Bitterroot draft 2 sd78
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This document discusses decolonizing education through culturally responsive teaching. It argues that truly decolonizing education requires shifting away from solely preparing students for the job market and toward nurturing cultural revitalization. This means centering Indigenous knowledges and ways of knowing in the classroom in order to disrupt colonial epistemologies. The document advocates for making meaningful community connections, teaching local Indigenous histories, and focusing on self-determination and cultural continuity rather than just increasing test scores. It notes that cultural integration and community connections are linked to higher achievement, well-being, and self-determination for Indigenous students and communities.
Bitterroot draft 2 sd78
- 1. Bitterroot as a metaphor for decolonizing education Starleigh Grass February 15th, 2013 SD78 District Day
- 2. Recognition of territory We are on unceded Sto:lo territory Thank you to the Sto:lo Nation for their ongoing hospitality Thank you to SD78 for hosting this day
- 3. Methodology Enowkinwix Opportunities for collaboration/imagining/dreaming Celebrate how far weve come, look forward to where we need to go next Support positive, productive dialogue Twitter
- 5. Properly introducing myself Tsilhqotin gold Tletinqox-tin, Yunesitin, Tsi Del Del E-li Jeff knowledge and land justice Nita Grass education as empowerment Mother/aunt education as an obligation to the future
- 6. Increasing the integration of Aboriginal content and pedagogy Aboriginal Strategic Plan Implementation Committee FNESC EFP10/11, EFP12 Educational Advisor for McGraw Hill Professional development facilitator K-12 humanities teacher in communities with high percentage of Aboriginal students Literacy coach Lillooet Tribal Council Curriculum development TA Leyton Schnellert BCTELA journal co-editor Pamela Richardson GAA Jeanette Armstrong, Bill Cohen Twinkles Happy Place
- 7. 1) Your relationship to the First Nations on whos territory you currently work in 2) Your current perceived role in decolonization as a community member and as a member of the educational community
- 8. Bitterroot
- 9. How can teachers form a symbiotic relationship with communities in order to enhance communities through education leading to long term growth in student achievement? Why is this the most pressing activity that all educators at all institutions need to engage in?
- 10. Culturally responsive teaching I believe that supporting the capacity of classroom teachers to become culturally proficient in order to integrate IK and culture into classrooms is key to increasing Aboriginal achievement
- 11. Grassroots Change and Culturally Responsive Teaching IK Self determination and decolonization Culture
- 12. What is decolonization? Colonization economic, social, cultural, political, religious, i ntellectual control of one group by another Decolonization reclaiming and revitalizing Indigenous sovereignty in all these areas through structural and grassroots means Indigenization supports decolonization and resists colonization through the integration of Indigenous epistemology in academia
- 13. Grassroots Change and Culturally Responsive Teaching IK Self determination and decolonization Culture
- 14. 5 stages of decolonization Laenui, P. (2000). Process of decolonization. In M. Baptiste (Ed.) Reclaiming Indigenous Voice and Vision. Vancouver, BC: UBC Press. Pp. 150- 160 1) Rediscovery and recovery 2) Mourning 3) Dreaming 4) Commitment 5) Action
- 15. Medicine wheel Baptiste, M. (2000). Reclaiming Indigenous Voice and Vision. Vancouver, BC: UBC Press. Mapping colonialism (West) Diagnosing colonialism (North) Healing colonized indigenous peoples (East) Indigenous renaissance (South)
- 16. 25 Indigenous Projects Smith, L. T. (1999). Decolonizing Methodologies: Research and Indigenous Peoples. New York, New York: Zen Publications. Reframing Envisioning
- 17. Non-linear transformative praxis Smith, G. H. (2003). Kau Papa Maori:Theorizing Indigenous transformation of education and schooling. http://www.aare.edu.au/03pap/pih03342.pdf p.13 Resistance Transformative Conscientization Action
- 18. Awareness is not enough In anti-racist education, being aware of racism and different perspectives is not enough. One can be aware, and yet continue to perpetuate oppression. Gorski, P. C. (2009). Good intentions are not enough: A decolonizing intercultural education. Intercultural Education 19(6). P515-525. Retrieved fromhttp://www.everettcc.edu/uploadedFiles/Faculty_Staff/TLC/Diversity_Teaching_Lab/intercultural- education.pdf
