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Journal of Perseverance and Academic Achievement for First Peoples

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Journal of Perseverance and Academic Achievement for First Peoples VOLUME 3, MARCH 2019 JOURNAL OF PERSEVERANCE AND ACADEMIC ACHIEVEMENT FOR FIRST PEOPLES Volume 3, March 2019 JOURNAL OF PERSEVERANCE AND ACADEMIC ACHIEVEMENT FOR FIRST PEOPLES This publication is edited and distributed by: Centre des Premières Nations Nikanite Université du Québec à Chicoutimi (UQAC) 555 boul. de l’Université Chicoutimi (Quebec) G7G 2B1 Telephone: 418 545-5011, extention 5086 Evaluation committee: Marco Bacon, Director, Centre des Premières Nations Nikanite, UQAC Roberto Gauthier, Director, Centre d’études universitaires de l’est de la Côte-Nord Christine Couture, Professor and Director of Ph.D. Program in Education, Department of Education, UQAC Constance Lavoie, Professor of French Language Teaching at the Elementary, Department of Education, UQAC Nicole Audy, Coordinator of Educational Services, Conseil de la nation atikamekw Sylvie Pinette, Director of Educational Services, Institut Tshakapesh Nathalie Carter, Information Officer, Centre des Premières Nations Nikanite, UQAC Coordination: Nathalie Carter Translation: Ginette Tremblay, Certified Translator, OTTIAQ Layout and Design: LUM Design Printing: Graphiscan, Alma All rights reserved © Centre des Premières Nations Nikanite, 2019 ISSN 2368-7681 Legal Deposit - Bibliothèque et Archives nationales du Québec, 2019 Legal Deposit - Bibliothèque et Archives Canada, 2019 ACKNOWLEDGEMENTS The Centre des Premières Nations Nikanite of Université du Québec à Chicoutimi would like to thank the Ministère de l’Éducation et de l’Enseignement supérieur (MEES), the Secrétariat aux affaires autochtones (SAA), Rio Tinto and Indigenous Services Canada (ISC) who, with their financial support, make possible the publication of Volume 3 of the Journal of Perseverance and Academic Achievement for First Peoples. MARCO BACON Director, We would also like to thank the Huron-Wendat Nation for hosting Centre des Premières Nations Nikanite the third edition of the Convention on Perseverance and Academic Achievement for First Peoples, from which all the texts presented in this publication are drawn. Of course, we sincerely thank all members of the Evaluation Committee for their thoroughness, availability and professio- nalism. We would also like to recognize their openness, their desire to make this publication a reference tool for all, for both the people in the field and the researchers, and their desire to convey as faithfully as possible the initiatives presented at the third edition of the Convention. Finally, we wish to express our gratitude to the authors, since it is through their generosity that we can offer a journal with rich and diversified content which, we hope, will inspire you. TABLE OF CONTENTS 6 INTRODUCTION PART 2 – SUPPORT PRACTICES PART 1 – TEACHING PRACTICES 66 Linguistic Factors in Algonquian Languages Influencing the Learning of French or English, Hélène Bodson 10 For a More Equitable Assessment of Indigenous Students’ Needs: Knowledge Synthesis of Scientific Literature 70 Customized and Culturally Appropriate Support Measures and two Atikamekw Communities for Indigenous University Students: Corina Borri-Anadon, Marilyne Boisvert, Sylvie Ouellet, and Nadia Rousseau The Case of Work Methodology Workshops, Roxanne Labrecque 14 Teaching Historical and Contemporary Issues 74 REPORT ON SCHOOL PERSEVERANCE Through Indigenous Comic Books , Emanuelle Dufour 18 Pekuakamiulnuastsh-Specific Cultural Contents 78 PETAPAN PROJECT Nathalie Larouche and Claudie Robertson PART 3 – COLLABORATIVE PRACTICES 22 Tools for Teaching Life Narratives: Indigenous Skills in the Classroom Constance Lavoie and Patricia-Anne Blanchet 82 Mamu Atussetau (Working Together). Provincial Strategy for Urban Indigenous Families: An initiative of the Regroupement 26 Social and Emotional Learning Among Indigenous Students in Quebec: des Centres d’amitié autochtones du Québec, Amélie Lainé an Educational Tool Adapted to their School Realities Patricia-Anne Blanchet 86 Secondary School and Post-Secondary Retention Among Indigenous Students: More Favourable Conditions in the Essipit Community? 