Report to Convocation May 24, 2018 Review Panel on Regulatory And
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Final Report of the Program Evaluation of the Action Research for Mino-Pimaatisiwin in Erickson Schools, Manitoba
Final Report of the Program Evaluation of the Action Research for Mino-Pimaatisiwin in Erickson Schools, Manitoba February 2020 Authors: Jeff Smith Karen Rempel Heather Duncan with contributions from: Valerie McInnes Final Report of the Program Evaluation of the Action Research for Mino-Pimaatisiwin in Erickson Schools, Manitoba February 2020 Submitted to: Indigenous Services Canada Rolling River School Division Erickson Collegiate Institute Erickson Elementary School Rolling River First Nation Submitted by: Karen Rempel, Ph.D. Director, Centre for Aboriginal and Rural Education Studies (CARES) Faculty of Education Brandon University Written by: Jeff Smith Karen Rempel Heather Duncan With contributions from: Valerie McInnes Table of Contents Action Research for Mino-Pimaatisiwin in Erickson Manitoba Schools Executive Summary 1 Introduction 4 Process 5 Context of the Evaluators 6 Evaluation Framework 7 Program Evaluation Question 7 Program Evaluation Methodology 8 Data Collection and Assessment Inventory 8 Student Surveys 8 School Context Teacher Interviews 8 Data collection and analysis 9 Organization of this Report 9 Part 1: Introduction 10 Challenges of First Nations, Métis and Inuit Education 10 Educational Achievement Gaps 11 Addressing Achievement Gaps 11 Context of Erickson, Manitoba Schools 12 Rolling River First Nation 12 Challenges for Erickson, Manitoba Schools in the Rolling River School Division 13 Cultural Proficiency: A Rolling River School Division Priority 13 Indigenization through the Application of Mino-Pimaatisiwin -
Indigenous-Led, Land-Based Programming Facilitating Connection to the Land and Within the Community
Indigenous-Led, Land-Based Programming Facilitating Connection to the Land and within the Community By Danielle R. Cherpako Social Connectedness Fellow 2019 Samuel Centre for Social Connectedness www.socialconnectedness.org August 2019 TABLE OF CONTENTS Executive Summary Section 1: Introduction --------------------------------------------------------------------------------------------- 3 1.1 Research and outreach methodology Section 2: Misipawistik Cree Nation: History & Disruptions to the Land ----------------------------- 5 2.1 Misipawistik Cree Nation 2.2 Settler-colonialism as a disruption to the connection to the land 2.3 The Grand Rapids Generating Station construction and damage to the land 2.4 The settlement of Hydro workers and significant social problems 2.5 The climate crisis as a disruption to the connection to the land 2.6 Testimonies from two local Elders, Alice Cook and Melinda Robinson Section 3: Reconnecting to the Land using Land-Based Programming ------------------------------ 16 3.1 Misipawistik Pimatisiméskanaw land-based learning program 3.1 (a) Providing culturally relevant education and improving retention of students, 3.1 (b) Revitalizing Cree culture, discovering identity and reconnecting to the land, 3.1 (c) Addressing the climate crisis and creating stewards of the land, 3.1 (d) Building community connectedness (Including input from Elders and youth). 3.2 Misipawistik’s kanawenihcikew Guardians program Section 4: Land-Based Programming in Urban School Divisions -------------------------------------- 25 4.1 -
National Aboriginal Awareness Week Booklet
National Aboriginal Awareness Week 2016 May 19–22 Aboriginal Awareness This week of celebration is an opportunity for all Canadians, especially young people and educators, who have the opportunity to create a Shared Teachings/Learnings environment to learn more about Aboriginal cultural heritages of Canada. By sharing our knowledge and experience, there will be greater understanding and harmony among all Canadians. In recognition of the many aboriginal cultures and experiential difference that exist among the BC and Canadian aboriginals, the Shared Teachings/Learnings suggested in this booklet are intended to highlight Aboriginal peoples, events, places, issues and realities that are statement of knowledge about Aboriginal peoples’ cultures, values, beliefs, traditions, history and languages. Source(s) Shared Learning: Integrating BC Aboriginal Content K–10 Did you know? Did you know that some of BC’s towns or cities have names that come from aboriginal sources. Find out what the following names mean and from which language the words come from. Match the names with the description. Chilliwack The name comes from an Okanagan word meaning “the always place”, in the sense of a permanent dwelling place. Coquitlam Is the name of the local tribe, ch.ihl-KWAY-uhk. This word is generally interpreted to mean “going back up”. Kamloops Is likely from the Salish tribal name which is translated as “small red salmon”. The name refers to the sockeye salmon common to the area. Suggestion: Make up your own matching work list or create a word search, etc. Place names reveal Aboriginal peoples’ contributions: Place names are never just meaningless sounds. -
