DOCSLIB.ORG

Four Directions First Nations, Métis and Inuit Graduation Coach Approach Dryden High School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Four Directions First Nations, Métis and Inuit Graduation Coach Approach Dryden High School Four Directions First Nations, Métis and Inuit Graduation Coach Approach Dryden High School March 2018 Researcher: Sean Lessard, PhD University of Alberta Nurturing Capacity Founding Sponsor Preface Nurturing Capacity: Building Community Success Indspire supports communities to improve educational outcomes through the documentation and evaluation of their innovative practices. This community-led process is supported by an Indspire-funded Indigenous scholar, who works with programs on the ground to provide training on data collection and evaluation methodology. For more info, please contact [email protected] | 1.855.463.7747 x230 Abstract Four Directions First Nations, Métis and Inuit Graduation Coach Approach (“Four Directions Approach”) is a system that provides intensive support to Indigenous students and their families with the goal of seeing each student through to graduation and transition into their desired post-secondary programs. The core of the Four Directions Approach is to develop a network of committed leaders to support Indigenous learners and strive to facilitate their successful graduation. An integral part of the Four Directions approach is to provide students with a Four Directions Graduation Coach (FDGC) that has deeply rooted experiential ties to the Indigenous community(ies) and their culture(s). The FDGC acts as a mentor and an advisor to the students and plays an essential role as an advocate for each learner with teachers, other school staff and families. It is the overall goal of the Four Directions Approach to support students of First Nations, Métis and Inuit heritage through: 1) Strengthening the knowledge and skills of educators; 2) Establishing trusting relationships with students, their families and the community; 3) Identifying and removing barriers to student success; and 4) Identification of beneficial strategies, milestones and indicators to support graduation and successful transition into post-secondary pathways. Page 2 of 39 Project Holder Dryden High School, Keewatin-Patricia District School Board 79Contact Casimir person: Ave., Dryden, ON P8N 2H4 Telephone: 807-223-2316 Fax: 807-223-2380 Email: Website: http://dhseagles.kpdsb.on.ca Project Lead Project Lead INSERT Name of project lead and position Email: Telephone: Kieran McMonagle Four DirectionsAdditional Graduation Contact: Coach INSERT Name and position Email: Telephone: Email: Telephone: 807.223.2316 Acknowledgements This project would not be possible without the generous support and kindness of former Principal Scott Urquhart, Vice-Principal Jennifer McMaster, Ministry of Ontario Education Researcher Keiko Kuji-Shikatari, and Graduation Coach Kieran McMonagle. As a researcher for the Indspire Institute I was welcomed into the community of Dryden, Ontario over the course of two days where I was able to learn from this team of exceptional educators and advocates of Indigenous youth. I would also like to acknowledge the youth who shared their stories with me as well as their dreams for a better future through education. Page 3 of 39 Table of Contents Preface ........................................................................................................................... 2 Nurturing Capacity: Building Community Success ................................................ 2 Abstract .......................................................................................................................... 2 Project Holder ................................................................................................................ 3 Project Lead ................................................................................................................... 3 Project Lead ................................................................................................................... 3 Acknowledgements ....................................................................................................... 3 Executive Summary ...................................................................................................... 6 Description of the Program .......................................................................................... 8 Justification for Programming.................................................................................. 9 Brief History of the Project ..................................................................................... 10 Major Objectives of the Project .............................................................................. 12 Connections to Indspire Principles: ...................................................................... 12 Activities Accomplished ............................................................................................. 13 Materials Developed ................................................................................................ 13 Project Model ............................................................................................................... 18 Structural Diagram of the Four Directions Graduation Coach Program ............. 18 Academic Programming: ........................................................................................ 20 Learning as we Go Approach Diagram .................................................................. 23 Logic Model Used for the Project .............................................................................. 24 Performance Indicators and Measures ..................................................................... 