30 Design and Experiment of a Bilingual (French-Anicinabemowin) Alexandra Mansour, Danielle Maltais, and Mathieu Cook Metaphonology Program in Anicinabe School Environment for the First Cycle of Elementary Education, Nancy Crépeau and Carole Fleuret 90 The Kicterimitisowin Committee: Action Research to Support High School Retention, Natasha Blanchet-Cohen, The Complementarity of Speaking and Writing in the Teaching of Languages 34 Giulietta Di Mambro, Geneviève Sioui, and France Robertson in Indigenous Environments, Robert Sarrasin 94 A Positive Modelling Approach in Workshops to Foster Parental Development of Teaching Guides – Towards Teaching Practices 38 Involvement from Preschool Onwards, Caroline Lajoie-Jempson Integrating Indigenous Cultural Knowledge, Emmanuelle Aurousseau, Christine Couture, Catherine Duquette, Claudia Néron, Élisabeth Kaine, 98 An Action Research to Contribute to the Professional Development and Camille Perry of Elementary School Teachers Working in Indigenous Environments Christiane Blaser, Martin Lépine, Julie Mowatt, and Marguerite Mowatt 42 Enriching Science Education Through Indigenous Knowledge: Epistemological Reflection in Intercultural Dialogue,Françoise Lathoud 102 The Contribution of Inuit Youth and Community-Driven Informal Educational Programs to Life-Long Learning and Perseverance 46 Towards a Unifying Model Integrating Indigenous Cultural Knowledge Jrène Rahm, Shirley Tagalik, Kukik Baker, Gordon Billard, Jamie Bell, Eric Anoee, into Science and Technology and Social Universe Education Vincent l’Hérault, and Marie-Hélène Truchon Christine Couture, Catherine Duquette, and Shannon Blacksmith-Charlish PART 4 – SPECIAL REPORTS RESOURCES TO DISCOVER 108 The Vocational Training Program in Protection and Exploitation of Wildlife 52 Community Literacy Agents Territories - First Nations Component: When Structures Adapt to Culture Libertox: an Educ-action Drug Prevention Approach to Offer a Customized Training, Patricia-Anne Blanchet 54 56 Tracer un chemin/Meshkanatsheu: A New Tool to Discover 112 Reflections on the Academic and Social Trajectories of Kiuna Graduates: First Peoples Authors and to Work Their Texts in Upper Secondary When the Feeling of Belonging and Pride of One’s Identity and College Classrooms Propel Towards Fulfillment ,Patricia-Anne Blanchet and Nathalie Carter Etap Manitu: Teaching Through Arts Method with an Innu Cultural Dimension 58 60 Learning to Speak: How to Help my Child? 62 Innu Language Apps and Web-Based Tools INTRODUCTION It is under the sign of spirituality that was launched the third edition of the Convention on Perseverance and Academic Achievement for First Peoples. Mr. Oney Maher, President of the Cercle des sages de la nation huronne-wendate and host of the event, introduced participants to a purification ritual of burning sage and dispersing the smoke in the room with an eagle feather, “the Creator’s messenger bird,” he told us. He added that he was purifying our hearts and minds and removing the negative energies from our gathering. This teaching will guide our discussions, through sharing and mutual aid. The tone was set. The theme of the Conven- tion could not be better introduced: Gathering for success. The cultural heterogeneity of the participants was obvious, and all Indigenous and non-Indigenous actors of the field of edu- NICOLE AUDY cation came to discuss and reflect on the academic success conditions of First Peoples youth. Educational Services Coordinator, Atikamekw Nation Council But what is the meaning of “succeeding” for a First Peoples child in today’s school reality? Since Indigenous people began to take charge of their formal education system, a period historically attested by the application initiating proceedings for the “Indian Control of Indian Education” (National Indian Brotherhood, 1972), one can state with certainty that a funda- mental movement has been initiated. Despite coordination and cohesion difficulties in some communities, many of them relating to financial issues, First Nations manage most of their elementary and secondary schools and control their curricula. Teaching material adapted to the historical and cultural reality of the First Peoples is increasing and well-trained Indigenous teachers are emerging in large numbers from Quebec universities (Maheux and Gauthier, 2013). Statistically speaking, it is obvious that the gap between Indigenous and non-Indige- nous students in terms of academic success and perseverance remains significant at all levels of education. However, as rightly stated by Bergeron and Rioux (2007): “Academic success ROBERTO GAUTHIER (among Indigenous people) is not solely measured by a score. […] It is defined more by Director, Centre d’études universitaires de l’est de la Côte-Nord parents, young people and teachers, in terms of perseverance, ability to make enough effort to obtain passing grades. The notion of perseverance becomes an important dimension of academic success […] When the matter of discussion is the educational situation of Indi- genous people, the accounting vision of success must be set aside for a holistic approach” (p. 12). It is precisely “a holistic approach to evaluating success” that the Canadian Council on Learning (2009) proposes in The State of Aboriginal Learning in Canada. More and more researchers involved with Indigenous people are adopting this perspective (Commission de l’éducation du Québec, 2007; Montgomery, Minville, Winterowd, Jeffries, & Baysden,
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