Kindling conversations: Weaving Indigenous perspectives into education

1. Kindling conversations:Weaving Indigenous perspectives into education “Framing the journey: The past, present and future” Jacqueline Ottmann, PhD September 26, 2013

3. Community, Relationship Grandmother Grandfather

4. Integrated, Integrative, Inclusive: SchoolsPLUShttp://www.education.gov.sk.ca/Default.aspx?DN=d20c7104-c51e-41e5-b821-fe3ab07ab7db)

5. Integrated, Integrative, Inclusive: Alberta Ed’n FNMI Collaborative Frameworkhttp://www.education.alberta.ca/media/6664478/movingforwardbooklet.pdf

6. Kindling…Weaving

7. Kindling…Weaving Thought – Action • Mindful – purposeful • Soulful, spiritual activity; respect, thankfulness, ceremony - reflection • Intentionality, gathering – methods, collecting • Protocol – ethics • Patience, care – time • Consideration of patterns (how parts come together) – analysis • Discovery – findings, conclusions • Sharing – contribution to the whole, dissemination of ‘new’ knowledge

8. …Indigenous Perspectives Why and what does “kindling…weaving Indigenous Perspectives” mean, how can Indigenous Knowledge be embedded and by whom and where? • First Nations Education Action Plan (AFN, 2005) • A Learning Alberta, Setting the Direction, Partnerships in Action: First Nations, Metis and Inuit Learning Access and Success (2006); A Learning Alberta: Final Report of the Steering Committee • First Nations, Metis, Inuit Education Policy Framework (Alberta Learning, 2002) • First Nations, Metis, Inuit Education Policy Framework(Alberta Commission on Learning, 2002)

9. …Indigenous Perspectives • Minister’s 2005 Review and Forum of Alberta’s Advanced Learning System: “A Learning Alberta: Framing the Challenge” • Aboriginal Post-secondary Education and Training Policy Framework and Action Plan: 2020 Vision for the Future (2013)

10. …Indigenous Perspectives • Building capacity (this includes knowledge and leadership capacity) and authentic and meaningful partnerships on every level is needed between Aboriginal and non-Aboriginal educational organizations • Identify the systemic barriers that inhibit learning and relationships; rethinking education (creativity and innovation – being open to learning, stepping into new territory and perhaps making mistakes, but trying again). Moving past the myth that there is “one best way” or “one magic bullet”

11. …Indigenous Perspectives • Engaged in continuous evaluation and improvement of policy, programs, curriculum, content, and teaching strategies that affect FNMI students, all students. • Re-think the metaphor – way of being – that we function by, that determines our action – way of doing.

12. … Indigenous Perspectives • Dialogue and understand protocol and emerging responses to ‘fatigue’ of research or short-term involvement practices, and violations of intellectual property • The importance of ‘enduring leadership’ • Understand the change process

13. Framing the journey: The past Faculty of Education, University of Calgary Proposal, May, 2007 Transforming practices, structures and conditions in the Faculty of Education: Supporting Aboriginal students U of C Faculty of Education Aboriginal Proposal Plan 2007

14. Faculty of Education, Aboriginal Advisory Committee 2007-2009

15. Institutional Leadership Paradigm: Transforming practices, structures and conditions in Indigenous Higher Education (ILP) What institutional leadership practices, structures and conditions lead to change and improvement in teaching and learning for Indigenous students? Ngoonjook: Journal of Australian Indigenous Issues

16. Framing the Journey: The present • Five new Indigenous Faculty • Collaborated on new course (FNMI history, education and leadership) • Indigenous Education Task Force • ‘Conversations series’: invitation for community engagement, the … of Indigenous voice, Indigenous ways of being and doing (November, 2013) • Symposium scheduled for February, 2014

17. Framing the journey: The future

18. Framing the journey: The future • Progression of ‘the vision' from the Faculty of Education to the whole campus community and beyond, for the sake of our future – our children (Jackie Ottmann) • The widespread acceptance, acknowledgement and honouring of the First Peoples of this land through the respectful sharing of stories and a welcoming learning environment (Yvonne Poitras-Pratt) • Making space in curriculum content for exploring what it means to decolonize education in the Calgary, Alberta, Canada context (Lyn Daniels)

19. Framing the journey: The future • Foundational spaces for Indigenous world views foster engagements between Aboriginal peoples/communities and the University of Calgary that are equitable and notable for their frequency in everyday life (Phyllis Steeves) • Honouring Indigenous philosophies in research, pedagogy, and practice, such that current and future generations of diverse students and faculty feel empowered bringing their own unique values, worldviews, beliefs, traditions, and stories into their work (KarleeFellner) • Enacting Indigenous perspectives on the Land, the built environment, and respectful research (Greg Lowan-Trudeau)