24 Interviews ..................................................................................................................... 26 A Circle Conversation with the First Cohort of Four Directions Youth 2017-06-12 ................................................................................................................................... 26 Interview with Principal Scott Urquhart ................................................................. 27 Interview with Graduation Coach Kieran ............................................................... 31 Parental Interviews .................................................................................................. 32 Evaluation: Key Findings ........................................................................................... 33 Outcomes: Most Significant Accomplishments and Lessons Learned ................. 35 Tracking the Steps ................................................................................................... 35 Four Directions Core Team “Whatever it takes" ................................................... 35 Beyond Teachers ..................................................................................................... 35 Core Funding ........................................................................................................... 36 Next Steps for the Project .......................................................................................... 36 Interactive Tools and Weblinks .................................................................................. 37 References ................................................................................................................... 37 Appendix A Theory of Change Logic Model ............................................................. 39 Page 5 of 39 Executive Summary The Four Directions (FD) Program at Dryden High School (Dryden, ON) is a high school Graduation coach program that aims to both support students in their education and to encourage communication within the professional learning community to identify and address barriers to learning. The program emphasizes a focus on the individual needs of students and ensures that supports are in place for their success. Information regarding the FD Program has been adapted from a working document entitled “Four Directions: Mapping the Work Throughout the Year”. This document has been developed by the Four Directions Core Team which includes administrators, teachers, and Ontario Ministry of Education representatives. There are many important aspects to the Four Directions program, beginning with the development of supportive relationships between the students and a “Circle of Caring Adults”, including teachers, school staff, parents/caregivers, as well as community supports. These relationships are encouraged and coordinated by the Four Directions Graduation Coach who aids the school/board in establishing trusting relationships with the students as well as their families and communities. The Circle of Caring Adults allows students to receive support specific to their needs and as part of this circle the graduation coach acts as a link between supporting students and improving educational practices to better meet their needs. It should be noted that, although this project focused specifically on Dryden High School, the Four Directions Program has been adapted within other district sites. The Four Directions Program is unique in their “Learning as we go” initiative which uses real-time communication to provide helpful information to those supporting Indigenous learners. There are three purposes of this online community including 1) Identifying the individual needs of the students, adapting professional practices, and allowing collaboration among the Circle of Caring Adults, 2) Sharing information on the FD Graduation Coach Program to boards and schools interested in implementing a Four Directions program, and 3) Becoming part of the
Load more

Recommended publications
  • 2013 Indspire Award Recipient Biographies
    2013 Indspire Award Recipient Biographies Arts: Jacqueline Guest Métis Alberta As a writer of fiction for children and youth, her characters often depict Indigenous cultures and deal with common issues such as bullying and blended families. Guest has published numerous short stories and 17 novels to date which are read throughout Canada and around the world. She has been presenting First Nation and Métis culture for over 20 years to Canadian audiences as a sought after speaker, presenter, workshop leader and educator. She fosters future writing careers as a mentor to up- and-coming Indigenous writers through online coaching. Her novels Free Throw and Triple Threat won the 2012 American Indian Youth Literature Award from the American Indian Library Association. Her recent novel Ghost Messages was a Silver Birch Finalist and won a gold medal at the prestigious Moonbeam Awards. Guest currently travels across Canada spreading the word of literacy and sending positive messages through her many public appearances and book signings. Business & Commerce: Charlie Evalik Inuit Nunavut Since the mid 1980’s, he has been fostering self -reliance through improved economic opportunities for Inuit communities, especially through the establishment and promotion of Inuit-owned business. Evalik was also an important contributor to the settlement of the Nunavut Land Claims Agreement and the creation of the new territory of Nunavut. He is a founding member of the Nunavut Resources Corporation (NRC) and currently serves as Chairman of Board. NRC was developed to diversify and develop the economy of Nunavut by attracting investment capital to the region. Capital secured by the NRC is then invested by direct equity investments in resource companies in Nunavut, and indirect investments in non-renewable resource projects.
