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Aboriginal Perspectives: The Dos and Don’ts of Daily Practice

Aboriginal Perspectives: The Dos and Don’ts of Daily Practice. Social Studies Summer Institute – Aboriginal Perspectives Wednesday, August 13, 2008 Amiskwaciy Academy – Edmonton, Alberta Lori Pritchard lapritchard@cbe.ab.ca. Session Objectives. Session participants will:

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Aboriginal Perspectives: The Dos and Don’ts of Daily Practice

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  1. Aboriginal Perspectives: The Dos and Don’ts of Daily Practice Social Studies Summer Institute – Aboriginal Perspectives Wednesday, August 13, 2008 Amiskwaciy Academy – Edmonton, Alberta Lori Pritchard lapritchard@cbe.ab.ca

  2. Session Objectives Session participants will: • hear about cultural infusion; • reflect upon the importance of Aboriginal perspectives in the Social Studies curriculum; and • hear, talk and reflect upon the “dos anddon’ts”of infusing Aboriginal perspectives in the social studies classroom.

  3. Cultural Infusion (of multiple perspectives) is: • congruent with the Alberta programs of study • comfortable with complexity, with “this AND that” • an attitude, an awareness • a permeation, rather than an add-on or drop-in piece of information. ~ Our Words, Our Ways (2005:54)

  4. Open Reflection At your tables, please take a moment to reflect openly upon the importance of First Nations, Métis and Inuit (FNMI) perspectives in the Social Studies program. As a group, please prepare to share ONE reason why this work requires our attention as educators.

  5. Social Studies and Aboriginal Perspectives and Experiences For historical and constitutional reasons, an understanding of Canada requires an understanding: • of Aboriginal perspectives • of Aboriginal experiences • that Aboriginal students have particular needs and requirements. ~ Social Studies (K-12) (2005:4)

  6. The Dos and Don’ts of Aboriginal Perspectives in the Social Studies Classroom • Don’t avoid controversy. “If it matters, it produces controversy”.(Jay Greene) Teaching Controversial Issues (Four-Step Classroom Strategy) http://www.onlineguide.learnalberta.ca/content-og/ssogmd/html/teachingci/teachingcontroversialissuesarticle.pdf Teaching Controversial Issues (Teacher Guide) http://www.oxfam.org.uk/education/teachersupport/cpd/controversial/files/teaching_controversial_issues.pdf Take a Stand (Student Activity) http://www.tolerance.org/teach/activities/activity.jsp?ar=902

  7. 2. Don’t deny the existence of a hidden curriculum. The hidden curriculum refers to “the collection of unstated and/or normalized assumptions and attitudes [of teachers] that influence the school environment.” (Varma-Joshi 2004:150) “It is what teachers think, what teachers believe, and what teachers do at the level of the classroom that ultimately shapes the kind of learning that young people get.” (Andy Hargreaves & Michael Fullan)

  8. Self-Reflection Activity On a blank piece of paper, answer the following question: What are my personal beliefs about having to teach Aboriginal perspectives in my classroom? ----------------------------------- Dig a little deeper… Self-test your unconscious levels of prejudice. https://implicit.harvard.edu/implicit/ Teacher Perspectives Inventoryhttp://teachingperspectives.com/html/tpi_frames.htm

  9. 3. Don’t teach about Aboriginal peoples. Teaching for understanding Aboriginal issues will assist students in arriving at a deeper and articulated understanding of Canadian and global Aboriginal issues. What I Learned in Class Today: Aboriginal Issues in the Classroom. http://www.whatilearnedinclasstoday.com/ Assembly of First Nations http://www.afn.ca/ Métis Nation http://www.metisnation.ca/ National Inuit Organization http://www.itk.ca/

  10. Do… • Remember that Aboriginal history is Canadian history. • Educate yourself on FNMI issues prior to teaching them. • Speak of Aboriginal peoples as a living, breathing community. • Connect the past to the present. • Don’t… • Homogenize Aboriginal peoples in Canada. • Single out the Aboriginal students. • Assume that every Aboriginal person knows everything that there is to know about every FNMI Nation. • Use books and other resources that show Aboriginal people as savages, primitive, craftspeople, or simple tribal people. • Rely on arts and crafts activities (culturalism) that trivialize Aboriginal dress, dance and ceremony. • Ignore the value of your local Aboriginal community.

  11. Print Resources 1. Teaching in Mind: How Teacher Thinking Shapes Education (Judith Lloyd Yero) http://www.teachersmind.com/TIMNEW.htm 2. Education is our Buffalo (ATA) http://www.teachers.ab.ca/NR/rdonlyres/C5446881-0681-401B-9A0E-1625659E03B0/0/EducationIsOurBuffalo.pdf 3. Our Words, Our Ways (Alberta Education) http://www.education.gov.ab.ca/k_12/curriculum/OurWords/Words.pdf 4. The Truth about Stories (Thomas King) http://www.chapters.indigo.ca/books/Truth-About-Stories-Native-Narrative-Thomas-King/9780887846960-item.html?ref=Books%3a+Search+Top+Sellers 5. The Dispossessed (Geoffrey York) http://www.chapters.indigo.ca/books/Dispossessed-Geoffrey-York/9781552780619-item.html?ref=Books%3a+Search+Top+Sellers 6. Teaching for Understanding First Nations Issues (Jeff Orr) in Challenges and Prospects for Canadian Social Studies (Alan Sears & Ian Wright Eds.) (Out of Print – check local library or SS Consultant) 7. A guide to Aboriginal Organizations in Alberta http://www.assembly.ab.ca/lao/library/egovdocs/2008/alar/166596_may08.pdf

  12. Thank you.

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