EDUC 530: Indigenous Education

Artefact

We have selected our top 10 favourite resources which teachers can use in the classroom
to engage their students with the topic of indigenous education. These resources were
chosen based on the diversity of themes with which they engage, providing a holistic
overview of indigenous ways of knowing and beliefs, and the historical and
contemporary challenges faced by indigenous people in Canada.

Resource List

Alberta Education (2011), Walking Together: First Nations, Métis, and Inuit Perspectives in
Curriculum. Retrieved from http://www.learnalberta.ca/content/aswt/

As highlighted in Alberta Education’s Learn Alberta Resource Search, and as

discussed in the Fox Group’s Resource Evaluation project, this cross-curricular
resource provides historically accurate and culturally authentic information and
was designed to help teachers understand the holistic nature of Indigenous ways
of knowing; to provide opportunities for Indigenous peoples to share their
perspectives on topics important to them; and to demonstrate Indigenous
perspectives in teaching and learning experiences.

Alberta Education (2015). Our Words, Our Ways: Teaching First Nations, Métis and Inuit
Learners. Retrieved from https://education.alberta.ca/media/3615876/our-words-our-
ways.pdf

This resource offers information and sample strategies that classroom teachers can
use to help their Aboriginal students be more successful learners. It provides
information on Aboriginal cultures and perspectives and discusses the importance
of family and community involvement. It includes shared wisdom from Elders
and Aboriginal scholars and related stories shared by teachers of Aboriginal
students. Further, as Dr. Danlyuk pointed out in her Week 8 video, the graphic-
organizers in the appendix section are good for visual learners. Lastly, Appendix
6 provides authentic criteria to help educators evaluate classroom appropriate
resources in the future.

Alberta Regional Professional Development Consortium (2010). Weaving Ways – Indigenous

Ways of Knowing in Classrooms and Schools, Retrieved
from: http://empoweringthespirit.ca/wp-content/uploads/2018/09/Weaving-Ways-
Introductory-Document-10-09.pdf

As a printable guide to the web-link listed in Week 3 as a New Resource for

Teachers, Weaving Ways is an introductory guide to support teachers in
considering how Indigenous knowledge systems can support a rich experience for
 students in their classrooms. Provided through the Alberta Regional Professional
Development Consortia (ARPDC), this easily referenced and applied work
presents a four-quadrant approach to incorporating indigenous ways of knowing
into our learning environment – and indeed into our way of living.

Betasamosake, L.S. [2016, February 23]. Canada on the Global Stage [Video file]. Retrieved
from https://www.youtube.com/watch?v=x9tN4hPlKzs

This clip builds upon the “For Angela” film, as in the video the speaker discusses
the real life experience of racial harassment which she and her daughter were
subjected too. This talk could be used in conjunction with the aforementioned
film to illustrate the reality of this overt racism, and the impact that it has on those
who suffer from it, in addition to delving into the impacts of ongoing colonialism
which are at the root of this hateful behavior. This talk also contains a variety of
important components of indigenous ways of knowing such as story-telling;
specifically lessons imparted through stories, which convey some aspect of
indigenous beliefs and ways of knowing.

Harper, S. (2008). Canadian Federal Government Apology. Retrieved from http://www.aadnc-

aandc.gc.ca/eng/1100100015677/1100100015680

Having students watch this video followed up by a class discussion can be an eye-
opening experience for students who are unaware of the colonial history of
Canada, which this video is affirming. While the apology occured in 2008, the
ongoing impacts of intergenerational trauma as a direct result of the residential
school system continue to impact indigneous people today, which is an important
fact for students to be aware of.

Jordan-Fenton, C. (2013) When I was Eight.

We feel that when I Was Eight is a great resource, because it is accessible to a

younger audience. We believe they will be able to see themselves in this story
which will help students develop compassion and empathy. This book is a great
introduction to the history of residential schools in Canada. After reading this
book, students will have a greater understanding of severity of residential schools
and the impact they had on Indigenous communities. We feel this is also a great
opportunity to bring up discussion of intergenerational trauma and the effects the
history of residential schools continue to have Indigenous people in Canada.

King, T. (2010) Boards.

Boards, by Thomas King provides an incredible opportunity to introduce an

interdisciplinary unit with students as they begin to study the complex history of
Indigenous people in Canada. This short story does a wonderful job of expressing
the prejudiced Indigenous people face in Canada. It highlights how Indigenous
people have been robbed of their identity and asked to conform to a new one as a
 result of colonization. This source is a useful introduction to literature or a social
studies unit.

Myre, N. (2010) “As I Am”. Retrieved from: https://www.nfb.ca/film/as_i_am/

This short documentary is produced by Indigenous people, featuring a poem written by

Mohawk writer Janet Marie Rogers. We feel this is a powerful resource as it challenges
stereotypes of Indigenous people in Canada. This source provides an opportunity to
discuss bias that individual have, as well as larger scale basis that exist resulting in
oppression. Since the video features a poem this also provides an opportunity to
incorporate interdiscipity.

Prouty, D., & Botkin, N.T. (1993). For Angela. [Motion picture] Canada: National Film Board of
Canada

This film is an ideal choice for teachers to use to introduce the topic of active
racism, as the film centers around a mother and daughter who are verbally
harassed as a direct result of their indigeneity. Having students engage with this
topic is an important part of recognizing privilege, as students in the dominant
group; while certainly vulnerable to bullying, will never know the feeling of being
mistreated simply for their inherent, racial and ethnic background.

Pruden, H. UBC TEFA Talks Two Spirit with Harlan Pruden [video]. Retrieved from
https://www.youtube.com/watch?v=1Tb07GDNpow

This talk engages with the topic of two-spirit individuals from the indigenous
perspective. Exposing students to this topic is extremely important. It is likely
they have not been exposed to this knowledge from outside sources, and it can
open students minds to the diversity of gender and sexual identities. These
identities have existed in indigenous communities for thousands of years, which
our contemporary society is largely yet to recognize.