Successful Learning for Aboriginal StudentsFoundational Components of a Culture of Learning

Susan Muir, Tim Kempton and Marty Johnson

Presenters:

A Treaty Right to Education

• In the 1870s, representatives of the Crown and First Nations negotiated Treaties 1 to 7.

• Each treaty included a provision for education whereby the Crown agreed to maintain a school on each reserve, if the Indians of the reserve so desired it (Carr-Stewart, 2001).

Historical Context of Aboriginal Education• Beginning at Confederation and for many decades to

follow, a policy of assimilation existed within Canada.• The Indian Act of 1876 gave the federal government

jurisdiction of Aboriginal education (Carr-Stewart, 2001).

• The policy was intended to “move Aboriginal communities from their “savage” state to that of “civilization” and thus to make Canada but one community – a non-Aboriginal one” (Milloy, 1999, p. 3).

• At the centre of the policy was education. • In 1879, the federal government entered into

agreements with numerous Christian denominations to create residential schools (Brady, 1995).

The Residential School System

• The focus of residential schools was on conversion and gradual civilization through the attainment of religious knowledge, the English language and the general subjects of grammar, spelling and arithmetic (Archibald, 1995).

• Provided only a very basic education.• Many children experienced various forms of

abuse, high mortality rates (50% in some cases), hunger and disease (Kirkness, 1998).

• First Nations language was forbidden and their cultural beliefs were dismissed as superstition (Archibald, 1995, p. 293).

Effects of Colonization of First Nations Peoples• The Canadian Government has been instrumental

in the destruction of Aboriginal communities, economy, and culture.• “The Crown committed cultural genocide through its

assimilation processes” (Nguyen, 2011, p. 232).

• The legacy of residential schools is one of cultural conflict, alienation, poor self-concept, and a lack of preparation for employment or life in general (Goulet & McLeod, 2002).

Effects of Colonization on Aboriginal Language• The loss of language was particularly damaging as

Aboriginals relied on storytelling and oral tradition to transmit culture, customs, and to convey information (Nguyen, 2011).

• The isolation and loss of language caused by residential schools severed important intergenerational connections.• These connections are the conduit for passing knowledge from one

generation to the next and is needed for cultural retention and renewal (Goulet & McLeod 2002).

• The children who attended residential schools lost their traditional language and attained a very low level of English language.• The result was several generations of First Nations people without

a first language.

Current Context of Aboriginal Education

• The effects of residential schools and other forms of oppression are still felt today as the Aboriginal way of understanding the world are continually being assaulted.

• ?????• According to a 2007 Statistics Canada research paper,

“The Aboriginal Labour Force Analysis Series”:• 43% of Aboriginal youth (ages 15-24) were enrolled in school

compared to 50% of non-Aboriginal youth• 66% of Aboriginal youth over the age of 15 have no post-secondary

qualifications compared to 50% of non-Aboriginals.

• The general lack of education of Aboriginal people has resulted in high levels of unemployment, poverty, and chronic illness as compared to non-Aboriginal people (Nguyen, 2011).

Current Realities

Assessment data on student outcomes reminds us that First Nations and Métis students are not benefiting from the educational experience to the same degree as their counterparts. The young and growing First Nations and Métis population isSaskatchewan’s most valuable asset in meeting the impending challenges we facedue to an aging workforce. Seeing the strength of the demographic shift presentsa unique opportunity for all citizens of Saskatchewan. The new era of educationallows us to engage as enlightened citizens, with a greater understandingof First Nations and Métis peoples, with increased ability to distinguish anddispel harmful racial stereotypes and myths about First Nations and Métispeoples, and who are willing to be part of a future built on shared goals andaspirations” (A Time for Significant Leadership, 2008, p. 2).

