Chapter 7: Aboriginal Education within a Canadian Context Learning Topics Aboriginal Issues Treaty Rights and Provisions Culturally Responsive Teaching

Chapter 7: Aboriginal Education within a Canadian Context

Learning Topics Aboriginal Issues

Treaty Rights and ProvisionsCulturally Responsive Teaching

Resource Selection and Strategies for the Aboriginal LearnerCommunity Based Learning

Copyright © 2011 by Pearson Education Canada 7 - 1

Aboriginal IssuesIn Canada, the term aboriginal is inclusive of people of

Native, Inuit, and Metis cultures and ancestry. The culture of each of these groups within Canadian society

has been affected in both positive and negative ways through interaction with Euro-centered cultures that predominate throughout the provinces and some areas of the territories.

Aboriginal leaders have focused recent attention on the socio-historical realities (Goulet, 2001) of native and non-native interactions, with a stress on actions to achieve social justice as defined through treaty rights.


Social Studies: Innovative Approaches for Teachers

An Historical Perspective on the Issues

Historically native or First Nations peoples in Canada have been marginalized by a dominant Euro-centered settlement.

Social, economic, and geographical development across Canada marginalized Native groups as expansion westward and economic development followed European models.

Attempts at political and cultural control of aboriginal groups in the late eighteenth century, were compounded by disease, resource confiscation, illiteracy in the dominant language, and a systemic policy of assimilation of the aboriginal culture. Residential schools were an institutionalized vehicle of assimilation.

Until the 1940s the trend toward systemic assimilation continued. Aboriginal leaders began to voice concerns about historical injustices, aboriginal rights, and the horrifying details about aboriginal wrongs became a focus for social change in Canada.

During the 1980s and 1990s, Canadian awareness of aboriginal issues became a catalyst in the national psyche.

Today, we recognize the need to prepare teachers in Canadian schools to deal honesty and effectively with appropriate instruction about aboriginal history and current issues and to prepare teachers to provide effective instruction for aboriginal students in various contexts across the country.



In order to teach about aboriginal issued in the Canadian Social Studies context, teachers will need to address developing themselves and their students’:

knowledge about traditional native, Inuit, and Metis cultures appreciation for traditional native, Inuit, and Metis cultures knowledge about contemporary native, Inuit, and Metis cultures appreciation for contemporary native, Inuit, and Metis cultures openness and respect for differing perspectives about Canadian historical

events involving interactions between native, Inuit, and Metis cultures and Euro-centered cultures.

A review of social justice concepts and strategies (Chapter 6) may help teachers to design curriculum in the Social Studies programs that can impact these areas of their program.



Treaty Rights and Provisions Treaty rights are respected by laws in Canada. Many of these laws are

encompassed in the 1982 Constitution Act, Section 35. Both aboriginal and non-aboriginal people in Canada have rights under

these treaties. The non-aboriginal Canadian has access to land and its resources. Aboriginal treaty rights, dependent on the particular treaty, may include

things such reserve lands, farming equipment and animals, annual payments, ammunition, clothing, and hunting and fishing rights.

By studying aspects of these treaties, teachers can develop empathy for the aboriginal issues that are part of the Canadian social experience.



Teachers need to develop awareness about:

Treaty processes; how and when they developed; how they are administered presently

Aboriginal dislocation from traditional landsSocial policies related to economic development, education,

and languageHistorical and contemporary accounts of racist policies and

practicesDiversity within Canada’s aboriginal communities and culturesAboriginal contributions to Canadian and global societies. (Seixas, 1999)



“We cannot afford to leave events in the past, as this can serve to stereotype Aboriginal peoples as being peoples of the past.” (Seixas, 1999)



Canadian treaties with aboriginal peoples have resulted in some common issues that are part of the heritage and the dilemmas of modern aboriginal cultures.

One of these issues is the difference in worldview between native and non-native cultures in relation to spiritual, educational, economic, social, political, and environmental directions.

A second difference is that the predominance of Euro-centered language practices in Canada puts pressure on the use, viability, and preservation of native languages and cultures.

