1. Becoming an Ally What are allies in/of Aboriginal Education?
What is our collective responsibility as educators?
How do existing relationships influence Aboriginal Education?

2. Learning Intention
Recognize we have an active role to play in Aboriginal Education.
Three Themes to Explore
Relationships
Collective Responsibility
Dissonance without alienation
St. Denis: definition of allies

3. Allies in Aboriginal Education
Seek to:
care about and connect with Aboriginal students and colleagues
see, treat, and know Aboriginal peoples as people
stay positive
be modest
be lifelong learners
take a stand against racism
think outside the box

4. Aboriginal Education As We Know It
What is your experience with Aboriginal Education?
What is your relationship with Aboriginal peoples?
Collective Experiences:
Show of hands for demographics of participants

10. Activities To Explore Existing Relationships
Images/ discourse that support stereotypes- recognize stereotypes exist and we can/need to get beyond
Audit of Aboriginal presence
How might these be used for self or class to move from a position of being a “perfect stranger” to Aboriginal Peoples?

11. Dissonance Without Alienation Leading to Action
“the need to not know” against “the need to know”
Micro-relationships:
interpersonal
Macro-relationships:
historical, political, cultural
The “need to not know” reflects the things that we tell ourselves / believe to stay comfortable: to alleviate dissonance.
The “need to know” reflects our desires to understand, to respond to the moral imperative
The things that we accept as the truth

13. Micro-, macro-
View these terms as a line of continuum.
1.Where do you see yourself standing?
2.Why are these insufficient postures for an ally?
3.What moves us into the Zone of Action?

14. Relationships > tension > action > collective responsibility
Positioning ourselves in relation to the people and the issues leads us to action.
The zone of action is the zone of collective responsibility, in which we have balanced engagement and ownership and work in concert with others. This is one example of what that might look like.

15. Inquiry to engage student learning
What Worked:
Community of Learners values based foundation for successful teaching and learning
Rich text to engage in reading and responding (oral, written, drama, music, poetry)
Showcase inquiry learning: Peer Coaches share learning with younger students. (Community of Learners with Family Schools)

16. Spiral of Inquiry For Teacher Plans
Dr. Kaser, Dr. Halbert 2013

17. Student Inquiry Question
Will learning about the injustices against humans, specifically Aboriginal People change your thoughts, beliefs, and actions towards respecting their right to hold different traditions and beliefs?
How will new knowledge of understanding Aboriginal cultural traditions transform you to show respect for diversity in your community of learners classroom?

18. Building collegial networks: cross-grades, cross-programs, cross-schools, district staff

19. Learning and Teaching Text

20. Learning and Teaching Text

21. Teaching Texts

22. First peer coaching session at Dover Bay Secondary
First peer coaching session at Dover Bay Secondary. Both schools used 4C’s as a values based learning and teaching foundation. .

23. Peer coaches share impactful messages from Aboriginal picture books
Peer coaches share impactful messages from Aboriginal picture books. The 4C’s justify their point of view.

24. Nathan: I learned that I can change my maturity level when I’m working with the younger kids. Self Control, Cooperation, Communication and Commitment=Successful Peer Coaching

25. Results of Peer Coaching Aboriginal Literature relating to social injustices
Transformational learning was demonstrated by students commitment to successfully teach their comprehension strategy (KNOWLEDGE).
Peer coaching increased self esteem through positive communication between students (PRACTICE).
Community of Learners code of conduct establishes a values based classroom where all learners can be self-regulated owners of learning.

26. What are your questions or concerns?

27. Ticket out the door
What supports do you need to become an active ally in/of Aboriginal Education?
Would you be willing to participate in an inquiry/study group exploring this question more in-depth (PSA: October 25 and/or District: February14)?
Thank you!
Neil Varner
Jim O’Rourke
Lynn Brown
Laura Tait