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Alison Gear, 2019 BCPTA 2019 Conference Naniamo, BC - Snuneymuxw Territory Indigenous Children’s Literature Indigenous Children’s Literature in the Canadian context reflects Indigenous knowledge, the history and legacy of colonialism, and the strength and resilience of the movement toward truth and reconciliation. Indigenous Knowledge (Indigenous knowledge comes from an oral tradition and is continually evolving. This is an academic description only.) • Traditional Knowledge (passed down orally through stories): Describes creation, connections to the spirit world, societal formation; memorializes historical events; records genealogies, ancestral rights, territories; reinforces values • Empirical Knowledge Gained through observations of the land and ecosystems over time • Revealed (Spiritual) Knowledge Dreams, visions, intuition (Brant-Castellano, M., 2000) Seven Sacred Teachings (represented on TRC logo) Honesty, Humility, Wisdom, Courage, Love, Truth, and Respect Individual nations have their own unique values and principles. Indigenous Education TRC Call to Action 63: 1. Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools. 3. Building student capacity for intercultural understanding, empathy, and mutual respect. Indigenous Education is an approach to teaching. Just as important as the content of the curriculum is the way the curriculum is taught. Through the intergenerational transfer of knowledge, Indigenous children traditionally learned by observation followed by hands-on experience. This learning was broken by the residential school system. Teachers can support traditional practices through offering experiential and strengths- based learning; including families in learning; taking learning outside; emphasizing identity (family, culture, place of origin); focusing on local Indigenous content; recognizing the value of traditional teachings, language, and culture; and using the power of story. FNESC describes Indigenous pedagogy as one that: is learner centered; is inquiry based; is based on experiential learning; emphasizes an awareness of self and others in equal measure; recognizes the value of group processes; and supports a variety of learning styles (http://www.fnesc.ca/wp/wp- content/uploads/2015/07/PUB-LFP-IRSR-5-2015-07-WEB.pdf). “All that we are is story … It is what we arrive with. It is all we leave behind.” (Richard Wagamese) The Elders are Watching/illus. Roy Vickers; When We Were Alone and Owls See Clearly at Night/illus. Julie Flett. Used with permission You can always ask/include: Parents and families District Indigenous Education Depts. Local Native Friendship Centres Libraries, Museums, and Galleries (Take note of appropriate protocols when contacting First Nations resource people or guests.) “While it is not possible to fully comprehend another way of knowing, what we can do is acknowledge that both Indigenous and Western knowledge systems have equal power.” (Dr. Karen Martin, 2013) “The education system itself must be transformed into one that rejects the racism embedded in colonial systems of education and treats Aboriginal and Euro-Canadian knowledge systems with equal respect.” (p. 239)

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Page 1: Naniamo, BC - Snuneymuxw Territory Indigenous Children’s … · 2019. 10. 25. · 3. Building student capacity for intercultural understanding, empathy, and mutual respect. Indigenous

AlisonGear,2019

BCPTA2019ConferenceNaniamo,BC-SnuneymuxwTerritory

IndigenousChildren’sLiteratureIndigenousChildren’sLiteratureintheCanadiancontextreflectsIndigenousknowledge,thehistoryandlegacyofcolonialism,andthestrengthandresilienceofthemovementtowardtruthandreconciliation.

IndigenousKnowledge(Indigenousknowledgecomesfromanoraltraditionandiscontinuallyevolving.Thisisanacademicdescriptiononly.)

• TraditionalKnowledge(passeddownorallythroughstories):Describescreation,connectionstothespiritworld,societalformation;memorializeshistoricalevents;recordsgenealogies,ancestralrights,territories;reinforcesvalues

• EmpiricalKnowledgeGainedthroughobservationsofthelandandecosystemsovertime

• Revealed(Spiritual)KnowledgeDreams,visions,intuition(Brant-Castellano,M.,2000)

SevenSacredTeachings(representedonTRClogo)Honesty,Humility,Wisdom,Courage,Love,Truth,andRespectIndividualnationshavetheirownuniquevaluesandprinciples.

IndigenousEducationTRCCalltoAction63:

1. DevelopingandimplementingKindergartentoGradeTwelvecurriculumandlearningresourcesonAboriginalpeoplesinCanadianhistory,andthehistoryandlegacyofresidentialschools.

