Teaching

Sociology and Anthropology Thesis (M.A.)--Concordia University, 2005.

Looks at the research on numeracy development of Aboriginal children, and identifies the key factors which affect achievement and the teaching strategies that could help them.

Looks at a project supporting children in transformation geometry using Māori ideology.

Looks at shared stories of experiences by Aboriginal children and families and shared experiences of white teachers. Report is the result of a two year investigation.

Mathematics and Statistics Thesis (M.T.M.)--Concordia University, 2007.

Discusses need for contemporary changes to Bureau of Indian Affairs residential schools including, fewer students and improved teacher skills.

List of works relating to Indigenous language and Indigenous knowledge that foster a spiritually rooted Native identity. Draft.

Music Thesis (Ph.D.)--University of Oklahoma, 1999.

Author speaks about specific experiences and challenges with teaching Aboriginal spirituality.

Authors describe their experience teaching a mandatory course in Indigenous education at Western University; articulate the challenges, mistakes, and successes they experienced in hopes of further decolonizing the practice of teacher education.

Interviews students at a Northern Territory University on how they learn and utilize the practice and skills of critiquing.

Discusses poems, short stories, and novels written between 1969 and 1979.

Book reviews of: American Indians in World War I: At War and At Home by Thomas A. Britten. Boarding School Seasons: American Indian Families, 1900-1940 by Brenda J. Child. Choctaw Genesis, 1500-1700 by Patricia Galloway. Daily Life on the Nineteenth-Century American Frontier by Mary Ellen Jones. Dancing the Dream: The Seven Sacred Paths of Human Transformation by Jamie Sams. The Great Peace: The Gathering of Good Minds (CD-ROM) by Raymond Skye et.

Topics include: culturally focused curriculum; traditional languages and language development; networking and outreach; policies and procedures; program evaluation; and child assessments.

Looks at adult education practices for adult educators and discusses experience instructing cultural awareness workshop for non-Aboriginals working in human services with Aboriginal clients.

Comparative analysis of the two educational teaching systems reveals that cultural traditions are preserved in unity with nature.

Discusses barriers to Indigenous Education reform.

Offers suggestions to enable faculty to establish relationships with students and therefore lower the attrition rates.

Study to see if imagery could be used as a teaching tool by testing young students on the Torrance Test of Creative Thinking.

Discusses strategies for the classroom by using an anti-colonial discursive framework.

Analysis of interview transcripts from 10 Nunavut teachers regarding the role of Inuit languages in Nunavut schooling.

Discusses three themes which emerged from interviews conducted with experienced educators: "who you are" counts, building relationships and you are the visitor.

Study conducted through interviews indicated that the role of cultural conservator was carried out through storytelling, support of children taking part in cultural activities and transference of traditions and values.

Article uses a personal narrative essay to explore the systemic racism experienced by the author as a graduate student and an instructor at an Ivy League University in the United States.

Book review of: Roots and Branches by Dorothea M. Susag, foreword by Joseph Bruchac. Entire issue on one pdf. To access article, scroll down to appropriate page.

Looks at how languages are taught and learned in schools and problems faced by minority language speakers.

Thesis (M.A.)--University of Lethbridge, 2002.

Book review of: The Rose That Grew From Concrete by Diane Wishart.

The file contains further comments by Kathy First Rider. First Rider discusses her experiences growing up on reserve, how perceptions have changed amongst the Blackfoot youth since her childhood, her job educating the children in history and the Blackfoot language, encounters with racism in southern Alberta, and her views on these matters.

File contains an individual presentation by Angela Andrew, teacher at the local community college, discussing Innu culture and education. She states that elders should be utilized more in teaching traditional skills to Innu youth, but because they do not have the proper teaching certification, they are not allowed to teach. She calls on the Commission to ease teacher education restrictions with elders to ensure traditional Innu skills and traditions are passed on. Following the presentation are brief remarks by Rene Dussault, Co-Chair.

File contains an individual presentation by Betty Hardisty, teacher, via translator. She discusses her experiences with teaching Slave children about treaties and displays her students' wall murals that portray their understanding of treaties. Her students are fifth-generation relatives of the treaty signatories.

File contains an individual presentation by Brenda Jonah, graduate of the Native Community Worker Program of Sault College, Sault Ste. Marie. She describes her experiences working in a high school with a high number of Aboriginal students. Through workshops, displays and social events, the students learned about their culture, many for the first time. Jonah proposes establishing Aboriginal liaison programs in high schools with large Aboriginal student populations. Following the presentation is a question-and-answer session with the Commissioners.

File contains a presentation by Bertha Dixon, secondary post-graduate student, expressing concern over the lack of Aboriginal teachers in post-secondary educational institutions. She believes that a lack of respect between Aboriginal students and non-Aboriginal teachers creates a poor learning environment. Following the presentation is a question-and-answer session with the Commissioners.

