Age of Healing and Revival Teachers as Healers By David Perley

David Perley, Tobique First Nation Teachers as Healers Decolonizes provincial and First Nation education Views languages, traditions, and ancestral teachings as “medicine” Incorporates Maliseet/Mi’kmaq perspectives into their subject areas Delivers a culturally-based curriculum Encourages pride among their students

David Perley, Tobique First Nation Teachers as Healers Promotes principles of harmony, respect, balance, and interdependence Promotes equality of results in schools where they teach Continue their journey of cultural understanding Implements Policy Statement on Maliseet and Mi’kmaq Education in N.B. Enforces section 7 of the N.B. Education Act

David Perley, Tobique First Nation Teachers as Healers Educators will adopt Perley’s of “First Nation Education” and implement appropriate policies, programs, and classroom practices Educators will be guided by Hampton’s discussion of “indian Education” and reject “Schooling for Assimilation”

David Perley, Tobique First Nation Teachers as Healers Educators will be further guided by Hampton’s discussion of “Indian Education” by adopting policies and practices consistent with “Traditional Indian Education”, “Schooling for Self-Determination”, and “Education by Indians” Educators will also be guided by Hampton’s twelve standards of “Indian Education”

David Perley, Tobique First Nation Teachers as Healers Educators will adopt a “Medicine Wheel Model for a Peacekeeping Pedagogy” as discussed by Calliou Educators will recognize traditional knowledge as valid and they will also be familiar with methods of knowledge acquisition as discussed by Ermine

David Perley, Tobique First Nation Teachers as Healers Educators will adopt Yetko’s model of teaching pedagogy (Eqalitarian and Humanistic) based on the cultures of First Nation students as discussed by Sterling Educators will be guided by Leavitt’s discussion on language, culture, stories, Elders, bi-cultural programs, and learning styles

David Perley, Tobique First Nation Teachers as Healers Educators will be guided by Stair’s discussion on cultural basis of learning and teaching in Native education (see figure 7.1, page 151) and Native educator roles Educators will consider the information provided by Mackay and Myles pertaining to the influences of language skills, parental support, and home-school communication on retention and dropout

David Perley, Tobique First Nation Teachers as Healers Educators will also consider the information provided by Mackay and Myles pertaining to factors associated with success Educators will be guided by Taylor’s recommendations for non-Native teachers who are or will be teaching in a Native community

David Perley, Tobique First Nation Teachers as Healers Educators will adopt the approach suggested by Archibald pertaining to the development of a locally-based Native Studies curriculum Educators will adopt the Sacred Circle Model of Education as described by Regnier; Maliseet and Mi’kmaq students should be exposed to healing education