    [Show full text]
  • REPORT Table of Contents
    WITHIN A GENERATION, EVERY INDIGENOUS STUDENT WILL GRADUATE 2019 – 2020 ANNUAL REPORT Table of Contents 02 MESSAGE FROM THE CHAIR 03 MESSAGE FROM THE CEO 05 BY THE NUMBERS 06 RESEARCH KNOWLEDGE NEST (RN) 08 RIVERS TO SUCCESS (R2S) Enriching Canada through 10 NATIONAL GATHERING FOR INDIGENOUS EDUCATION 11 GUIDING THE JOURNEY: INDIGENOUS EDUCATOR AWARDS Indigenous education and 12 SOARING: INDIGENOUS YOUTH EMPOWERMENT GATHERING by inspiring achievement. 14 BUILDING BRIGHTER FUTURES: BURSARIES, SCHOLARSHIPS AND AWARDS 16 INDSPIRE AWARDS 18 FULL-TIME EMPLOYEES 19 BOARD OF DIRECTORS 20 SPONSORS AND DONORS ($100K+) 21 2019 NATIONAL GATHERING FOR INDIGENOUS EDUCATION 22 2020 SOARING: INDIGENOUS YOUTH EMPOWERMENT CONFERENCE – OTTAWA 24 2020 INDSPIRE AWARDS 25 2020 A FEAST IN THE FOREST 26 BUILDING BRIGHTER FUTURES SUPPORTERS $100,000+ 28 ANNUAL DONORS 02 Indspire 2019–2020 INDSPIRE ● ANNUAL REPORT 2019–2020 1 MESSAGE FROM THE CHAIR David Tuccaro MESSAGE FROM THE PRESIDENT AND CEO Roberta L. Jamieson On behalf of Indspire’s Board of Directors, it is her intention to step away from her roles as my pleasure to share with you this report which President & CEO of Indspire and Executive highlights the achievements of Indspire over the Producer of the Indspire Awards. Since 2004, past 12 months. under Roberta’s leadership, financial support to First Nation, Inuit, and Métis students has At Indspire, we always challenge ourselves to are connected with Indigenous mentors who In 2019-2020, Indspire awarded an unprece- increased eightfold: 42,500 scholarship and lead with relevance and innovation. We firmly help them prioritize their own development, dented $17.8 million in scholarships, bursaries bursaries valued at over $132 million have been believe that improving educational attainment seek out exciting opportunities, and ultimately and awards to First Nations, Inuit and Métis distributed.
    [Show full text]
  • Federal Pre-Budget Submission to the Minister of Finance January 2016
    Federal Pre-Budget Submission to the Minister of Finance January 2016 Introduction Indspire is Canada’s only Indigenous-led, registered, national charity dedicated to advancing the educational outcomes of the country’s First Nations, Inuit and Métis peoples. Since 1985, Indspire has pursued its vision of enriching Canada by advancing Indigenous achievement through the promotion and advancement of First Nations, Inuit and Métis educational, cultural, social and economic achievements. Indspire is dedicated to raising funds for three purposes : (1) To provide support and funding for the post-secondary education and training of First Nations, Inuit and Métis students; (2) to promote, celebrate and support the achievements of First Nations, Inuit, and Métis people (youth in particular); and (3) to assist communities and educators in improving K-12 educational outcomes. 2014-2015 Indspire Highlights Named one of Canada’s top charities by the Financial Post A successful matching campaign with the federal government raised $24 million with the support of provincial governments, individual Canadians and a host of corporations and organizations Over $14 million awarded to Indigenous students through close to 5,000 financial awards through the Building Brighter Futures: Bursaries, Scholarships, and Awards program Almost 1,000 awards worth close to $3.2 million awarded to Indigenous students to pursue health career-related studies $300,000 in financial awards to Indigenous students studying trades. Indspire enables Indigenous people to aspire to brighter futures through its two flagship programs: Indspire’s K-12 Institute and the Building Brighter Futures: Bursaries, Scholarships, and Awards program, as well as through the annual Indspire Awards.
    [Show full text]
  • Case Study of an Indigenous Teacher's Writing Instruction
    i CASE STUDY OF AN INDIGENOUS TEACHER’S WRITING INSTRUCTION: TENSIONS AND NEGOTIATIONS AMONG WESTERN DISCOURSES OF WRITING AND 8 WAYS ABORIGINAL PRINCIPLES by Denise Hudspith Heppner A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education University of Toronto © Copyright by Denise Hudspith Heppner, 2020 ii Case Study of an Indigenous Teacher’s Writing Instruction: Tensions and Negotiations Among Western Discourses of Writing and 8 Ways Aboriginal Principles Doctor of Philosophy 2020 Denise Hudspith Heppner Department of Curriculum, Teaching and Learning University of Toronto Abstract This research investigated an Indigenous teacher’s pedagogy in a rural First Nation school in order to gain insight into culturally responsive writing instruction. Pre-service and in-service educators have identified significant challenges in the teaching of writing, feeling unprepared and/or lacking confidence to teach this essential skill. Additionally, many teachers feel uncomfortable and/or ill-equipped to incorporate Indigenous content and perspectives into their classrooms. Resulting from generations of on-going colonial oppression, educational disparities in literacy development have been identified between Indigenous and non-Indigenous students. Along with a focus on traditional language and cultural revitalization, Indigenous families in Canada have advocated education for their children in the dominant literacy practices of schooling. With a growing Indigenous population, educators are seeking ways to respectfully and successfully integrate cultural perspectives, content, and traditional ways of knowing/learning into their classrooms. This study addressed the paucity of research on writing development in Canada conducted within rural areas and with Indigenous Peoples.