Finally, many of the social issues that characterize aboriginal communities in Canada can be related to the cultural dislocation, identity transformation, and colonial policies and practices that are the product of treaties.

(Seixas, 1999)



Native Self-Governance

Self-governance serves many purposes in native communities.

Through self-governance, these communities can:

Take control over decisions that impact the lives of people in each native community

Establish effective relationships with other governments Capitalize on economic development opportunities Improve programs and services available to the community Enhance the social and the economic well-being in each community.



Culturally Responsive Teaching Effective teaching starts with consideration of the background of the child and

how that background will impact the instruction being planned by the teacher. This is especially true when the culture of the teacher and the student may be

different. It is even more truthful when the teacher may be of a dominant culture and the

student from a marginalized culture. When the marginalized culture of the student has also experienced systemic

discrimination and acculturation efforts on a national scale, the teacher must be especially attuned to opportunities to be responsive to the student’s cultural background and to the ways that background will influence the student’s learning.

Culturally responsive teaching will start with a profile of every student to help the teacher understand the parameters that may influence the student’s academic and social growth in the school context.



Examples of some traditional native teachings include:

The creation story Examples of how native people lived together in the pre-contact era Traditional aboriginal world views The clan and tribal systems Aboriginal languages The interaction of aboriginal language and culture Social norms within aboriginal cultures Sewing and leatherwork Food planting, gathering, harvesting, and preparation Traditional survival skills Seasonal cycles and seasonal activities for survival Story telling Humility, health, and healing Holistic health and traditional medicines Adapted from: http://www.normed.ca/communities/aboriginal_affairs/general/aspx?id=4102&ekmensel=c580fa7b_214_0_4102Copyright © 2011 by Pearson Education Canada 7 - 11


http://www.normed.ca/communities/aboriginal_affairs/general/aspx?id=4102&ekmensel=c580fa7b_214_0_4102

Teachers can learn more about their students by using systemically developed class profiles to study the nature of the class. Class profiles can be developed by considering:

The family, community, and personal background of each child (through school records, interest surveys, teacher to teacher conferences, parent surveys, class discussions, and observation).

Organizing the information from individual students into a profile of the class (e.g., cultural heritage, interests, English language skills, aspirations, social skills).

Selecting and designing instructional examples and instructional resources to reflect inclusion of all cultures represented by the children in the classroom.

Planning inclusively, including plans for differentiation of the content, learning processes, and learning products, to reflect the class makeup.

Continuous review of efforts to provide inclusive, culturally responsive, and respectful curriculum experiences that reflect the makeup of the class.

Provision of the learning supports required for success for every child.



Culturally responsive teaching must also be responsive to the many factors that influence the academic success of native students in schools.

These factors include: Teaching strategies that are appropriate to the cultural background of the aboriginal learner The use of resources that reflect aspects of aboriginal culture Curriculum topics that reflect the perspectives and beliefs of the native, Inuit, and Metis

cultures The availability and suitability of counseling and outreach services that respond to native

needs A school environment that encourages aboriginal students and invites the engagement of

their parents.



Canadian Pluralism The pluralistic nature of Canadian society demands that

teachers acquire expertise in strategies that support many cultural backgrounds among our students.

This support of recognition of the role of culture and learning and the inherent validation of the individual when the teacher recognizes and models respect for the culture of the student, creates a classroom climate that supports learning.



Culturally responsive teaching includes teaching that:

Uses the language and the culture of the students in the classroom. Is knowledgeable about the nature of the cultures in the school community. Recognizes cultural differences that may influence learning. Responds to cultural differences by teaching with culturally appropriate strategies. Recognizes that culture changes and respond to those changes through adaptations in the

curriculum. Teaches both traditional and contemporary cultural examples when topics are addressed. Teaches cultural examples that represent the makeup of the class. Uses elders and leaders in the cultural community to provide examples of the lived

experiences that exemplify curriculum concepts. Represents cultural differences as strengths and the student’s experiences in different

cultures as learning assets in the classroom. Prepares students for living in a pluralistic society while maintaining their own original