File contains a presentation by Chief Darrell Boissoneau that focuses on treaty violations and particularly on the Indian Act. He calls on the Commission to help begin the healing and to ensure funding for the essential programs that are necessary to help Aboriginal people reclaim their culture. Following the presentation is a question-and-answer session with the Commissioners.

File contains a presentation by Delores Trudeau relating to counselling of Aboriginal students as an integral part of the education process. Trudeau recommends that counsellors be given adequate resources to fulfill their duties, be given the opportunity to acquire a university degree, and that a salary grid be based on experience and qualification. Following the presentation is a question-and-answer session with the Commissioners.

File contains a presentation by Diane Dokkie. Dokkie discusses Aboriginal education concerns in Fort St. John. She emphasizes the need for curriculum changes, greater understanding and awareness on the part of non-Aboriginal educators, and related concerns. Dokkie also discusses band schools. Following the presentation the assembled Commissioners engage Dokkie in a discussion on some of these issues.

This file contains a presentation by Don Robertson focusing on the negative effects of federal and provincial government funding cuts to the BUNTEP program. He offers four recommendations to the Commissioners, including that funding be made available to advanced training programs in areas that have been identified by northern communities, such as counselling, recreation, community development and adult education. A question-and-answer session with the Commissioners follows the presentation.

File contains a presentation by Katherine Morrisseau and Iris Lauzon of the Ojibway Language Immersion Program for Preschoolers in Winnipeg. The presenters discuss reasons for the decline of Aboriginal languages, their importance, curriculum, and their efforts to teach Ojibway to children. Following the presentation is a discussion with the Commissioners.

File contains a presentation by Larry Aknavigak focusing on four subjects: the powers assigned to the Divisional Board, the future government of Nunavut, post-secondary education and Inuit teachers teaching Inuit culture. A question-and-answer session with the Commissioners follows the presentation.

This file contains a presentation by Lex Ross and Billy McReady that states: "Aboriginals without basic literacy and academic skills will never secure and retain gainful employment." A new curriculum should be implemented that would enhance the self-image of young Aboriginals as to their culture and history. Amulet Consulting's teaching technology "doesn't replace existing teaching systems, it enhances them" with that new curricula. A question-and-answer session with the Commissioners follows the presentation.

Historical note:

File contains a presentation by Louisa Smith, North Coast Tribal Council. Smith discusses First Nations education issues, a dispute she had with School District 52, funding issues, administrative problems in schools, teacher issues, special needs students' issues, and teacher racism in schools. Bernice Goldie discusses her experiences as a teacher, administrative abuses, bureaucratic practices which detrimentally effect students, and related concerns.

File includes a presentation by Mathilda Fontaine on behalf of the Maliotenam School Parents Committee. Fontaine discusses concerns with money being allocated for education not necessarily being spent on it, and also with the recognition of Montagnais teaching certificates. Following her presentation Commissioner Dussault and Wilson discuss these issues with her, while Commissioner Chartrand thanks her for her presentation.

File contains a presentation by Paul King of the North Bay Psychiatric Hospital. King discusses Aboriginal mental health, training, and teaching. King also provides an overview of the hospital, its' geographic service area, staffing, and mandate. Following the presentation the assembled Commissioners discuss some of the issues raised with King.

File contains a presentation made by Rick Laliberte and Harold Schultz for the Northern Teacher Education Program (NORTEP) and the Northern Professional Access College (NORPAC) on the topics of the the Royal Commission's mandate, the education opportunities for northern communities, economic development and self-government in Aboriginal communities. Also contained are comments and questions from the assembled Commissioners and those of the Commissioner-of-the-Day.

File contains a presentation by Ray Katt and Bob Narcisse expressing concern for the high rate of Aboriginal students dropping out of high school in northern Ontario. The presenters state that non-Aboriginal teachers should have cultural sensitivity training and that more Aboriginals in the education field are needed. Katt states that because of numerous staff who are Aboriginal, his high school has the best rate of graduation for Aboriginal students in northern Ontario. Following the presentation is a question-and-answer session with the Commissioners.

This file contains a portion of Volume 2 of a sitting of the Royal Commission on Aboriginal Peoples at Akwesasne Mohawk School, Cornwall Island, Ontario. This portion of the Volume includes a presentation given by Theresa Cole on the subject of the Akwesasne Native Teachers Association.

File contains a presentation by Tim McNeill. McNeill discusses issues related to education. McNeil's presentation covers secondary education, housing for students, language issues, teacher training, literacy concerns, and cultural concerns. Following the presentations Commissioners Dussault and Sillet discuss these findings.

File contains a discussion between an unidentified teacher at the Northern Lights secondary school in Moosonee, Ontario and Commissioner Georges Erasmus. The teacher asks a question of Erasmus for an unidentified student who wishes to know why the Assembly of First Nations doesn't have students needs as its number one priority. Following this query is a discussion between Erasmus and the student via the teacher on youth issues, and then on the Commissions work with the Metis people.