AFL - Reading

Gr 4 Gr 7 ELA 10

2010-2011 51% 43% 50%

Gr 4 Gr 7 ELA 10

2010-2011 32% 23% 34%

School YearSchool Division FN & M Students

Assessment For Learning - Reading (% Proficient Reading Comprehension Skills)

School YearSchool Division Students

Assessment For Learning - Reading (% Proficient Reading Comprehension Skills) FN & M

First Nations & Metis

AFL - Math

Gr 5 Gr 8 Math 20

2010-2011 32% 31%

Gr 5 Gr 8 Math 20

2010-2011 13% 14%

Assessment For Learning - Mathematics (% Proficient Math Content Skills) FN & M

School YearSchool Division FN & M Students

Assessment For Learning - Mathematics (% Proficient in Math Content Skills)

School YearSchool Division Students

First Nations & Metis

High School Completion Rates

Percentage of All Students Graduating in 3 years From Grade 10

# %Still In School

Graduated + In School

2007-2008 369 78.0% 17.1% 95.1%2008-2009 373 82.5% 15.7% 98.2%

Percentage of FN & M Students Graduating in 3 years From Grade 10

# %Still In School

Graduated + In School

2007-2008 8 29.6% 70.4% 100.0%2008-2009 10 27.8% 63.9% 91.7%

* resul ts are less meaningful when low numbers of s tudents are involved

Starting Grade 10

School Division Three Year Graduation

Starting Grade 10

School Division Three Year Graduation

First Nations & Metis

High School Class Completion

Grade 10 Grade 11 Grade 12

8.4 7.4 6.56.1 5.0 5.1

Grade 10 Grade 11 Grade 128.7 7.7 6.66.7 5.6 5.3Average Credi ts FN & M*

Average Credits Earned - All StudentsFor 2009-10

For 2010-11

Average Credi tsAverage Credi ts FN & M*

Average Credi ts

* resul ts are less meaningful when low numbers of s tudents are involved

High School Course Marks

Average # of Students Average # of Students

73.2 470 62.3 3973.4 477 62.2 4171.3 482 57.9 3769.7 400 58.6 3568.9 396 52.3 2770.8 438 56.6 2772.2 368 62.1 1973.5 266 53.4 874.3 231 41 268.7 190 55.5 1173.7 397 57.1 1874.4 396 60.1 1774.6 284 58.7 975.2 181 73 274.3 136 69 268.8 367 49.7 972.2 245

77 182 61 3

Average Final Marks In Selected Courses 2010-11All Students* FN & M Students*

Course

Engl i sh Language Arts A 10

Engl i sh Language Arts B 10

Phys ics 30

Mathematics A 30

Mathematics B 30

Mathematics C 30

Science 10

Biology 30

Chemistry 30

Math: Workplace and Apprenticeship 10

Math: Foundations and Pre-Ca lculus 10

Engl i sh Language Arts 20

Biology 20

Chemistry 20

Phys ics 20

Mathematics 20

Engl i sh Language Arts A 30

Engl i sh Language Arts B 30

* resul ts are less meaningful when low numbers of s tudents are involved

Positive Learning Environment

• Physical and Attitudinal Environment – Teaching the Whole Child

* Retrieved from: http://www.education.gov.sk.ca/ATFSL

The Teaching of the Feather“When a child enters school you might say they are given a feather. When you look at that feather you see there are two sides to it; one side is the Indian side, one is the monias side. When the child leaves the school that is how they should be: Balanced. One side should not be greater than the other. They should be equal.”Elder Simon Kytwayhat, 2007

*Hoftyzer, C., National Aboriginal Trustees Gathering:A Summary of Strategies for Strengthening

First Nations and Métis Student Achievement.

Put the Rocks in First

• The six foundational components to improve student achievement are:

1. First Nation and Metis education2. Community engagement3. Early learning and child care4. Sustainable learning organizations5. Effective teaching practices6. Equity for all students*Saskatchewan School Boards- National Aboriginal Trustees Gathering: A Summary of Strategies for Strengthening First Nations and Metis Student Achievement (Horftyzer C., 2011, p. 12)

First Nations & Metis Education

• As Kirkness (1992:103) argues,• the First Nations children of today must know their

past, their true history, in order to understand the present and plan for the future. First Nations cultures must once again be respected and the traditional values must again be held in high esteem (Maina F., 1997).