    [Show full text]
  • Aboriginal Peoples in the Superior-Greenstone Region: an Informational Handbook for Staff and Parents
    Aboriginal Peoples in the Superior-Greenstone Region: An Informational Handbook for Staff and Parents Superior-Greenstone District School Board 2014 2 Aboriginal Peoples in the Superior-Greenstone Region Acknowledgements Superior-Greenstone District School Board David Tamblyn, Director of Education Nancy Petrick, Superintendent of Education Barb Willcocks, Aboriginal Education Student Success Lead The Native Education Advisory Committee Rachel A. Mishenene Consulting Curriculum Developer ~ Rachel Mishenene, Ph.D. Student, M.Ed. Edited by Christy Radbourne, Ph.D. Student and M.Ed. I would like to acknowledge the following individuals for their contribution in the development of this resource. Miigwetch. Dr. Cyndy Baskin, Ph.D. Heather Cameron, M.A. Christy Radbourne, Ph.D. Student, M.Ed. Martha Moon, Ph.D. Student, M.Ed. Brian Tucker and Cameron Burgess, The Métis Nation of Ontario Deb St. Amant, B.Ed., B.A. Photo Credits Ruthless Images © All photos (with the exception of two) were taken in the First Nations communities of the Superior-Greenstone region. Additional images that are referenced at the end of the book. © Copyright 2014 Superior-Greenstone District School Board All correspondence and inquiries should be directed to: Superior-Greenstone District School Board Office 12 Hemlo Drive, Postal Bag ‘A’, Marathon, ON P0T 2E0 Telephone: 807.229.0436 / Facsimile: 807.229.1471 / Webpage: www.sgdsb.on.ca Aboriginal Peoples in the Superior-Greenstone Region 3 Contents What’s Inside? Page Indian Power by Judy Wawia 6 About the Handbook 7
    [Show full text]
  • Inspiring Change
    INSPIRING CHANGE HELPING STUDENTS REALIZE THEIR DREAMS Spring 2021 A message from Mike DeGagné It gives me great pleasure to be sending you my first As I reflect on my short time as President and CEO I donor newsletter as the President and CEO of Indspire. have been impressed by the commitment of staff, I’m honoured to be leading the life-changing work effective programming, connection and care for Indspire does across Canada. students, and donors like you. With the generous support of thousands of Canadians from coast to coast I want to thank Roberta Jamieson for her time leading I know our life-changing impact will continue. up to this transition. The first few months of 2021 have been busy. In February I was fortunate to speak with I have spent much of my career working to Indigenize my good friend Shelagh Rogers where we discussed the post-secondary education sector, and I am the importance of education in reconciliation. Our honoured to continue this path at Indspire. There are February 1st deadline for Building Brighter Futures great things on the horizon, and I look forward to bursaries, scholarships, and awards attracted 1200 walking the path with you by our side. more applications for post-secondary support. Miigwech - thank you - for all In this newsletter, you will hear from students like that you help make possible. Cayley and Priscilla who’ve been able to pursue their Sincerely, education, thanks to your generous support. We’ve also outlined for you all of the virtual events we’ve held over the last year through our thought-provoking Indspiring Change @ Home virtual event series, where Mike DeGagné we speak with innovative Indigenous leaders about President & CEO their vitally important work.
    [Show full text]
  • Brighter-Futures-Circle-Brochure.Pdf
    Introduction Join the Brighter Futures Circle, Indspire’s nationwide Leadership Giving program, and help support Indigenous students and educators of Indigenous students. Your donation to be part of the Brighter Futures Circle will mean the continued improvement of Kindergarten to Grade 12 Indigenous student success, and allow post-secondary Indigenous students to realize their education dreams through scholarships and bursaries. Education is a determinant of social and economic health, offering tremendous returns beyond higher employment rates and wages. Education reduces poverty, improves health care outcomes, and contributes to the prosperity of our country. Through your generous support, thousands of Indigenous students will be able to soar to new heights and open doors they never knew existed. By joining the Brighter Futures Circle, you will be investing in the education of Indigenous people for their long-term benefit – and for their families, communities, and Canada.Y our support will inspire youth to achieve, celebrate Indigenous culture and identity, and deliver much-needed programs and essential resources to educators, all with the goal of closing the gap in Indigenous education so that Indigenous youth and adults will reach their highest potential. 1 Why there is a gap in “Every human being should have fair access to housing, Indigenous education education, clean drinking water, and a health-care The experience of Indigenous peoples in Canada is fraught with tragic and complex difficulties. Broken system that is accessible treaties, the legacy of the residential schools, and regardless of location or ongoing structural inequalities all contribute to race. As a nurse, I hope to systemic problems that hold Indigenous peoples be able to provide some back from realizing their full potential.