culture. Provides opportunities to learn academic skills (process and product) through familiar

cultural content.Copyright © 2011 by Pearson Education Canada 7 - 15


And… Uses authentic approaches; students have a real audience and a real purpose for their

work. Uses teaching strategies that are holistic and synergistic (e.g., active learning, out-of-class

learning, format variations, cooperative learning). Happens in a climate of inclusion and respect for all. Happens with a strong bond between the teacher and the student (e.g., warmth, caring,

sensitivity, humor, classroom ethos values, trust, high achievement expectations); the student trusts that the teacher has his/her best interests in mind at all times.

Makes use of effective, indirect, non-confrontational classroom management strategies. Includes choice within the content, processes, and products of the learning themes. Difficult and emotional issues are addressed as part of the curriculum of inclusion; issues

of culture, language, historical fairness, values, norms, power and governance, oppression, marginalization, poverty, and economic viability are included in class discussions and investigations.

Includes self-monitoring for habits of mind that are self-aware, tolerant, inclusive, and respectful (e.g., reflexivity).



Examine



Similarities in… Dress Physical appearance

Names Religious beliefs and observances

Ways of doing things Social norms

Tolerance for safety and risk Recreation

Occupations Conflict resolution strategies

Foods

Examine…

7 - 18Copyright © 2011 by Pearson Education Canada


Differences in… Foods Laws and rules

Clothing Government roles

Housing/shelters Health issues and needs

Family structures Environmental issues and concerns

Friendships Customs, observances, and traditions

Community structures and relations Arts and crafts

Values (love, sharing, tolerance, cooperation, etc.)

Music and celebrations

The Seven Cs of Multi-Culturalism Celebrations – We learn about the norms and values of other cultures by watching and participating in the cultural

celebrations of the group.

Curiosity- By studying the culture as both observer and participant and with emphasis on the commonalities across cultures, we can teach students to examine why cultural practices have evolved.

Contribution counting- We can examine ways that the practices and ideas from various cultures have contributed to the pluralistic nature of Canadian culture.

Case studies- Examining specific instances through case studies allows us to highlight similarities in values as demonstrated through people’s responses.

Consciousness raising-We can examine issues through powerful group problem solving techniques such as brainstorming, six-minute solutions, tutorials/jigsaws, group investigations and reporting, role-playing, inquiry, etc.

Communication- We can study our own communication practices to ensure that interpersonal and trans-cultural communications are always positive, worthwhile, sensitive, respectful, productive, and responsive.

Caring- Our studies of other cultures should always seek to promote the self-esteem of others through personal acceptance, awareness of the assets of each participant, respect for the cultural contributions of each participants, and acceptance of the challenges of each culture.

7 - 19Copyright © 2011 by Pearson Education Canada


Choosing ResourcesIn selecting resources for Social Studies in the primary and junior division, teachers face the challenge of finding materials that are culturally respectful, promote deep understanding, and are still accessible to young students through the level of language that they can engage for comprehension. Often, fictional text is most appropriate for young students to help them understand complex concepts.

When choosing fiction for this purpose in Social Studies, teachers will need to ensure that: historical fact is accurately portrayed stereotypical text and pictures are avoided or analyzed to examine their biases and

perspectives text allows for examination from different perspectives opportunities to reflect on text sources from culturally responsive viewpoints are

provided. 7 - 20Copyright © 2011 by Pearson Education Canada


In selecting text and pictorial resources for their program in Social Studies, teachers should consider the following questions:

Is the source of information presented in this text and the pictures reliable? Are different perspectives on an event presented? Does the text/ picture show respect for aboriginal culture? Is there any use of inappropriate terms or pictures that show negative and

stereotypical images in use in this source? Does the source recognize the differences between historical and

contemporary aboriginal culture? Is the source designed to foster deep understanding, inclusiveness, and

respect for others?



Using Photographs

Selecting photographs for use in Social Studies can be particularly challenging because they will require close examination to determine the explicit and implicit messages they convey.

Clark (1999) encourages the use of photographs in Social Studies for their many advantages.

