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          What are some challenges for Indigenous student success?  

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          What are some challenges for Indigenous student success?  

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I have read and reviewed several articles about the challenges that indigenous students face  in today's education system.   These articles examine a wide spectrum of experiences from early learning programs to higher learning institutions across the globe.  What can we do as educators to support and encourage indigenous students so they can overcome these barriers?  What are the repeated and underlying themes in challenges of providing a quality indigenous education program?

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Alfred, T. (2009).Wasáse: Indigenous pathways of action and freedom. North York, ON:  University of Toronto Press.

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Alfred, T. (2009).Wasáse: Indigenous pathways of action and freedom. North York, ON:  University of Toronto Press.

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Abstract:  This book was written to an audience of “Onkwehonwe”.   Alfred’s book shares  transformative narratives of indigenous peoples who have resisted and risen above the colonilized influences and have dedicated their lives to a comeback.  This book encouraged indigenous people to educate themselves on the forces of colonization and engage in a life of creative, contention, restitution and revitalization. (pg 59.) The focus being on reaching and speaking with young people who are immersed in the original teachings.  He states that young Onkwehonwe in Saskatchewan provide valuable insight on educational success.  Alfred reminds us (educators) that the students  are active participants  in creating education pathways that can enrich  our educational dialogues and best practises when they are respected, acknowledged and consulted.

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Battiste, M., Bell, L., & Findley, L.M. (2002) Decolinizing education in Canadian universties: An interdisciplinary, international and indigenous research project. Canadian Journal of Native Education. 26 (2) pg 82-95

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Battiste, M., Bell, L., & Findley, L.M. (2002) Decolinizing education in Canadian universties: An interdisciplinary, international and indigenous research project. Canadian Journal of Native Education. 26 (2) pg 82-95

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Abstract: This project was about the exploration of decolonizing methodologies in our disciplines in a three year undertaking of archival and applied research, discourse analysis, community dialogues, pedalogical innovation and policy formation and analysis.  (pg 85)

Some Canadian universities have made some positive changes and progress over the last decade  in terms of making post secondary school more accessible to Aboriginal students.  This accessibility hasn't however changed any presumptions and content of university curriculum. They continue to offer very Europcentric  heritage programs and courses where everyone is expected to naturally gravitate to "real"knowledge and intellectual nourishment. (pg 82-83.)

The article went on to suggest a few changes that would benefit all Canadians by addressing the deficit in public understanding that stems from denial of Indigenous knowledge; Elders, Education materials,

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Colman, D. H. (2000). Relationships with the school: listening to the voices of a remote Aboriginal community. Australian Journal of Indigenous Education v.28 n.1 p.34-47

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Colman, D. H. (2000). Relationships with the school: listening to the voices of a remote Aboriginal community. Australian Journal of Indigenous Education v.28 n.1 p.34-47

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Abstract: This articles main focus is that that in most remote educational settings in western society indigienous education is often times deemed a failure. The article examines research about whether this can be improved by developing relationships that are meaningful between Aborignal communities and the schools. Â It looks at the relatoinships between indigenous teachers and non indigenous teachers.  It looks at evidence in community projects and explores the experiences, challenges and ideas on the needs and services that would better the relationships.  How are you developing and embracing relationships with the indigenous community?

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Douglas,.A. (1994). Recontextualizing School within an Inuit Community.  Canadian Journal of Education. pg 78- 154. 

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Douglas,.A. (1994). Recontextualizing School within an Inuit Community.  Canadian Journal of Education. pg 78- 154. 

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Abstract: In the article Douglas explores four main research questions.
1. Do the changes (in the school) imply that the school is meeting the needs of the community?
2. Are the changes in the school a result of on-going negotiation between the Inuit and Qallunaat values?
3. Which of the cultures values underlie the content of the school in terms of curriculum and interpersonal behavior?
4. Despite the predominance of Inuit staff, whose school is it?
The article is about the replacement of the Euro Canadian education model in Arctic Bay, Canada. This community has adopted an education system managed by locals. The community participation and increased Inuit input has created relationships and a cultural rapport. Douglas stresses that this case study demonstrates that it is entirely possible to balance the existing culture and integrate and maintain values and practices of the Inuit into its educational system.

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Elliott, J. (2003). "The Authentic Integration of Aboriginal Content and Perspectives." The Medium 43(2). Pg 18. 

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Elliott, J. (2003). "The Authentic Integration of Aboriginal Content and Perspectives." The Medium 43(2). Pg 18. 

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Abstract: The main focus of this journal is to portray the importance of Aboriginal teachings not only to Aboriginal students but also to non-Aboriginal students, educators, allies and administrators . When we incorporate truth in our teachings and acknowledge the value of indigenous content and knowledge we are using the curriculum as a tool for preventing racism.  This article places importance on the fact that indigenous students' needs are different and the communities view on  children is more holistic.  Elliot points out that in most First Nation communities the whole child is their focus in terms of their physical, emotional, spiritual and intellectual development. When examining the curriculum its imperative to integrate indigenous issues and to create awareness so that  learning and unlearning can happen for today's Canadian students.