3. Buildingstudentcapacityforinterculturalunderstanding,empathy,andmutualrespect.

IndigenousEducationisanapproachtoteaching.Justasimportantasthecontentofthecurriculumisthewaythecurriculumistaught.Throughtheintergenerationaltransferofknowledge,Indigenouschildrentraditionallylearnedbyobservationfollowedbyhands-onexperience.Thislearningwasbrokenbytheresidentialschoolsystem.Teacherscansupporttraditionalpracticesthroughofferingexperientialandstrengths-basedlearning;includingfamiliesinlearning;takinglearningoutside;emphasizingidentity(family,culture,placeoforigin);focusingonlocalIndigenouscontent;recognizingthevalueoftraditionalteachings,language,andculture;andusingthepowerofstory.FNESCdescribesIndigenouspedagogyasonethat:islearnercentered;isinquirybased;isbasedonexperientiallearning;emphasizesanawarenessofselfandothersinequalmeasure;recognizesthevalueofgroupprocesses;andsupportsavarietyoflearningstyles(http://www.fnesc.ca/wp/wp-content/uploads/2015/07/PUB-LFP-IRSR-5-2015-07-WEB.pdf).

“Allthatweareisstory…Itiswhatwearrivewith.Itisallweleavebehind.”

(RichardWagamese)

TheEldersareWatching/illus.RoyVickers;WhenWeWereAloneandOwlsSeeClearlyatNight/illus.JulieFlett.Usedwithpermission

Youcanalwaysask/include:ParentsandfamiliesDistrictIndigenousEducationDepts.LocalNativeFriendshipCentresLibraries,Museums,andGalleries(TakenoteofappropriateprotocolswhencontactingFirstNationsresourcepeopleorguests.)

“Whileitisnotpossibletofullycomprehendanotherwayofknowing,whatwecandoisacknowledgethatbothIndigenousandWesternknowledgesystemshaveequalpower.”(Dr.KarenMartin,2013)

“TheeducationsystemitselfmustbetransformedintoonethatrejectstheracismembeddedincolonialsystemsofeducationandtreatsAboriginalandEuro-Canadianknowledgesystemswithequalrespect.”(p.239)

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AlisonGear,2019

FirstPeoplesCurriculuminBC:Indigenouscontentiswoventhroughmostsubjects:EnglishLanguageArts(connectiontopeople,communities,andland;oraltraditionandtexts);SocialStudies(localcommunities,culturalcharacteristics,oralhistory,traditions,values,landuse,conflictandcooperation);Science(plantsandanimals,locallandscapes,seasonalrounds,lifecycles,earthmoonandsky,ecosystems,interdependence,sustainability).TheimpactofcolonialismisintroducedinGrade4SS;residentialschoolsareintroducedinGrade5SS.ThefollowingBIGIDEAScanalsobeappliedtoIndigenouscontent:languageandtextcanbeasourceofcreativityandjoy;storiesandtraditionsaboutourselvesandourfamiliesreflectwhoweareandwherewecomefrom;storieshelpusunderstandourselvesandmakeconnectionstoothersandtheworld;textcanbeunderstoodfromdifferentperspectives.

IndigenousChildren’sLiteratureTheOralTradition:….haspreservedIndigenousknowledge,culture,andliteraryexpressionforthousandsofyearsandisstillverymuchalive.Storiesareculturalproperty,someareconsideredsacred.Somearesharedpublically(butthisdoesnotgivealistenertherighttoretellthestory)andsomearereservedforspecificaudiencesorcertainoccasions.Somestorieshaveneverbeenwrittendownandcontinuetobememorizedandpasseddownorally.Itisalwaysuptothelistenertointerpretmeaningfromthestory.

GenresandExamplesofIndigenousChildren’sBooks:NonFiction•GoShowtheWorld,WabKinew,2018•WeAreAllConnectedSeries,StrongNations,2017•SockeyeMother,BrettHuson,2017•SpeakingOurTruth:AJourneyofReconciliation,M.GraySmith,2017•StrongReadersSeries(Frog,Bear,Eagle,Raven),StrongNations,2012TraditionalStorieshavebeenretoldinbookform,oftenportrayinganimalandhumancharacters,connectionstothespiritworld,traditions,values.•TheTwoSisters,PaulineJohnson,2016•StrongStoriesSeries,StrongNations,2016•PeaceDancer(2016),OrcaChief(2015),Cloudwalker(2014),RavenBringstheLight(2013),RoyVickersandRobertBudd•TheRavenandtheLoon,RachelandSeanQitsualik-Tinsley,2013•FlightoftheHummingbird,MichaelNicollYahgulanaas,2008•HowRavenStoletheSun,MariaWilliams,2001•SalmonBoy:ALegendoftheSecheltPeople(Series),DonnaJoe,1999