    [Show full text]
  • About Indspire
    The image part with relationship ID rId2 was not found in the file. About Indspire • Head office located at Six Nations of the Grand River, Ontario, with offices in Toronto, and in Winnipeg • Largest provider of bursaries and scholarships to Indigenous post‐secondary students other than the Government of Canada • National registered charity led by Indigenous people for Indigenous people • Only Indigenous charity that provides programming to First Nation, Inuit and Métis students in Canada • Selected by the Financial Post as one of Canada’s Top 25 Charities Worthy of a Donation in 2014 and in 2015 and rated as a Four‐Star Charity by Charity Intelligence Canada 3 The image part with relationship ID rId2 was not found in the file. Indspire Awards The image part with relationship ID rId2 was not found in the file. • Created in 1993, and celebrating the 24th anniversary in 2017, the Indspire Awards represent the highest honour the Indigenous community bestows upon its own achievers • To date, the Awards have honoured 325 remarkable Indigenous Canadians in 12 categories including a First Nation, Inuit and Métis youth honoured annually • A 90‐minute version of the Indspire Awards is produced and broadcast nationally by Global Television and the Aboriginal Peoples Television Network (APTN). 4 The image part with relationship ID rId2 was not found in the file. Our Programs Indspire’s Programs The image part with relationship ID rId2 was not found in the file. K‐12 Institute: Improving Educational Outcomes The K‐12 Institute is a virtual resource centre that connects educators of Indigenous students with programs, information and tools to improve educational outcomes for K‐12 student with the goal of dramatically increasing high school completion rates across Canada among Indigenous students.
    [Show full text]
  • C O M Mu N Iqu É | 20 20
    communiqué | 2020 MISSION TABLE OF CONTENTS APTN is sharing our Peoples’ journey, 2 Message from Our Chairperson celebrating our cultures, inspiring our 4 Message from Our CEO children and honouring the wisdom 6 Year in Review 20 Years of APTN of our Elders. 8 10 Indigenous Production 20 Our People 26 Understanding Our Audience ABOUT APTN 30 Advertising The launch of APTN on Sept. 1, 1999 represented a 36 Setting the Technological Pace significant milestone for Indigenous Peoples across 40 Community Relations & Sponsorships Canada. The network has since become an important 46 Covering the Stories that Others Won’t source of entertainment, news and educational programming for nearly 11 million households across 54 Conditions of Licence Canada. Since television broadcasts began reaching 62 Programming the Canadian North over 30 years ago, the dream of 80 APTN Indigenous Day Live a national Indigenous television network has become Appendix A | Independent Production Activity a reality. The rest, as they say, is broadcast history. (Original Productions) 2019–2020 APTN’s fiscal year runs from Sept. 1, 2019 to Aug. 31, 2020. APTN COMMUNIQUÉ 2020 1 MESSAGE FROM OUR CHAIRPERSON Jocelyn Formsma WACHIYA, What a year it has been for APTN. Like the From the outset, Monika impressed In addition to selecting a new operating a charity continue to will also assist the Dadan Sivunivut us with her passion for APTN and CEO, the board also dealt with be followed accordingly. Animiki Board of Directors in identifying previous 20 years of our history, we have once supporting the important work some restructuring as we finalized See Digital Production, Animiki a permanent CEO.
