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First Nations, Métis and Inuit and Protects the Land and Water

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First Nations, Métis and Inuit and Protects the Land and Water antastic!” That was the comment a friend rights, and it calls on all people to join in a “F recently made about the protest movement revolution that honours Indigenous sovereignty originating among First Nations, Métis and Inuit and protects the land and water. And indeed, peoples, Idle No More, which is currently Canadians of all stripes and from all classes have sweeping the country. Idle No More was founded expressed their support for the movement, which by four women from Saskatchewan—Nina has now spread into the US and the UK. Idle No Wilson, Sheelah McLean, Sylvia McAdam and More has also been inspired in part by the hunger Jessica Gordon—as a response to the Harper strike of Attawapiskat Chief Theresa Spence, who government’s omnibus legislation, Bill C-45, a vows to keep her strike going until Prime Minister massive tome in which the government made Harper agrees to meet with her. draconian changes to such legislation as the It was a bit of serendipity that this issue of Just in Navigable Waters Protection Act, thus affecting Time came out just as the Idle No More train was almost all waterways that flow through Aboriginal gaining speed, for the topic of this edition is First land. Bill C-45 also makes changes to property Nations, Métis and Inuit (FNMI) education. We ownership that First Nations groups interpret as will focus specifically on the work of the ATA’s an attack on their land base. own ad hoc Committee on First Nations, Métis Great things grow from small beginnings, and for and Inuit Education Policy and Action Plan, the last month or so Idle No More rallies have which engaged in a period of concentrated and been held across the country. Idle No More held a fruitful labour. What is so heartening and National Day of Solidarity and Resurgence on inspiring about the work of the committee is that December 10, 2012, and thousands of people came instead of trotting out gloomy statistics, they together across the country to show solidarity. Idle decided to work from a position of strength and to No More is not just for First Nations people—it is build on the wonderful things about traditional for anyone who is interested in environmental Aboriginal culture, from which mainstream preservation and supporting long-standing treaty society could learn so much. young strong traditional knowledge values silence is a skill indigenous spirit heart mind body Soaring with Knowledge world view Island culturally appropriate proud peoples treaties reconciliation storytelling elders Turtle First original and sweetgrass More solidarity welcoming Métis Nations wow extended families No Inuit Earth truth FNMI identity culture Mother dreamcatcher pow Education Is Our Buffalo Aboriginal medicine wheel Idle www.teachers.ab.ca January 2013 Volume 9, Issue 1 click on For Members/Professional Development The issue also contains an article that first appeared • examining what other provincial organizations in the journal of the Alberta School Library have done to support teachers working with Council, Literacies, Learning and Libraries, by FNMI students, Carol Wilkinson, an Aboriginal educator and • inviting input from education partners on former teacher-librarian who is currently completing initiatives to support FNMI education in a master’s degree in education. Wilkinson provides Alberta, useful information for teachers on validating the • proposing Association policy on education culture of Aboriginal students in school libraries. needs of FNMI students and teachers and We also profile a recent issue of One World in • proposing an action plan to support members Dialogue, the journal of the ATA’s Social Studies working with FNMI students that honours the Council, which centres on various aspects of unique cultural and linguistic needs of the FNMI education. As usual we have a list of useful students. resources and notices and events as well. Members of this committee were Denis Espetveidt, —Karen Virag who chaired the committee, Glenda Bristow, Marieka Cardinal, Lori Pritchard, Jacqueline Skytt The ATA’s First Nations, and Patrick Loyer; Shelley Svidal was the administrative secretary of the committee. Métis and Inuit Education Policy and Action Plan Providing Advice and Support In June of 2011 the ATA’s Provincial Executive Knowing the importance of respected elders in Council established the Committee on First FNMI communities, the committee arranged Nations, Métis and Inuit (FNMI) Education Policy meetings with elders to ask for their advice and and Action Plan and tasked it with support. Three First Nations elders attended the • seeking input from Association members who Calgary meeting; elders who attended the work with FNMI students