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Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) RevitalizationChacaby, Maya 29 November 2011 (has links)
In Anishinaabemowin (Ojibwe language), Kipimoojikewin refers to our inheritance, or the things we carry with us. While Anishinaabemowin, Anishinaabe (Ojibwe) pedagogy and research practices are all part of our inheritance, so too is a legacy of colonial violence and historic trauma. This paper details one journey towards the language; the struggle through a colonial terrain rife with institutional and cognitive barriers, the journey to return to Anishinaabe ways of knowing, to articulating Anishinaabe pedagogy in a contemporary urban context and the work done to fulfill the vision of the Elders. There are no “best practices” only stories that exemplify an Anishinaabe axiological framework so that the causes and effects can be better understood, taken up and improved upon. Aapajitoon kema wanitoon.
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Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) RevitalizationChacaby, Maya 29 November 2011 (has links)
In Anishinaabemowin (Ojibwe language), Kipimoojikewin refers to our inheritance, or the things we carry with us. While Anishinaabemowin, Anishinaabe (Ojibwe) pedagogy and research practices are all part of our inheritance, so too is a legacy of colonial violence and historic trauma. This paper details one journey towards the language; the struggle through a colonial terrain rife with institutional and cognitive barriers, the journey to return to Anishinaabe ways of knowing, to articulating Anishinaabe pedagogy in a contemporary urban context and the work done to fulfill the vision of the Elders. There are no “best practices” only stories that exemplify an Anishinaabe axiological framework so that the causes and effects can be better understood, taken up and improved upon. Aapajitoon kema wanitoon.
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We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern OntarioLandon, Rocky 17 December 2012 (has links)
The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews.
This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research.
There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and
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were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers.
This study offers some suggestions on how to improve the practice of educating First Nation secondary students.
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We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern OntarioLandon, Rocky 17 December 2012 (has links)
The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completing interviews.
This study is unique in two ways: it presents the voices of secondary school educators (which had scarcely been reported or heard in the academic community) outlining the direction in which Aboriginal education should go and secondly, as a researcher I attempted to use the medicine wheel as a model for completing and conducting research.
There were a number of findings that appeared through the interviews. Teachers and administrators agreed that in order for Aboriginal students to succeed they needed to have involved parental support. It was important to teachers that parents take an active role in the educational life of their child. Additionally, it was acknowledged that First Nation communities were ideal settings for schooling of Aboriginal students as they were supported by family and community kinships. Yet in this study, it was also acknowledged that First Nation schools suffered financially in comparison to provincial schools. They were not able to provide programming comparable to provincial schools and
iii
were limited to a barebones program with compulsory courses being offered. In some cases, if students failed a course, they were not able to participate in the rest of the school program, until the course was re-taught in two years. Despite these shortcomings, students might do better in First Nation based schools if they were adequately funded with current resources and adequately compensated teachers.
This study offers some suggestions on how to improve the practice of educating First Nation secondary students.
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