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THEOFFICEOFFIRSTNATIONEDUCATION
DEPARTMENTOFEDUCATIONAND EARLY CHILDHOODDEVELOPMENT‐ NEWBRUNSWICK
RESPONDINGTOTHETRC’SCALLSTOACTION
BillPatrick Artists:PaulineYoung,MetepenagiagLearningSpecialist NatalieSappier,Neqotkuk
OVERVIEW• TheOfficeofFirstNationEducationanddistrictsupports
• CallstoActionandotherguidingdocumentsforNBeducators
• Whythisworkissoimportant
• Whatourstudentsaresaying
• OFNE’sinitiatives
EDUCATIONASHOPE
“DespitepainfulexperiencesAboriginalpeopleshavesufferedinthepastcenturyormore,Aboriginalpeoplestillseeeducationashavinghopefortheirfuture,andtheyaredeterminedtoseeeducationfulfillitspromise.”
‐Dr.MarieBattiste,DecolonizingEducation
THEOFFICEOFFIRSTNATIONEDUCATION
• SachaDeWolfe,Director• BillPatrickandCraigWilliamson,LearningSpecialists• LynnWolverton,AdministrativeSupport
DISTRICTSUPPORTSASD‐W:TwoFNSubjectCoordinators:SarahFrancisandDonnaWhite
ASD‐E:OneFNSubjectCoordinator:TracyLandry
ASD‐S:OneFNSubjectCoordinator:MarkPerry
ASD‐N:OneFNSubjectCoordinator:MatthewSweezeyTwoFNLeads:ElizabethPrice,PatriciaMiller
CALLSTOACTIONBYTHETRCEducationforreconciliation
62.Wecalluponthefederal,provincial,andterritorialgovernments,inconsultationandcollaborationwithSurvivors,Aboriginalpeoples,andeducators,to:
i.Makeage‐appropriatecurriculumonresidentialschools,Treaties,andAboriginalpeoples’historicalandcontemporarycontributionstoCanadaamandatoryeducationrequirementforKindergartentoGradeTwelvestudents.
GUIDINGDOCUMENTSFOREDUCATORS:THEEDUCATIONACT
7.TheMinister(may)shall prescribeorapproveprogramsandserviceswhich
(a)respondtotheuniqueneedsofMi’kmaqandMaliseetchildreninaccordancewithanyagreemententeredintounderparagraph50(2)(b),and
(b)fosteranunderstandingofaboriginalhistoryandcultureamongallpupils.
2000, c.52, s.10; 2017, c.7,s.1
ESSENTIALGRADUATIONLEARNINGSGraduateswillbeable,forexample,to:
• examinehumanrightsissuesandrecognizeformsofdiscrimination;
• demonstrateunderstandingoftheirownandothers’culturalheritage,culturalidentityandthecontributionofmulticulturalismtosociety.
• reflectcriticallyonethicalissues
IT’SPARTOFOURPLANObjective6oftheeducationplan:“Everyoneattheirbest”‐
• ItisimperativethatweacknowledgeandaffirmthehistoricalandculturalcontributionsofFirstNationcommunitiesandindividuals.Thisgoalissupportedby ensuringthatallcurricula,pre‐schooltoGrade12,accuratelyreflectthehistoryandcultureofFirstNationPeople.
• AswerespondtotheTruthandReconciliationCommissionofCanada:CallstoAction,itisourresponsibilitytoensurethatallNewBrunswicklearnersunderstandandappreciatethegenerationalimpactofIndianresidentialanddayschooling.
• Tothisend,wewillensurethatFirstNationrealities,experiencesandcontributionstoCanadiansocietyareembeddedthroughouttheK‐12educationalsystem,therebybecomingafoundationalunderstandingforallNewBrunswicklearners.
REFLECTINGCRITICALLY
TheAtlanticCanadaEnglishLanguageArtsCurriculumdescribestheimportanceofcriticalliteracy‐
CRITICALLITERACY• Criticalliteracyequipsstudentswiththecapacitiesandunderstandingwhicharepreconditionsforeffectivecitizenshipinapluralisticanddemocraticsociety.
• Criticalliteracycanbeatoolforaddressingissuesofsocialjusticeandequity,forcritiquingsocietyandattemptingtoeffectpositivechange.
WHYITISSOIMPORTANTTOADDRESSTHECALLSTOACTION
“ThelifeofatypicalAboriginalin21st centuryCanadaremainssignificantlyworsethanthatofanyotherdemographicgroup,withratesofpoverty,addictionandviolencegrosslydisproportionatetotheirpercentageofthepopulation.”
http://www.thecanadaguide.com/first‐nations
POVERTY
IndigenouschildreninCanadaare morethantwiceaslikelytoliveinpovertythannon‐Indigenouschildren.