Timeline:Thistimeline,basedinpartonSnuneymuxwhistory,representsselecteddatesfromthecolonialperspectiveonlyandisusedinthisworkshoptodemonstratetheimpactofpolicy.7,000BCEvidenceofhumansettlementinCoastSalishTerritory1,500BCSnuneymuxwsettlement1534Firstcontactoneastcoast1763RoyalProclamation1791Malaspinaexploresarea1843Hudson’sBayCompanyestablishesFortVictoria1849VancouverIslandbecomesaCrownColony1852HBCPostestablishedatnewcoalmine1850–54DouglasTreaties1854Firstsettlersarrive1862Snuneymuxwremovedfrommainvillage1862SmallpoxEpidemic1867Confederation1876onwardsIndianAct1885-1940sThePassSystem1890KuperIslandResidentialSchoolopens1920ResidentialSchoolsmandatory1946-66NanaimoIndianHospital1960StatusIndiansallowedtovote1960onwardsTheSixtiesScoop1969WhitePaper1973onwards–significantcourtdecisionsregardingrightsandtitle1970sto1996–ResidentialSchoolsclose(KuperIslandclosesmid1970’s)1982Constitution1996RoyalCommissiononAboriginalPeoplesReport2007IndianResidentialSchoolsSettlementAgreement2007/2016Jordan’sPrinciple2008Apology2012SnuneymuxwReserve2connectedtonewwatersystem2015TruthandReconciliationCommissionReport2017Snuneymuxwreceivea$49Msettlement2019MMIWGReport

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AlisonGear,2019

ContemporaryTraditionalStoriesarenewlycreatedstorieswhichretainelementsofthestoriesthathavebeenpasseddown(animalandhumancharacters,values,connectionstothespiritworld,humour).•TheGirlandtheWolf,KatherenaVermette,2019•AwasisandtheWorldFamousBannock,DallasHunt,2018•CoyoteTales,ThomasKing,2017•Taan’sMoons,AlisonGear,2014•AManCalledRaven,RichardVanCamp,1997•LittleBear’sVisionQuest,DianeSilvey,1995EverydayStories(PastandPresent)portraylifeasexperiencedbyIndigenouspeople.Thesestoriescanbecontemporary,orcanbearecountingofthepastasacharactershareshisorhermemories.Alargenumberofthemostrecentlypublishedbooksareeverydaystories.•What’sMySuperpower?AviaqJohnston,2017•YouHoldMeUp,MoniqueGraySmith,2017•ADaywithYayah,NicolaCampbell,2017•ThunderboyJunior,ShermanAlexie,2016•AmikLovesSchool:AStoryofWisdom(7TeachingsSeries),KatherenaVermette,2015•SometimesIFeelLikeAFox,DanielleDaniel,2015•P’eskaandtheFirstSalmonCeremony,ScotRitchie,2015•DipnettingwithDad,WillieSellars,2014•AWalkontheTundra,RebeccaHainnu2011•BisforBasketball,SchoolDistrict50,2010•TheMoccasins,EarlEinarson,2008•Yetsa’sSweater,SylviaOlsen,2006•SecretoftheDance,AndreaSpalding,2006ResidentialSchoolStories,whilebeingEverydayStoriesfromthepast,havetheirowncategorybecauseofthenumberofbooksbeingpublishedonthissubject.•Phyllis’sOrangeShirt,PhyllisWebstad,2019•StolenWords,MelanieFlorence,2017•WhenWeWereAlone,DavidRobertson,2016•IamNotaNumber,JennyKayDupuisandKathyKacer,2016•NotMyGirl,ChristyJordanFenton/MargaretPokiak-Fenton,2014•WhenIwasEight,C.JordanFenton/MargaretPokiak-Fenton,2013•Shin-chi’sCanoe,NicolaCampbell,2008•Shi-shi-etko,NicolaCampbell,2005ManytitlesalsoavailableinFrench*

CommonThemes:IdentityImportanceofthefamilyandcommunityIntergenerationaltransferofknowledgeIntegralrelationshipwiththelandTraditionandceremonyNatureandplaceofspiritualityCourageandresilienceHumourLanguagerevitalization “ItispreciselybecauseeducationwastheprimarytoolofoppressionofAboriginalpeople,andmis-educationofallCanadians,thatwehaveconcludedthateducationholdsthekeytoreconciliation.”TheHonourableJusticeMurraySinclairCulturalHumilityHumblyacknowledgingoneselfasalearnerwhenitcomestounderstandinganother’sexperience.Wereviewthehistoryand“connectthedots”tothepresentday,beingawareofpersonalandsystemicpowerimbalances,structuralprivilege,andourownassumptionsandbiases.WhentalkingaboutResidentialschools(oranyotheraspectofcolonialhistory),itishelpfultoemphasize:.thevalueoftheknowledgethatwaslost.thecourageandresilienceofthesurvivors.learningaboutthisisanactofreconciliation

