to stop these things is lost when we do not exercise our right to speak out against them.
Racism has been granted institutional and systemic power through history because not enough people speak/spoke out against it.
Speaking out is all to often regarded as too 'political' and too 'extreme.' However, we forget that remaining neutral, or remaining silent is an extremely political act as well. The oppressor uses this silence to his or her advantage. By saying nothing we encourage the status quo.
Jason Carney does a beautiful job expressing how the act of silence has worked to shape his life. Check out "My Southern Heritage":
This quote rings true for the countless injustices that take place on our planet everyday. Although we may not agree with racism, sexism, violence, wars, genocide, corporate crime, etc. etc. our power to stop these things is lost when we do not exercise our right to speak out against them.
Racism has been granted institutional and systemic power through history because not enough people speak/spoke out against it.
Speaking out is all to often regarded as too 'political' and too 'extreme.' However, we forget that remaining neutral, or remaining silent is an extremely political act as well. The oppressor uses this silence to his or her advantage. By saying nothing we encourage the status quo.
Jason Carney does a beautiful job expressing how the act of silence has worked to shape his life. Check out "My Southern Heritage":
USASK Indigenous Studies Portal
"The Indigenous Studies Portal (iPortal) connects faculty, students, researchers and members of the community with electronic resources: books, articles, theses, documents, photographs, archival resources, maps, etc.
Visit http://iportal.usask.ca/ to check it out!
Wednesday, August 11, 2010
Lesson Idea - Western Borders and Indigenous Sovereignity
Learning about Indigenous Sovereignty through the experience of the Iroquois Nation Lacrosse Team
This lesson idea came out of a current event that students may or may not be familiar with.
It suits many subject areas: Social Studies, Geography, Native Studies, History, Social Justice, English
Lesson Framework:
Objectives- Students will develop an understanding of how European land conventions (borders, land division, private property) are given power above Indigenous rights to land and ways of regarding land.
Outcomes- Students will begin to deconstruct how/why European institutions are socially accepted and often unchallenged. They will begin to rethink how Indigenous land rights are dealt with internationally. They will begin to formulate an understanding of Indigenous sovereignty.
Background Info:
In late July 2010, the Iroquois Nation Lacrosse team, based out of the traditional Iroquois land area (on both sides of the Canadian and American border), was refused entry to Britain as they offered officials documentation issued by the Iroquois Confederacy. Because they did not show American or Canadian passports, the players were not allowed into the country.
Resources:
You can access more information on this issue on CBC and YouTube:
Article: http://www.cbc.ca/world/story/2010/07/14/us-iroquois-lacrosse-team.html
Video:
To learn more about the Iroquois Confederacy visit the social studies section of BrainPop (a subscription is needed, ask your administrator- your division likely has one)
http://www.brainpop.com/
To further expand on this concept share the story "Borders" by Thomas King with your students.
"Borders":
http://faculty.law.ubc.ca/myoung/constitution/images/Thomas%20King%20Borders.pdf
Where you go with these resources is really based on your subject area, students and teaching style. I hope you can make use of this lesson framework!
This lesson idea came out of a current event that students may or may not be familiar with.
It suits many subject areas: Social Studies, Geography, Native Studies, History, Social Justice, English
Lesson Framework:
Objectives- Students will develop an understanding of how European land conventions (borders, land division, private property) are given power above Indigenous rights to land and ways of regarding land.
Outcomes- Students will begin to deconstruct how/why European institutions are socially accepted and often unchallenged. They will begin to rethink how Indigenous land rights are dealt with internationally. They will begin to formulate an understanding of Indigenous sovereignty.
Background Info:
In late July 2010, the Iroquois Nation Lacrosse team, based out of the traditional Iroquois land area (on both sides of the Canadian and American border), was refused entry to Britain as they offered officials documentation issued by the Iroquois Confederacy. Because they did not show American or Canadian passports, the players were not allowed into the country.
Resources:
You can access more information on this issue on CBC and YouTube:
Article: http://www.cbc.ca/world/story/2010/07/14/us-iroquois-lacrosse-team.html
Video:
To learn more about the Iroquois Confederacy visit the social studies section of BrainPop (a subscription is needed, ask your administrator- your division likely has one)
http://www.brainpop.com/
To further expand on this concept share the story "Borders" by Thomas King with your students.
"Borders":
http://faculty.law.ubc.ca/myoung/constitution/images/Thomas%20King%20Borders.pdf
Where you go with these resources is really based on your subject area, students and teaching style. I hope you can make use of this lesson framework!