- 19. Non-linear transformative praxis Smith, G. H. (2003). Kau Papa Maori:Theorizing Indigenous transformation of education and schooling. http://www.aare.edu.au/03pap/pih03342.pdf p.13 Resistance Transformative Conscientization Action
- 20. Reframing the roots of inequity in education
- 21. PSE growing Grade 12 gap 50% Inequitable distribution of public resources Achievement discrepancy Association of Colleges and Universities Canada. (2010). National working summit on Aboriginal post- secondary education. Ottawa, Ontario: Association of Colleges and Universities Canada in association with the National Aboriginal Achievement Foundation. http://www.aucc.ca/wp- content/uploads/2011/07/aboriginal-report- summit-aboriginal-pse-2010-12-15-e.pdf
- 22. Harm
- 23. Locating responsibility Kuokkanen, R. (2007). Reshaping the University: Responsibility, Indigenous Epistemes, and the Logic of Gift. Vancouver, BC: UBC Press. Student Community Institution Outside factors
- 24. Invisibility Academia presents Indigenous thought as inferior to Eurocentric thought Strips Aboriginal students of their heritage and identity Succumb to eurocentric thought, Youngblood Henderson, J. (2000b). Postcolonial ghost dancing: Diagnosing European colonialism. In M. Battiste (Ed.), Reclaiming Indigenous Voice and Vision (57-76). Vancouver, BC: UBC Press. or else?
- 25. Liberal individual ideology Power blind tolerance discourses which do not explicitly address racism only serve to blame Aboriginal students when it is the institutions that are failing There is room in the curriculum for decolonization, but teachers arent making it happen Orlowski, P. (2008). "That would certainly be spoiling them": Liberal discourses of Social Studies teachers and concerns about Aboriginal students. Canadian Journal of Native Education 31 (2). p110-129.
- 26. Culture as a means of assimilation? Integration of culture into the classroom for the sole purpose of increasing literacy and numeracy achievement in order to better integrate indigenous peoples into the neoliberal market is a neocolonial version of education for assimilation Kostogriz, A. (2011). Interrogating the ethics of literacy intervention in indigenous schools. English Teaching: Practice and Critique 10 (2). P24-38.
- 27. If the purpose of education is not solely to position the individual to compete in an individualistic capitalist economy, then what is the purpose of education?
- 32. IK Self determination and decolonization Culture
- 33. Indigenous knowledges are inherently disruptive Requires epistemological and pedagogical shift that inherently undermines the privileging of Eurocentric thought Experiential, student centered, place based Mason, R. (2008). Conflicts and Lessons in First Nations Secondary Education: An Analysis of BC First Nations Studies. Canadian Journal of Native Education 31 (2). pp 130-153.
- 34. Cultural integration Indigenous knowledge base increases high school completion Nazeem, M., Puchala, C., Janus, M. (2011). Does the EDI Equivalently Measure Facets of School Readiness for Aboriginal and Non-Aboriginal children? Social Indicators Research, 103, 299-314. Being culturally connected increases post secondary completion Drywater-Whitekiller, V. (2010). Cultural resilience: Voices of Native American students in college retention. The Canadian Journal of Native Studies 30 (1). p1-19. Communities with a cultural continuity have lower suicide rates Chandler, M. J., & Lalonde, C. (1998). Cultural continuity as a hedge against suicide in Canada's First Nations.Transcultural Psychiatry 35 (2). 191-219.
- 35. Community connections Make connections to Aboriginal communities Learn about the histories of Aboriginal communities Orlowski, P. (2008). "That would certainly be spoiling them": Liberal discourses of Social Studies teachers and concerns about Aboriginal students. Canadian Journal of Native Education 31 (2). p110-129.
- 37. Self determination and decolonization University classroom climate is a strong indicator of drop out rates in post-secondary Lindsay, W. G. (2010). Redman in the ivory tower: First Nations students and negative classroom environments in the university setting. The Canadian Journal of Native Studies 30 (1). p 143-154. Shifting the purpose of education as a means to explicitly to address ongoing injustices shifts classroom climate and teaching attitudes
- 38. It is being done Self governed Aboriginal post-secondary institutions, developed with the purpose of building capacity to meet the needs of decolonization, have a higher success rate than mainstream institutions Stonechild, B. (2006). The New Buffalo: The Struggle for Aboriginal Post-secondary Education in Canada. Winnipeg, Manitoba: University of Manitoba Press.