on how the Associa- Edmonton meeting were First Nations and Métis. tion could better serve the professional needs of The following people from other Alberta these members, educational partners shared information with the committee: • Terry Lakey, FNMI Professional Development Facilitator/Consultant, Alberta Regional Professional Development Consortia • Lorianne Tenove, FNMI Professional Develop- ment Facilitator/ Consultant, Alberta Regional Professional Development Consortia • Jane Martin, Director, Aboriginal Policy Branch, Alberta Education • Executive Committee, FNMI Education Council The Committee Takes Action In addition to an extensive literature review, the committee completed a review of the FNMI education policy of the Canadian Teachers’ Federation, the British Columbia Teachers’ Federation and the Saskatchewan Teachers’ Federation to help it shape its own policies. Later, the committee organized focus groups to gather input from Association members working with FNMI students to identify members’ successes, difficulties and PD needs and to determine how the Association could assist them in their work. The focus groups, which were held in seven of ten Jamie Medicine Crane in Native Fancy Dance teachers’ conventions, were led by ATA Executive dress. Jamie is past president of the ATA’s First Staff Officer Patrick Loyer, with assistance from Nations, Métis and Inuit Education Council and other committee members, and used a talking- 2 the council’s current communications director. circle protocol. January 2013 Volume 9, Issue 1 Summary of Focus Group What Was Learned About Meetings Building Relationships to The following themes emerged from the focus Support First Nations, Métis and groups: Inuit Student Learning • The history of residential schools has left a • Teaching FNMI students is all about relation- lasting impact on parents and communities. ships and attending to human needs. Relation- Public schools are organized and operated in a ships with students and families are essential Eurocentric structure that does not fit with the to address issues and support success. In home/community culture. FNMI parents/ FNMI cultures, the extended family is much community must have a voice in the school, more important than it is in mainstream and there must be an acknowledgement of the society. past domination of European cultures. • Students off reserve are often subject to • The FNMI student population is growing, but stereotyping/racism in public schools. To there has been limited support to enhance the connect with parents and communities, teachers success of FNMI students in public schools. need to understand the histories and cultural Provincial achievement test results and high heritage of Alberta, including residential school completion data provide evidence that schools, treaties, traditional knowledge and FNMI students are struggling. protocols. • Many teachers have had little or no preparation • Schools need access to Aboriginal personnel/ to teach in FNMI communities, and there is staff to help the school communicate with limited access to appropriate professional parents, families and communities; provide development. Teachers need to help FNMI advice to teachers; and bridge the cultural students walk in two worlds. divide. 3 January 2013 Volume 9, Issue 1 should consider strategies to enhance FNMI student voice and parental involvement (eg, student leadership, parent councils). What About Association Programs and Services? • We must build community among teachers interested in FNMI education so that teachers can network and share strategies and resources. • FNMI teacher leaders should be role models for students and other teachers. The Association should build a database of teachers who are willing to mentor other teachers. Non-FNMI teachers need personalized mentorship. What Was Learned About • FNMI teachers need allies to change the system Holistic Pedagogy for First and to advocate for and support FNMI students as described in the Canadian Teachers’ Federa- The median Nations, Métis and Inuit Students tion research report (2010). age of • The FNMI Education Council needs support to • Teachers need to incorporate culturally appro- provide leadership and professional develop- Aboriginal priate practices, knowledge and perspectives, ment in this area. As well, even though the Edmontonians such as inviting community members to share Association has professional development expertise and provide traditional guidance to programs and resources on FNMI culture and is more than both students and teachers. teachings, they need to be updated. 10 years • Teachers need to be aware of how important • All teachers need to understand and connect oral traditions are in Aboriginal cultures. with FNMI students. younger than • Teachers need to use authentic and appropriate non-Aboriginal instruction
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