1 / 17

Oral Traditions in Action Greater Victoria School District

Oral Traditions in Action Greater Victoria School District. Presenters: Mark Albany and James Young Aboriginal Nations Education Division. Presentation Outline : Introduction DVD: Down to Earth

pippa
Télécharger la présentation

Oral Traditions in Action Greater Victoria School District

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Oral Traditions in ActionGreater Victoria School District Presenters: Mark Albany and James Young Aboriginal Nations Education Division

  2. Presentation Outline: Introduction DVD: Down to Earth Overview of development, implementation and assessment of First Nations Cultural Fieldtrips into Aboriginal Nations Education Activity: Hunting Exercise Summary

  3. Introduction

  4. DVD: Down 2 Earth

  5. Overview of development, implementation and assessment of First Nations Cultural Fieldtrips into Aboriginal Nations Education Prescribed Learning Outcomes Environmental Learning & Experience

  6. Environmental Learning – Ministry of Education Interdisciplinary Guide • Environmental education described as understanding environments and how humans influence environments. • Integrating principles of sciences and social sciences. • Students learn of environment through traditional subjects and direct experience. • Learn the deeper connection humans/cultures have with natural surroundings.

  7. Direct experience – individual and in groups helps to understand and challenge cultural conceptions: e.g. clear cut vs. selective logging vs. specific trees. • Critical reflection and learning. • Given time to reflect on what they have learned and how this links to their previous experience and other experience.

  8. Principles of Organizing and Conceptualizing Environmental Education Complexity Aesthetics Responsibility Ethics

  9. Complexity Environmental education addresses the study of complex systems in two ways. First, it examines the complexity and interrelatedness of natural systems, and how humans interact and affect those systems. Second, it also looks at human-created systems, both those that are built and those that are part of our social fabric.

  10. Aesthetics • Beauty, artistic expression and our physiological responses to these. • Helps students to develop this aesthetic sense of respect and appreciation for the natural world through study, physical challenges and other experiences. • With other understandings of nature, encourage students to learn and act to protect and sustain the environment. • Contribute to self-awareness and personal fulfilment.

  11. Responsibility • Human decisions and actions have environmental consequences. • Provide opportunities for students to explore the environmental impact of decisions and actions made at personal, community, societal, and global levels. • Histories of all societies reflect the interactions of individuals and groups with their environment. • Through the study of human impact, students can explore and develop positive approaches to environmental concerns.

  12. Ethics • Responsible action requires an examination of values. • Environmental education provides an opportunity to question cultural assumptions that give rise to social conflict and environmental crises. • Questioning process can create new visions and possibilities. • Realize that issues and crises are the result of our values. • Encouraged to make decisions based on an understanding of the issues as well as their own values, and values of community members.

  13. Hunting Exercise

  14. Summary

  15. References Aboriginal Education Enhancement Branch 2006, Shared Learnings: Integrating BC Aboriginal Content K-10, Ministry of Education Aikenhead, Glen, Michell, Herman 2011, Bridging Cultures: Indigenous & Scientific Ways of Knowing Nature, Pearson Canada Inc. Archibald, Joann 2008, Indigenous Storywork: Educating the Heart, Mind, Body & Spirit, UBC Press Cajete, Gregory A. 1999, Igniting the Sparkle: An indigenous Science Education Model, Kivaki Press Skyand, N.C. Cajete, Gregory A. 2000, Native Science, Clearlight Publishers Clark, Karin 1996, First Nations Technology, Aboriginal Nations Education, Greater Victoria School District Clark, Karin 1996, Grandma’s Special Feeling: Grandma Teaches us How First Nations People Used Plant, Aboriginal Nations Education, Greater Victoria School District Deloria, Philip 1988, Playing Indian, Yale University Duran, Eduardo 2006, Healing the Soul Wound: Counselling American Indians & Other Native Peoples, Teachers College Press Henley, Thom 1989, Rediscovery: Ancient Pathways – Non Directions, A Guide Book to Outdoor Education, Hemlock Printers Ross, Rupert 1992, Dancing With a Ghost: Exploring Indian Reality, Octopus Publishing Group, Markham Ontario Sierra Club BC 2009, Going Wild! Teaching about Wild Products from B.C’s Coastal Rainforests, Sierra Club BC and Coastal First Nations Turning Point Initiative Silvey, Diane 2005, From Time Immemorial: The First People of the Pacific Northwest Coast, Pacific Edge Publishing Ltd. Walker, Donna, First Nations Science & Ethnobotany Unit K-10, Shared Learnings in Action, Aboriginal Nations Education Division, Greater Victoria School District

More Related