Understanding Aboriginal and Treaty Rights in the Northwest Territories: Chapter 2: Early Treaty-Making in the NWT
Understanding Aboriginal and Treaty Rights in the Northwest Territories: Chapter 2: Early Treaty-making in the NWT he first chapter in this series, Understanding Aboriginal The Royal Proclamation Tand Treaty Rights in the NWT: An Introduction, touched After Great Britain defeated France for control of North briefly on Aboriginal and treaty rights in the NWT. This America, the British understood the importance of chapter looks at the first contact between Aboriginal maintaining peace and good relations with Aboriginal peoples and Europeans. The events relating to this initial peoples. That meant setting out rules about land use contact ultimately shaped early treaty-making in the NWT. and Aboriginal rights. The Royal Proclamation of 1763 Early Contact is the most important statement of British policy towards Aboriginal peoples in North America. The Royal When European explorers set foot in North America Proclamation called for friendly relations with Aboriginal they claimed the land for the European colonial powers peoples and noted that “great frauds and abuses” had they represented. This amounted to European countries occurred in land dealings. The Royal Proclamation also asserting sovereignty over North America. But, in practice, said that only the Crown could legally buy Aboriginal their power was built up over time by settlement, trade, land and any sale had to be made at a “public meeting or warfare, and diplomacy. Diplomacy in these days included assembly of the said Indians to be held for that purpose.” entering into treaties with the indigenous Aboriginal peoples of what would become Canada. Some of the early treaty documents aimed for “peace and friendship” and refer to Aboriginal peoples as “allies” rather than “subjects”, which suggests that these treaties could be interpreted as nation-to-nation agreements. -
Cluster 2: a Profound Ambivalence: First Nations, Métis, and Inuit Relations with Government
A Profound Ambivalence: First Nations, Métis, and Inuit Relations with Government by Ted Longbottom C urrent t opiCs in F irst n ations , M étis , and i nuit s tudies Cluster 2: a profound ambivalence: First nations, Métis, and inuit relations with Government Setting the Stage: Economics and Politics by Ted Longbottom L earninG e xperienCe 2.1: s ettinG the s taGe : e ConoMiCs and p oLitiCs enduring understandings q First Nations, Métis, and Inuit peoples share a traditional worldview of harmony and balance with nature, one another, and oneself. q First Nations, Métis, and Inuit peoples represent a diversity of cultures, each expressed in a unique way. q Understanding and respect for First Nations, Métis, and Inuit peoples begin with knowledge of their pasts. q Current issues are really unresolved historical issues. q First Nations, Métis, and Inuit peoples want to be recognized for their contributions to Canadian society and to share in its successes. essential Questions Big Question How would you describe the relationship that existed among Indigenous nations and between Indigenous nations and the European newcomers in the era of the fur trade and the pre-Confederation treaties? Focus Questions 1. How did Indigenous nations interact? 2. How did First Nations’ understandings of treaties differ from that of the Europeans? 3. What were the principles and protocols that characterized trade between Indigenous nations and the traders of the Hudson’s Bay Company? 4. What role did Indigenous nations play in conflicts between Europeans on Turtle Island? Cluster 2: a profound ambivalence 27 Background Before the arrival of the Europeans, First Peoples were self-determining nations. -
Ovide Mercredi to Lead Nan Team on Health Transformation
NEWS RELEASE Tuesday November 14, 2017 FOR IMMEDIATE RELEASE OVIDE MERCREDI TO LEAD NAN TEAM ON HEALTH TRANSFORMATION THUNDER BAY, ON: Nishnawbe Aski Nation (NAN) Grand Chief Alvin Fiddler is pleased to announce that Ovide Mercredi will lead NAN’s work with the governments of Canada and Ontario for the transformation of health systems across NAN territory. “Transforming health systems across NAN territory is a monumental undertaking, and we are honoured that Ovide Mercredi and other health experts have accepted this challenge. Our First Nations are in a perpetual state of crisis, and health transformation is the pathway to rebuilding our inherent wellness systems, eliminating health disparities and achieving improved outcomes for our people,” said NAN Grand Chief Alvin Fiddler. “We are pleased to have commitments from the governments of Canada and Ontario to transform the health system with our First Nations as full partners in this process. We are engaging with key health partners including policy-makers, health care administrators and providers to build a health system that works for our people.” NAN’s health transformation team includes experts from NAN territory and Canada: • Helen Cromarty - NAN Elder and Health Advisor • Dr. Doris Mitchell - Family Physician, Chapleau area • Dr. Michael Kirlew - Family Physician, Sioux Lookout area • Mae Katt - Nurse Practitioner, Thunder Bay • Dr. Alika Lafontaine - Past President, Indigenous Physicians Association of Canada “I am honoured to receive this appointment and I appreciate the trust placed in me by Grand Chief Fiddler and the leaders of Nishnawbe Aski Nation,” said Ovide Mercredi, former National Chief of the Assembly of First Nations. -