‐CanadianCentreforPolicyAlternatives(CCPA)‐2016
MENTALHEALTHISSUES
SuicideratesamongFirstNationyouthare5to7timeshigher
thanotheryoungnon‐aboriginalpeopleinCanada.
AGROWINGPOPULATIONTheAboriginalpopulationincreasedby
20.1%between2006and2011‐comparedwith
5.2%forthenon‐Aboriginalpopulation.
InJuly2015,TheCanadianHumanRightsCommissiontoldaUnitedNationspanelthattheplightofCanada’sAboriginalpeoplesis‐oneofthemosturgentcivilrightsissuesfacing
Canadatoday.
VOICESOFFIRSTNATIONSTUDENTSWhattheyaretellingus.
CULTURALDISCONTINUITY• ThereisoftenadisconnectforFirstNationstudentswhentheyleavecommunitiesandgotoprovincialschools.
• Oncommunity(reserve),theylivewithinafamiliarculture.
• Whentheyareattendingprovincialschools,theyoftenfeelpressuretochangethemselvestobeacceptedandtobecomesuccessful.
CULTURALDISSONANCE• Asenseofdiscomfort,discordordisharmonyarisingfromculturaldifferencesorinconsistencieswhichare unexpectedorunexplained andthereforedifficulttonegotiate.
• Whenstudentsexperiencethisineducationalsettingstheybecomevulnerabletoeducationaldisadvantage.
• Thisculturaldissonancecanhaveaprofoundandnegativeeffectonacademicachievementandthepersonaldevelopmentofstudents.
• Studentslookingtoreconcilethisdissonancemaytrytoalignwiththedominantculture’svaluesinanattempttofitinand,indoingso,maybetraytheirownsenseofself.
RESIDENTIALANDDAYSCHOOLS’IMPACTTheseschoolserodedandunderminedallaspectsofwell‐beingforAboriginalpeoplesincluding:
– Disruptionofthestructure,cohesionandqualityoffamilylife
– Lossofculturalidentityandlanguage– Lossofparentingskills
Result:Devastatingandongoingimpactsonthehealthandwell‐beingofIndigenousindividuals,families,andcommunities.
JUSTICEMURRAYSINCLAIR
OURINITIATIVES
• TreatyEducation– Grades3,4,and5.(MOU)• SocialStudiesmodules‐ Grades7,8,9• NewNative(Indigenous)Studies120curriculum• FirstNationLiteracylessonsK‐12• FirstNationArtlessonsK‐12• Mi’kmaqandWolastoqey Language‐ online/face‐to‐face• FirstNationMusiclessonsK‐12• SecretPathProfessionalLearningsession• ProfessionalLearningforGuidanceCounsellors• CulturalImmersioncampforteachers‐ July2018• Tradesinitiatives‐weldingstations/tinyhouses• PLDay‐ Sept.1st,2017‐ over10,000visits
OURINITIATIVES,CONTINUED• LeadershipcourseforIndigenousstudents• IndigenousKnowledgeKeepers/ArtistsProfiles
• VirtualBookandCultureClub• DaySchoolSurvivors’Resource• Portalsite• BlanketExercisesupport‐ ASD‐W• EducationforReconciliationpresentation
OURCOMMITTEESNATIONALCOMMITTEES;• CMEC’SIndigenousEducationCommittee• CMEC’sNationalResourceBase• NationalRoundtableonEducation• PromisingPracticesinSupportingSuccessforIndigenousStudents(OECD)
REGIONALCOMMITTEES:• AtlanticEducatorsforReconciliationINTERGOVERNMENTALCOMMITTEES• IntergovernmentalCommitteeonAboriginalRelations.• WorkingTeamofthePreventionofViolenceAgainstAboriginalWomenandGirls.
OURCOMMITTEES,CTD.NBCOMMITTEES• Objective6/TRCFulfillment• PAEC• Enhancement• EPP‐ FNEIIANDTNEGI• TreatyEducation• RedShawl• Band‐OperatedSchoolPrincipals• AESI‐ AboriginalEmploymentServicesInitiative
INCLOSING“ThedecolonizationofeducationisnotjustaboutchangingasystemforIndigenouspeoples,butforeveryone.Wewillallbenefitbyit.”‐Dr.MarieBattiste,DecolonizingEducation
QUESTIONS/COMMENTS?
bill.patick@gnb.ca
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