    [Show full text]
  • Indigenous Study Guide Indigenous Yet, Many Educators Have Little Knowledge of Indigenous Peoples
    Annick Press AN EDUCATOR’S GUIDE TO UNDERSTANDING INDIGENOUS CONTENT IN K–12 CLASSROOMS By Colinda Clyne Curriculum Leader for First Nations, Métis and Inuit Education Upper Grand District School Board, Ontario REVIEWERS: Dr. Niigaanwewidam James Sinclair Associate Professor, Dept. of Native Studies University of Manitoba, Winnipeg, Manitoba Dr. Angelina Weenie Associate Professor, Indigenous Education First Nations University of Canada, Regina, Saskatchewan Nadine McSpadden , Aboriginal Learning Surrey District School Board, Surrey, British Columbia Elizabeth Cremo Director of Education, Eskasoni School Board, Eskasoni, Nova Scotia T ABLE OF CONTENTS INTRODUCTION • 3 KEY TERMINOLOGY • 7 SETTING THE CONTEXT • 10 PRIMARY • 12 When I Was Eight • 12 Not My Girl • 12 A Promise Is a Promise • 16 Baseball Bats for Christmas • 17 Hide and Sneak • 18 Northern Lights: The Soccer Trails • 18 My Arctic 1, 2, 3 • 19 JUNIOR • 20 Fatty Legs • 20 A Stranger at Home • 20 The Inuit Thought of It: Amazing Arctic Innovations • 22 A Native American Thought of It: Amazing Inventions and Innovations • 22 INTERMEDIATE/SENIOR • 24 NOVELS • 24 Fire Song • 24 The Night Wanderer: A Native Gothic Novel • 26 NON-FICTION • 28 Urban Tribes: Native Americans in the City • 28 Dreaming in Indian: Contemporary Native American Voices • 29 #NotYourPrincess: Voices of Native American Women • 32 CONSIDERING MULTIPLE TRUTHS AND POSSIBILITIES • 34 2 INTRODUCTION nnick Press has been publishing books by and about Indigenous Peoples for over twenty-fiveA years. Ranging from picture books to non-fiction titles to young-adult litera- ture, these books have brought insights, information, and literary connections to and about Indigenous experiences. This study guide is for educators and will introduce Indigenous worldviews, histories, per- spectives, and contemporary issues as they relate to the books included in our Indigenous titles.
    [Show full text]
  • Indspire Investments
    a5. sseM$s` F INVI Assembly of First Nations Assemblee des Premieres Nations k 55 Metcalfe Street, Suite 1600 55, rue Metcalfe, Suite 1600 Ottawa, Ontario K1 P 61- 5 m Ottawa ( Ontario) K1 P 61- 5 Telephone: 613- 241- 6789 Fax: 613- 241- 5808 T61ephone: 613- 241- 6789 T6I6copieur: 613- 241- 5808 www. afn. ca www. afn. ca SPECIAL CHIEFS ASSEMBLY DECEMBER 4, 5, AND 6, 2018, OTTAWA, ON Resolution no. 4912018 TITLE: Indspire Investments SUBJECT: Post -Secondary Education MOVED BY: Chief Leroy Denny, Eskasoni First Nation, NS SECONDED BY: Chief Tony Alexis, Alexis Nakota Sioux Nation, AB DECISION: Carried by Consensus WHEREAS: A. The United Nations Declaration on the Rights of Indigenous Peoples states: i. Article 13 ( 1): Indigenous peoples have the right to revitalize, use, develop and transmit to future generations their histories, languages, oral traditions, philosophies, writing systems and literatures, and to designate and retain their own names for communities, places and persons. ii. Article 13 ( 2): States shall take effective measures to ensure that this right is protected and also to ensure that indigenous peoples can understand and be understood in political, legal and administrative proceedings, where necessary through the provision of interpretation or by other appropriate means. iii. Article 14 ( 1): Indigenous peoples have the right to establish and control their education systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. iv. Article 14 ( 2): Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without discrimination.
    [Show full text]
  • It's Our Time
    It’s Our Time First Nations Education Tool Kit Teacher’s Guide (National and Manitoba) It’s Our Time: First Nations Education Tool Kit Teacher’s Guide (National and Manitoba) 2020 Manitoba Education Manitoba Education Cataloguing in Publication Data It’s our time : First Nations education tool kit teacher’s guide (National and Manitoba) Includes bibliographical references. This resource is available in print and electronic formats. ISBN: 978-0-7711-7682-1 (print) ISBN: 978-0-7711-7683-8 (pdf) 1. Native peoples—Study and teaching—Manitoba. 2. Indigenous peoples—Study and teaching —Manitoba. 3. Native peoples – Education – Manitoba. 4. Indigenous peoples – Education— Manitoba. 5. Native peoples – Canada—Study and teaching. 6. Indigenous peoples – Canada—Study and teaching. I. Manitoba First Nations Education Resource Centre Inc. II. Manitoba. Manitoba Education. 371.8299707127 Copyright © 2020, the Government of Manitoba, represented by the Minister of Education. Manitoba Education Winnipeg, Manitoba, Canada Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education. Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, and publishers who allowed their original material to be used. All images found in this resource are copyright protected and should not be extracted, accessed, or reproduced for any purpose other than for their intended educational use in this resource. Any websites referenced in this resource are subject to change without notice. Educators are advised to preview and evaluate websites and online resources before recommending them for student use.
    [Show full text]