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Findlay, L.M. (2000). Always Indigenize.  The Radical Humanities in the Post Colonial Canadian Universities.  pg 307-326. 

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Findlay, L.M. (2000). Always Indigenize.  The Radical Humanities in the Post Colonial Canadian Universities.  pg 307-326. 

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Abstract: Findlay encourages the Canadian education system to take a closer look at what they can do to rid the colonial practices and attitudes. What is their role in still maintaining and fostering this? He emphasizes that there is no way for post secondary educational platforms to indigenize without including indigenous people in the process . Although he recognizes the movement and progress the have made he says that "the academy must decolonize its own presumptions, curricula and research practices."

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Grant, M. (2001). Building Bridges' and Indigenous literacy: learning from Indigenous families. Contemporary Issues in Early Childhood v.2 n.1 p.95-103

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Grant, M. (2001). Building Bridges' and Indigenous literacy: learning from Indigenous families. Contemporary Issues in Early Childhood v.2 n.1 p.95-103

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Abstract: Building Bridges is a project supported by The Australian Early Childhood Association. The article outlines the importance of the literacy development for young Indigenous children. This project was funded by the Australian Commonwealth Department of Education, Training and Youth Affairs. The emphasis of the article was on that Building Bridges was a highly innovative project designed to develop resources for improving literacy competence in Indigenous young students. What approaches can teachers take? How to captivate their interest?

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Lee, T. (2007). Connecting Academics, Indigenous Knowledge, and Commitment to Community; High School Students Perceptions of a Community- Based Education. Canadian Journal of Native Education. 30:2. pg 196

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Lee, T. (2007). Connecting Academics, Indigenous Knowledge, and Commitment to Community; High School Students Perceptions of a Community- Based Education. Canadian Journal of Native Education. 30:2. pg 196

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Abstract: Lee does a great job at educating her readers about assimilation and colonization and how indigenous people are attempting to manage and regain control of their educational practices.  The article highlights ways to achieve traditional indigenous educational models  She suggests making the curriculum meaningful and connect the content and knowledge to the students home, community and real life issues.  Lee focuses on the disconnect between school and culture.  She shares a book by aboriginal educators, elders and scholars called The Relevance of Community Based Education for Indigenous Education which is a resource for all educators.

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Labercane, G. & W. McEachern (1995). "Striving For Success: First Nations Education in Canada." Education 115. pgs 322-331

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Labercane, G. & W. McEachern (1995). "Striving For Success: First Nations Education in Canada." Education 115. pgs 322-331

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Abstract: This article discusses how the formal and traditional ways of teaching are to blame for creating barriers for success for Canadian indigenous students. The authors claims that the educational system is at fault as it doesn't encourage the students to practice their own language and even restrains them from celebrating cultural diversity. There are recommendations and suggestions made on ways the Canadian educational system can be improved.  How as a system we need to be more culturally responsive and how different assessment strategies for demonstrating learning and evaluating success should be embraced and implemented.

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Roberts, D. & Power, K. (1998). Making research count at Minimbah Aboriginal preschool, Armidale NSW. 

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Roberts, D. & Power, K. (1998). Making research count at Minimbah Aboriginal preschool, Armidale NSW. 

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Abstract: The Minimbah Aboriginal Preschool in Armidale is expanding into a Primary schooling environment. This preschool was handed back to Aboriginal management in 1988, as a result some of the leadership strategies have changed and reflected a more Indigenous approach. Minimbah's success in educational outcomes for children is recognized, as are its home- school- community links. One of the many factors that is adding to the success is the collaboration that is happening between staff and management. Staff and management are collaborating with UNE's early childhood program in a series of hands on workshops. These are used to document an intensely analyze their leadership models and strategies that are effective.

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Parent, A.,(2011) “Keep us coming back for more”: Urban Aboriginal youth speak about wholistic education. Canadian Journal of Native Education, 34(1), 28948.

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Parent, A.,(2011) “Keep us coming back for more”: Urban Aboriginal youth speak about wholistic education. Canadian Journal of Native Education, 34(1), 28948.

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Abstract:  This article was a research study that was community based. Its focus and highlights the importance of including indigenous knowledge in programs that support youth. Through the non profit program based out of Vancouver, British Colombia the youth were given the opportunity to enhance their whole self and well being ( emotional, physical, cognitive, spiritual ) by exploring cultural traditions. There were many benefits discussed in the article in relation to this type of programming for example; the youth developed a sense of identity. Parent (2011) stressed the importance of listening to youth and their experiences about what its like to be Aboriginal in today's society.  We need to take a more wholistic approach to education for all students and integrate the mind body and spirit int our classroom and curriculum.

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The curriculum content and relevant knowledge, values, skills across all subject areas in elementary/secondary / post secondary need to begin with the inclusion local Indigenous Nations . This is the starting place where respectful planning and inclusive education begins for the equity-based classroom.

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How can WE influence education to be reconceptualized to include Indigenous ways of knowing?
How will YOU incorporate indigenous perspectives in Math, Art and Language?
What was YOUR biggest take away from this assignment?