Treaty 5 Treaty 2
Bennett Wasahowakow Lake Cantin Lake Lake Sucker Makwa Lake Lake ! Okeskimunisew . Lake Cantin Lake Bélanger R Bélanger River Ragged Basin Lake Ontario Lake Winnipeg Nanowin River Study Area Legend Hudwin Language Divisi ons Cobham R Lake Cree Mukutawa R. Ojibway Manitoba Ojibway-Cree .! Chachasee R Lake Big Black River Manitoba Brandon Winnipeg Dryden !. !. Kenora !. Lily Pad !.Lake Gorman Lake Mukutawa R. .! Poplar River 16 Wakus .! North Poplar River Lake Mukwa Narrowa Negginan.! .! Slemon Poplarville Lake Poplar Point Poplar River Elliot Lake Marchand Marchand Crk Wendigo Point Poplar River Poplar River Gilchrist Palsen River Lake Lake Many Bays Lake Big Stone Point !. Weaver Lake Charron Opekamank McPhail Crk. Lake Poplar River Bull Lake Wrong Lake Harrop Lake M a n i t o b a Mosey Point M a n i t o b a O n t a r i o O n t a r i o Shallow Leaf R iver Lewis Lake Leaf River South Leaf R Lake McKay Point Eardley Lake Poplar River Lake Winnipeg North Etomami R Morfee Berens River Lake Berens River P a u i n g a s s i Berens River 13 ! Carr-Harris . Lake Etomami R Treaty 5 Berens Berens R Island Pigeon Pawn Bay Serpent Lake Pigeon River 13A !. Lake Asinkaanumevatt Pigeon Point .! Kacheposit Horseshoe !. Berens R Kamaskawak Lake Pigeon R !. !. Pauingassi Commissioner Assineweetasataypawin Island First Nation .! Bradburn R. Catfish Point .! Ridley White Beaver R Berens River Catfish .! .! Lake Kettle Falls Fishing .! Lake Windigo Wadhope Flour Point Little Grand Lake Rapids Who opee .! Douglas Harb our Round Lake Lake Moar .! Lake Kanikopak Point Little Grand Pigeon River Little Grand Rapids 14 Bradbury R Dogskin River .! Jackhead R a p i d s Viking St. -
Cross-Border Ties Among Protest Movements the Great Plains Connection
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for Spring 1997 Cross-Border Ties Among Protest Movements The Great Plains Connection Mildred A. Schwartz University of Illinois at Chicago Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsquarterly Part of the Other International and Area Studies Commons Schwartz, Mildred A., "Cross-Border Ties Among Protest Movements The Great Plains Connection" (1997). Great Plains Quarterly. 1943. https://digitalcommons.unl.edu/greatplainsquarterly/1943 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. CROSS .. BORDER TIES AMONG PROTEST MOVEMENTS THE GREAT PLAINS CONNECTION MILDRED A. SCHWARTZ This paper examines the connections among supporters willing to take risks. Thus I hypoth political protest movements in twentieth cen esize that protest movements, free from con tury western Canada and the United States. straints of institutionalization, can readily cross Protest movements are social movements and national boundaries. related organizations, including political pro Contacts between protest movements in test parties, with the objective of deliberately Canada and the United States also stem from changing government programs and policies. similarities between the two countries. Shared Those changes may also entail altering the geography, a British heritage, democratic prac composition of the government or even its tices, and a multi-ethnic population often give form. Social movements involve collective rise to similar problems. l Similarities in the efforts to bring about change in ways that avoid northern tier of the United States to the ad or reject established belief systems or organiza joining sections of Canada's western provinces tions. -
Diamond Mining and Tłįchǫ Youth in Behchokǫ̀, Northwest Territories
ARCTIC VOL. 65, NO. 2 (JUNE 2012) P. 214 – 228 All That Glitters: Diamond Mining and Tłįchǫ Youth in Behchokǫ,̀ Northwest Territories COLLEEN M. DAVISON1 and PENELOPE HAWE2 (Received 5 March 2010; accepted in revised form 23 September 2011) ABSTRACT. Currently, Canada’s northern territories have three active diamond mines and one mine under construction, and one mine has recently closed. In response to local concerns, and in partnership with members of the Tłįchǫ First Nation, this ethnographic study examines the positive and detrimental impacts of diamond mining on youth in Behchokǫ,̀ Northwest Territories, using data collected from intensive fieldwork and participant observation, focus groups, interviews, and archival documents. The study of mining impacts remains a complex and contested field. Youth in Behchokǫ̀ experience both negative and positive effects of mining. Diamond mining companies are places of employment and act as community resources; their development has influenced the transience of individuals in the region, the identity and roles of family caregivers, the motivation of students, the purpose of schooling, and the level of economic prosperity in some (but not all) families. The diverse impacts of these changes on the health of northern individuals and communities can be understood only within the broader context of social, economic, political, and environmental changes occurring in the Arctic today. Results of this study help inform ongoing efforts by those in Behchokǫ̀ and the Northwest Territories to monitor the effects of diamond mining and maximize the potential benefits for local people, including youth. Key words: Aboriginal health, youth, diamond mining, resource development, education, employment, impacts and benefits RÉSUMÉ. -