First Nations & Metis Education

• School curriculum, practices, and programs that value and incorporate local Indigenous knowledge have proven to be successful in increasing Aboriginal student success and academic achievement (Pattniak,2004).

* Retrieved from :http://www.otc.ca/ * Retrieved from: http://aboriginalperspectives.uregina.ca/introduction.shtml

Community Engagement & Early Learning and Child Care

• Saskatchewan’s Aboriginal Head Start• Pre- Kindergarten; Full Day Kindergarten• Language in the Classroom• Parent Parental Programs

SustainableLearning Organizations & Equity for ALL Students• PLC’s• High expectations for all students

Effective Teaching Practices

• Two perspectives of inclusion of content:

• An add on to benefit some students

• A different approach to teaching all students

Discussion Questions

Responding to the aspirations and needs of Aboriginal learners means valuing their collective intellectual traditions and identities as Aboriginal Peoples.Aboriginal Student Achievement and Positive Learning Outcomes in CanadianSchools: Promising Practices

Case Study:In Robert’s Best InterestDiversity in Education p. 21

The Talking Circle

• The talking circle is a traditional way for First Nations people to solve problems, discuss issues, and express themselves with complete freedom.

• How the talking circle works:• Everyone sits in a circle. • A token, is passed clockwise around the circle• When a person receives the token, they may speak for as long

as they wish. They may also pass the token without speaking.• When finished speaking, they pass on the token.

• Guidelines:• 1 person speaks at a time• Listen with respect• What is said in the circle stays in the circle.

References

Archibald, Jo-ann. (1995). Locally Developed Native Studies Curriculum. In M. Battiste and J. Barman (Eds.), First Nations Education in Canada: The Circle Unflolds. Vancouver: UBC Press

Brady, P. (1995). Two policy approaches to Native education: Can reform be legislated?. Canadian Journal of Education, 20(3), 349-366. Retrieved March 14, 2012, from http://www.proquest.com.cyber.usask.ca.

Covey, S. R. (1999). The 7 Habits of Highly Effective People. New York, New York, U.S.A.: Franklin Covey Co.

Goulet, L. (2001). Two teachers of Aboriginal students: Effective practice in sociohistorical realities. Canadian Journal of Native Education, 25(1), 68-82. Retrieved March 18, 2012, from http://www.proquest.com.cyber.usask.ca.

Hoftyzer, C., National Aboriginal Trustees Gathering:A Summary of Strategies for StrengtheningFirst Nations and Métis Student Achievement. http://www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReports/IndianAndMetisEducation/11-03.pdf

Kirkness, V. (1998). The critical state of Aboriginal languages in Canada. Canadian Journal of NativeEducation, 22(1), 93-107. Retrieved March 19, 2012, from

ReferencesMaina, F., Culturally relevant pedagogy: First nation education in canada.

The Canadian Journal of Native Studies XVII, 2(1991):293-314.

Milloy, J. (1999). A National Crime. Winnipeg : University of Manitoba Press .

Nguyen, M. (2011). Closing the education gap: A case for Aboriginal early childhood education in Canada, a look a the Aboriginal headstart program. Canadian Journal of Education, 34(3), 229-248. Retrieved July 2, 2012, from http://www.proquest.com.cyber.usask.ca.

Saskatchewan Aboriginal Head Start http://www.saskahs.ca/languages/en/Mission.php

Saskatchewan School Boards Association, Diversity in Education, Case Study : In Robert’s Best Interest. Retrieved from: http://www.saskschoolboards.ca/educationservices/modules/Module_10_Diversity.pdf