Indigenous Education and Race- The missing discussions
Finding a Place for Race at the Policy Table: Broadening the Indigenous Education Discourse in Canada Tracy Friedel (UBC) January 2010
"This publication is part of the Aboriginal Policy Research Series, which focuses on public policy issues affecting Métis, non-status Indians, and other Aboriginal peoples residing off-reserve. The series is produced in a partnership between the Institute On Governance (IOG) and the Office of the Federal Interlocutor for Métis and Non-Status Indians (OFI)."
This informative publication focuses on the need for a discussion about race and the effects of racialization on Canada's Indigenous population in the Canadian Education system.
Canadian education systems have typically addressed issues of 'race' and culture through multicultural curricula add-ons. Current Anti-Racist research has determined that a multicultural approach to education lacks the ability to combat racism and/or eliminate the power and privilege lighter skinned citizens are afforded in our society.
The author concludes with several recommendations promoting the need for anti-racist education.
This publication is a definite must read for educators!! Pass it on to other teachers and administrators!
"This publication is part of the Aboriginal Policy Research Series, which focuses on public policy issues affecting Métis, non-status Indians, and other Aboriginal peoples residing off-reserve. The series is produced in a partnership between the Institute On Governance (IOG) and the Office of the Federal Interlocutor for Métis and Non-Status Indians (OFI)."
This informative publication focuses on the need for a discussion about race and the effects of racialization on Canada's Indigenous population in the Canadian Education system.
Canadian education systems have typically addressed issues of 'race' and culture through multicultural curricula add-ons. Current Anti-Racist research has determined that a multicultural approach to education lacks the ability to combat racism and/or eliminate the power and privilege lighter skinned citizens are afforded in our society.
The author concludes with several recommendations promoting the need for anti-racist education.
This publication is a definite must read for educators!! Pass it on to other teachers and administrators!
Monday, July 26, 2010
What did your students learn in class today?
Have you ever witnessed or experienced troubling cross-cultural or race-based encounters in an educational setting and wondered how to effectively address it? Check out this UBC project which has the potential to create positive changes in our classrooms.
How Do You Talk About Aboriginal Issues in the Classroom?
"What I Learned in Class Today: Aboriginal Issues in the Classroom is a research project that explores difficult discussions of Aboriginal issues that take place in classrooms at the University of British Columbia. Students frequently report troubling and sometimes traumatic discussions of cultural issues in class. These situations often affect their ability to function in their coursework, and even their ability to return to class.
The project looks at how the challenges around talking about race work as an educational barrier at the classroom level. This is something that has not been sufficiently addressed in educational institutions, and yet, is something that desperately needs to be discussed.
Classrooms, especially classrooms at major institutions like UBC, are becoming increasingly diverse and require attention in order to have effective cross-cultural discussions. This project works to improve the conversations around politically and culturally sensitive issues in a classroom by asking: how does cultural communication happen in a classroom, and how can it be improved?
Developed in the First Nations Studies Program at UBC, this project examines the experiences of students, instructors, and administrators at the university to make these problems visible, better understand how difficulties arise, and to find ways to have more professional and productive classroom discussions."
Issues surrounding culture and race impact our students' lives every day. These issues are real and meaningful to students; providing an open, honest and safe space for discussions is one of the most effective ways we can teach and learn from our experiences and observations regarding racism. stereotypes, myths, etc.
How Do You Talk About Aboriginal Issues in the Classroom?
"What I Learned in Class Today: Aboriginal Issues in the Classroom is a research project that explores difficult discussions of Aboriginal issues that take place in classrooms at the University of British Columbia. Students frequently report troubling and sometimes traumatic discussions of cultural issues in class. These situations often affect their ability to function in their coursework, and even their ability to return to class.
The project looks at how the challenges around talking about race work as an educational barrier at the classroom level. This is something that has not been sufficiently addressed in educational institutions, and yet, is something that desperately needs to be discussed.
Classrooms, especially classrooms at major institutions like UBC, are becoming increasingly diverse and require attention in order to have effective cross-cultural discussions. This project works to improve the conversations around politically and culturally sensitive issues in a classroom by asking: how does cultural communication happen in a classroom, and how can it be improved?
Developed in the First Nations Studies Program at UBC, this project examines the experiences of students, instructors, and administrators at the university to make these problems visible, better understand how difficulties arise, and to find ways to have more professional and productive classroom discussions."
Issues surrounding culture and race impact our students' lives every day. These issues are real and meaningful to students; providing an open, honest and safe space for discussions is one of the most effective ways we can teach and learn from our experiences and observations regarding racism. stereotypes, myths, etc.
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