Formal Customary Care a Practice Guide to Principles, Processes and Best Practices
Formal Customary Care A Practice Guide to Principles, Processes and Best Practices In accordance with the Ontario Permanency Funding Policy Guidelines (2006) and the Child and Family Services Act Formal Customary Care* A Practice Guide to Principles, Processes and Best Practices *In accordance with the Ontario Permanency Funding Policy Guidelines (2006) and the Child and Family Services Act 2 Table of Contents Formal Customary Care Practice Guide Project Team ................................................................ 6 Disclaimers ................................................................................................................................... 6 Artwork ........................................................................................................................................ 6 Acknowledgments .............................................................................................................. 7 Preamble ............................................................................................................................. 9 Success Indicator .......................................................................................................................... 9 Scope of the Guide ....................................................................................................................... 9 Clarification of Terms Used in this Practice Guide ................................................................... 10 Acronyms Used in this Practice Guide ..................................................................................... -
Community Profiles for the Oneca Education And
FIRST NATION COMMUNITY PROFILES 2010 Political/Territorial Facts About This Community Phone Number First Nation and Address Nation and Region Organization or and Fax Number Affiliation (if any) • Census data from 2006 states Aamjiwnaang First that there are 706 residents. Nation • This is a Chippewa (Ojibwe) community located on the (Sarnia) (519) 336‐8410 Anishinabek Nation shores of the St. Clair River near SFNS Sarnia, Ontario. 978 Tashmoo Avenue (Fax) 336‐0382 • There are 253 private dwellings in this community. SARNIA, Ontario (Southwest Region) • The land base is 12.57 square kilometres. N7T 7H5 • Census data from 2006 states that there are 506 residents. Alderville First Nation • This community is located in South‐Central Ontario. It is 11696 Second Line (905) 352‐2011 Anishinabek Nation intersected by County Road 45, and is located on the south side P.O. Box 46 (Fax) 352‐3242 Ogemawahj of Rice Lake and is 30km north of Cobourg. ROSENEATH, Ontario (Southeast Region) • There are 237 private dwellings in this community. K0K 2X0 • The land base is 12.52 square kilometres. COPYRIGHT OF THE ONECA EDUCATION PARTNERSHIPS PROGRAM 1 FIRST NATION COMMUNITY PROFILES 2010 • Census data from 2006 states that there are 406 residents. • This Algonquin community Algonquins of called Pikwàkanagàn is situated Pikwakanagan First on the beautiful shores of the Nation (613) 625‐2800 Bonnechere River and Golden Anishinabek Nation Lake. It is located off of Highway P.O. Box 100 (Fax) 625‐1149 N/A 60 and is 1 1/2 hours west of Ottawa and 1 1/2 hours south of GOLDEN LAKE, Ontario Algonquin Park. -
THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies
2019 REVISED The Ontario Curriculum Grades 9 to 12 First Nations, Métis, and Inuit Studies The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Secondary Schools for the Twenty-first Century � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 Supporting Students’ Well-being and Ability to Learn � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 INTRODUCTION 6 Vision and Goals of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � �6 The Importance of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � � �7 Citizenship Education in the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � �10 Roles and Responsibilities in the First Nations, Métis, and Inuit Studies Program � � � � � � �12 THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES 16 Overview of the Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �16 Curriculum Expectations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