Photograph study offers learners the opportunity to:

Appreciate pictures as data sources Examine photographic images from a critical perspective by looking for the meaning

underlying the images Ask compelling questions about the photos and pictures.



When selecting photographs for classroom use…

Consider: Detail -Look closely; monitor the perspective. Geographical data-Examine the photograph to determine the climate

and landscape. Historical data- Look at details in the clothing, hairstyles, furniture and

machinery to determine what these tell you about the times. Emotional context- Determine the feelings that are depicted. Ask

“Why?” Aesthetic qualities - Identify the photographer’s staging techniques.

Look at how he/she has achieved appeal, the use of colour, light, texture. Ask “Why?”

Perspective and purpose -Determine who may have been the intended audience and what may have been the intended message. Ask “Why?”



Some effective instructional strategies to teach to native students and about native culture include:

Examination of an issue by assuming the values of another person. Host someone from another culture for a classroom visit and investigate how to make the guest

welcome by explicitly recognizing that person’s cultural practices. Role play being a guest from several different cultures and having to scrutinize the offerings of your

host (foods, beverages, and activities) for their religious or cultural compliance. Follow up the decisions of the “guest” with discussion of the cultural background of these traditions and observances.

Examine a current events report and ask the question, “Who values what?” to determine the various perspectives represented in the report. Ask other “Who” and “Why” questions (see question stems).

Use puppets to allow students to role play in low risk ways. Using the puppets they can examine different perspectives without “owning” them.

Cartoon a scenario after examining several political cartoons to see how exaggeration, satire, and humor are used to make them effective.

Develop activity centers in the classroom to allow students to examine and familiarize themselves with items from other cultures and determine their use and significance.

Undertake a comparative photo study; examine for similarities and differences across time, place, and context.



Investigate multicultural literature sources. Use music from many cultures to manage transition times in the classroom.

Over time, analyze the music for identification of the instruments. Use audio-discs to expose students to stories told about other cultures in the

voices of other cultures. Encourage volunteers from many cultures to work in the classroom. Hold food related multicultural celebrations to recognize special days in various

cultures represented by the classroom makeup. Host a multicultural fair. Teach decision making structures so that students understand alternatives,

options, and the complexities of multi-criterion decisions. Engage students in inquiry: go beyond a descriptive history to ask “Why?”

questions. Provide examples of concepts from many cultures (e.g., family, friendship,

conflict, etc.). Teach students to understand ambiguity (“This is black, this is white, this is

grey.”).Copyright © 2011 by Pearson Education Canada 7 - 25


Teach students to understand and follow the progress of discussions about controversial issues:

- This is what I think…- These are the differences between what each of us thinks…- These are the reasons for those differences… - Here is how we can show respect for those differences… - We want to… because peaceful coexistence is in everyone’s best interests. - Ask yourself, “What did you learn from considering the other person’s perspective?”

Use conflicts and school cultural incidents to examine the values behind the incidents and teach alternatives to the conflict.

Teach that culture is multi-faceted and includes many commonalities across cultures (e.g., values, caring, families, protection, shelter, friendship, community, love, sharing, compromise, laws, survival, thriving, subsistence, progress, growth, sustainability, conservation, law, norms, values, cooperation, partnership, government, recreation, customs, traditions, art, celebrations, symbolism, language, habits, rituals, myths, stories, birth, death, grieving, offence, fairness, peace, justice, compromise).



Community Based Learning

The term community based learning is often used interchangeably with the term community service learning.

Academic work in the classroom is strengthened with service work in the community, providing opportunities for the learner to apply their knowledge in community settings.

This type of community based learning may not always be possible in elementary schools because of the transportation and safety issues related to the age of primary and junior children.

However, all teachers can introduce concepts related to community based learning right in their classrooms.



