In the Abbotsford and Mission School Districts Indigenous Education In the Abbotsford and Mission School Districts

Indigenous Population BC Population in 1871 BC Population in 2011

Indigenous Culture and Beliefs Highly relational society working together showing respect, harmony, and balance rich oral history knowledge is sacred and shared with permission elders highly respected for experience and wisdom strong spiritual connectiveness to nature and one another collective decision-making viewed education as a fluid natural process linked to everyday life

BC Curriculum vs Traditional Indigenous Education Old BC Curriculum - Teachers are responsible for education - Students isolated in a non- active environment - teacher is holder of all knowledge Traditional Indigenous Education - Parents and elders are responsible for education - experiences are shared from generation to generation - elder is holder of all knowledge New BC Curriculum - create a partnership with families so that everyone is responsible for education - Students are encouraged to demonstrate their learning in different ways - different programs offered such as outdoor Kindergarten. - student is the holder of knowledge and teacher facilitates learning

Web Kinew's 500 Years of History in 2 Minutes https://www.youtube.com/watch?v=xmYu-Wppp3c

Residential Schools "Kill the Indian in the child" created to "civilize" the native population children between 4-17 forcibly taken from families and from traditional lands housed institution style disciplined for speaking in native tongue parents were imprisoned if they refused to send children aboriginal land was siezed to build residential schools children were physically and emotionally stranded from families many students were physically, verbally, and sexually abused operated from mid 1800s to 1980s Residential Schools "Kill the Indian in the child"

Residential Schools in Canada: a History lesson https://www.youtube.com/watch?v=JOeGtkp-HSQ

Cultural Issues Today highest rates of poverty, incarceration, suicide, and alcoholism in Canada (Burke & Milewski, 2012) mistrust between the Indigenous community and the Canadian government

Aboriginal Education in two bc school Districts Sandy Hill Elementary- Abbotsford Cherry Hill Elementary-Mission herr

A Comparison Sandy Hill Cherry Hill Abbotsford Enhancement Agreement Increasing school completion for aboriginal students Increasing the number of aboriginal students meeting expectations in reading Increasing cultural pride Increasing a sense of belonging among aboriginal students Cherry Hill Mission Enhancement Agreement Recognizing aboriginal contributions Creating positive learning experiences for aboriginal students Honouring aboriginal culture and history Looking into the future

Sandy Hill Elementary 30 aboriginal students of 518 students Ab. Ed. Assistant for one-on-one intervention Abbotsford School District Resources Dedicated Aboriginal Education Department Principal of Aboriginal Education Aboriginal Helping Teachers Aboriginal presentations available

Cherry Hill Elementary 48 aboriginal students of 249 A part time (0.4FTE) Aboriginal Liason Worker for one one intervention and cultural presentations Mission School District Resources Dedicated Aboriginal Education Department District Principal of Aboriginal Education Aboriginal Mentor Teachers Aboriginal Liaison Workers Aboriginal Library with books, lessons, crafts, and presentation kits

How are we doing? Abbotsford School District. (2014). Aboriginal Education Enhancement Agreement.

The future of aboriginal education Integrate aboriginal culture and values into everyday teaching by; bringing in guest speakers for the entire class, school, staff teaching aboriginal crafts as part of a unit or regular art lesson make announcements in different languages such as Halq'emeylem celebrate important cultural days (National Aboriginal Day, Dragon Boat Festivals, Salmon Ceremony) conduct class instruction in a more holistic way such as by using more exploration or inquiry based learning, emphasis on observation

Circle of Courage: A model for resilient youth The Circle of Courage represents an amalgamation of several studies showing how children can be taught to be RESILIENT. Reclaiming Youth at Risk: Our Hope for the Future

A Resilient youth: Builds bonds with adults and peers based on care and mutual concern Thinks for him/herself and can solve problems creatively Can tolerate frustration and manage emotions Avoids making other people's problems their own Shows optimism and persistence in the face of failure Resists being put down and sheds negetive labels Has a sense of humor and can "forgive and forget" Reclaiming Youth at Risk: Our Hope for the Future