(StarleighGrass,2015)

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AlisonGear,2019

ResourcesStrongNations102–5160DublinWay,Nanaimohttps://www.strongnations.com/CanadianIndigenousBooksforSchoolshttps://49thshelf.com/Lists/Members/2018-45/Canadian-Indigenous-Books-for-Schools-2018-19AboriginalWorldviewsandPerspectivesintheClassroomhttps://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/aboriginal-education/awp_moving_forward.pdfFNESChttp://www.fnesc.ca/PromisingPracticesinIndigenousEducationhttps://www.themfi.ca/ppw-educational-resourcesNationalCentreforTruth&Reconciliationhttp://nctr.ca/map.phpTheirVoiceswillGuideUs(MMIWG)https://www.mmiwg-ffada.ca/wp-content/uploads/2018/11/NIMMIWG-THEIR-VOICES-WILL-GUIDE-US.pdfMathCatcher:MathThroughAboriginalStorytelling(SFU)http://mathcatcher.irmacs.sfu.ca/FirstVoiceshttps://www.firstvoices.com/FNHealthAuthorityFoodFactSheetshttp://www.fnha.ca/documents/traditional_food_fact_sheets.pdfPowerfulUnderstanding,AdrienneGear,2018(IndigenousConnections)MOOCCourseUBC-ReconciliationThroughIndigenousEducationhttp://pdce.educ.ubc.ca/reconciliation/ LinkstoVideoClips: TRCEducationDay,Vancouverhttps://vimeo.com/75812900StarleighGrass,WestVancouverhttps://www.youtube.com/watch?v=fu0aIw1vdiEFlightoftheHummingbirdhttps://www.youtube.com/watch?v=naj6zZakgEgN’weJinanArtistshttp://nwejinan.com/FrenchResourcesGoodMindsdistributesFirstNations,InuitandMetisbooksinEnglishandFrench.Type“French”inthesearchbarfortheirFrenchtitles.https://www.goodminds.com/search?keys=frenchStrongNationsalsohasagoodselectionofFrenchtitles.Again,type“French”inthesearchbar.https://www.strongnations.com/search/?s=frenchIndspirehttp://indspire.ca/hostsa“asmallgroupofpeopleinterestedinIndigenousFrenchresourcesfromacrossthecountrythatformedafterthelastNationalGatheringforIndigenousEducation.”andsuggeststhisresourcefromBCTF:https://bctf.ca/uploadedFiles/Public/AboriginalEd/PoH(1)/Ressourcesvoleten%C3%A9ducationautochtone.pdf

HowdoIdetermineauthenticity?IndigenousChildren’sresources:

.areappropriateandrelevantfortheteachingandlearningofIndigenousstorytellingtraditions

.respectfullyrepresentthediversity,knowledge,andworldviewsofIndigenouspeoples

.weredevelopedandvalidatedbyaqualified,reputable,Indigenoussource

.includeappropriatestrategies,activities,andvisualsthatsupporttheteachingandlearninginIndigenousstorytellingtraditions(ReconciliationthroughIndigenousEducationMOOCcourse,UBC,2015)Ifindoubt,checktheseonlineresources.ThisguidefromFNESCincludesgradelevels,summaries,andcurricularconnections:

andthiscollectionfromIBBYCanada(InternationalBoardonBooksforYoungPeople)-lists100ofthebestbooksbyIndigenousauthors,manyillustratedbyIndigenousartists,publishedinCanada:

StrongNationsalsoscreensforIndigenouscontent.

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AlisonGear,2019

ULShttps://www.uls.com/GotoAdvancedSearch·Ontheleft,typeIndigenousinthe"SubjectBar"·Under"GradeLevels"selectthegradesyouwouldlike.·OntheRight,click"ActiveTitlesOnly"·Click"FrenchOnly"·Ifyouwanttoseejustwhatisstocked,youcanclick"StockTitlesOnly" AlisonGear,[email protected](778)554-4064GratefultobelivingandworkingonthetraditionalterritoryoftheOkanaganFirstNation. AvailableforAuthorTalks,Workshops,andPresentations

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AlisonGear,2019


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