Teachers can support community connections and the ethos of inclusiveness by:

Involving students in age appropriate community based projects Using resources that represent accurate and unbiased views of aboriginal and other cultures in their classrooms Building classroom displays that help familiarize children with many aspects of other cultures that are part of their

community or more remote communities Teaching children greetings from other cultures and using these on a rotating basis in the classroom to model

respect for another language and other cultures Including the study of efforts being made to preserve native culture and language as part of the study about

aboriginal peoples Including study and practice of aboriginal crafts and arts through thematic units that support topics being

considered in Social Studies. Involving students in age appropriate community based projects Using resources that represent accurate and unbiased views of aboriginal and other cultures in their classrooms Building classroom displays that help familiarize children with many aspects of other cultures that are part of their

community or more remote communities Teaching children greetings from other cultures and using these on a rotating basis in the classroom to model

respect for another language and other cultures Including the study of efforts being made to preserve native culture and language as part of the study about

aboriginal peoples Including study and practice of aboriginal crafts and arts through thematic units that support topics being

considered in Social Studies.



Causal Reasoning

Causal reasoning seeks to consider what might cause another thing to happen. A generic causal question might be posed by asking, "What would/could/should/did happen (if/when)…? "



Causation in Social Studies will present in two ways:

1. As a hard numerical ( quantitative) dataExamples:

- rainfall amounts causing flooding damage- tectonic plate movement causing earthquakes- mobility within a community affecting property costs In this example, causation can be determined by numbers.



2. As descriptive (qualitative) dataExamples: opinions rated on a scale (e.g. , Rate you opinion of the public

services available in this community on a scale from 1 to 5) opinions related to feelings (e.g. , Identify you feelings about

this experience by circling one of the faces shown below). Add sad, neutral, and happy faces here agreement circles (e.g. Step into the circle if you have….Step out

of the circle if you have…) Copyright © 2011 by Pearson Education Canada 7 - 31


Chapter Review Aboriginal” includes people of native, Inuit, and Metis culture. Teachers need to understand the socio-historical background of issues

when they plan the study of historical and contemporary native societies.

Aboriginal culture was marginalized throughout the period of European settlement in Cnada, starting in the early eighteenth century.

Aboriginal leaders began to voice concerns about the marginalization of aboriginal peoples in the 1940s.

Teachers need to develop their background knowledge about aboriginal peoples, both historically and contemporarily.

There are disparities in educational achievement, retention and access between aboriginal and non-aboriginal students in Canada.



Teachers need knowledge and skills to develop curriculum about and for aboriginal peoples to ensure that it is inclusive, current, and representative of the social, educational, and economic realities of various aboriginal groups across Canada.

Treaty rights in Canada are incorporated into the 1982 Constitution Act, Section 35.

Treaty terms are different in each treaty. Treaty rights are being claimed by aboriginal peoples to address their

perception of socio-historical wrongs. Self-governance of aboriginal communities serves many purposes,

including providing opportunities for aboriginal communities to determine their own socio-economic direction.

Colonization in Canada led to the historic and contemporary marginalization of aboriginal people.



Culturally responsive teaching requires that teachers familiarize themselves with the cultural background of each of their students.

Class profiles will help teachers become aware of the cultural makeup of their class of students.

Teachers need to plan for, and manage, the factors known to influence student success in schools.

Culturally responsive teaching is good teaching in any context. Culturally responsive teaching includes social justice advocacy. Students can study other cultures, including aboriginal cultures, at many

levels of engagement. J.W. Friesen (1999) promotes seven strategies for learning about other

cultures. Teachers need to analyze historical fiction resources for suitability of

content and perspective when considering their inclusion in a Social Studies program.



Photographs, used carefully, can provide a valuable resource for learning about the historical background of aboriginal peoples.

Historical photographs can be staged, include underrepresented images, be altered, or provide distorted perspectives.

Many traditional teaching approaches in aboriginal culture are effective with students from other cultures.

Teachers can introduce community based learning, in age appropriate ways, in their primary/junior Social Studies classrooms.

The spirit of community based learning can be brought into the classroom through what the teacher models and inter-cultural experiences made available through the curriculum.



Documents

Chapter 7: Aboriginal Education within a Canadian Context Learning Topics Aboriginal Issues Treaty Rights and Provisions Culturally Responsive Teaching