Capilano University, BR 321 Dr. Carol Rowan Wednesday May 10 EDUC 472 Summer 2017 Capilano University, BR 321 Dr. Carol Rowan Wednesday May 10

Inukshop http://www.nfb.ca.ezproxy.capilanou.ca/film/vistas_inukshop_en/

Territorial Acknowledgement I would like to begin by acknowledging that Capilano University is situated on the traditional, ancestral, unceded, territories of the Coast Salish peoples, including Tsleil – Watuth, Squamish, shishálh, Lil’Wat and Musquem Nations. I am privileged to be a visitor on these lands, and want to learn more about the ways in which the Tsleil – Watuth, Squamish, shishálh, Lil’Wat and Musquem Nations who recognize this territory as their ancestral land, would like our relationships with these lands to be lived today and in the future.

Agenda – May 10, 2017, afternoon Inukshop Territorial Acknowledgement Welcome and review agenda Quick Review of pertinent points from Calls to Action of CRC Considering Reconciliation Timuti Break Lucky and Nunangat Pedagogies Implications for practice Lunch Calderon Rhizoanalysis Passbook (if time allows) Terms and Tomorrow

Calls to Action of the Truth and Reconciliation Commission http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Act ion_English2.pdf

Article 10 of the TRC Calls to Action 10. We call on the federal government to draft new Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples. The new legislation would include a commitment to sufficient funding and would incorporate the following principles:

Article 10 of the TRC Calls to Action i Article 10 of the TRC Calls to Action i.Providing sufficient funding to close identified educational achievement gaps within one generation. ii.Improving education attainment levels and success rates. iii.Developing culturally appropriate curricula. iv. Protecting the right to Aboriginal languages, including the teaching of Aboriginal languages as credit courses.

Article 10 of the TRC Calls to Action v. Enabling parental and community responsibility, control, and accountability, similar to what parents enjoy in public school systems. vi. Enabling parents to fully participate in the education of their children. vii. Respecting and honouring Treaty relationships (Truth and Reconciliation Commission of Canada, 2015, p.2)

Article 12 – Calls to Action of the TRC 12. We call upon the federal, provincial, territorial, and Aboriginal governments to develop culturally appropriate early childhood education programs for Aboriginal families. (Truth and Reconciliation Commission, 2015, p. 2)

62.Education for reconciliation i. Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade Twelve students. ii. Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms. iii. Provide the necessary funding to Aboriginal schools to utilize Indigenous knowledge and teaching methods in classrooms. iv. Establish senior-level positions in government at the assistant deputy minister level or higher dedicated to Aboriginal content in education. (Truth and Reconciliation Commission of Canada, 2015, p. 7) We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:

Article 30   Un Convention on the Rights of the Child In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practice his or her own religion, or to use his or her own language.

Considering Reconciliation 1. Share your piece in its entirety. 2. Having shared your work in your groups draft a statement and post on the Moodle Forum which describes your current understanding of the term reconciliation. 3. Taking into consideration Article 30 of the UNCRC and the Calls to Action of the TRC: what are the implications for adopting pedagogies to engage with reconciliation?

Timuti https://www-nfb-ca.ezproxy.capilanou.ca/film/timuti_en/download/

Northern children are special because they follow and learn Inuit traditions as they grow. Inuit children have their own culture that is unique.   Inuit children are special because of the food they eat. Most of the time, Inuit children eat country food like caribou meat, fish, ptarmigan and others. These foods are eaten fresh, frozen or cooked. Inuit children are often fed at odd hours, when they are hungry. Northern children are frequently taken outdoors, which helps them adapt to the cold northern weather. Inuit children often go hunting with their families. The Inuk child has a special family situation, meaning that adopted children know their natural parents. The adoptive parents are respected and considered the real parents of the adopted child. Last but not least, Inuit children show they need to be loved. They need cuddling and hugs from their parents and caregivers, which in time will contribute to their behaviour and growth. Contributed by Annie Kasudluak Alaku, in consultation with the women of Inukjuak (Kativik Regional Government, 1990, p. 5).

Lucky https://vimeo.com/187363524 You may wonder, what is involved in engaging, with land, water and ice as methodology. I thought I would show this short 3 minute film, as a strategy to bring Nunangat into this session to be with us here. While you watch, I invite you to consider how you might envision engaging with nunangat as a methodological strategy.

Nunangat Pedagogies What are the implications for practice?