Handbook for New Teachers - YFN Resources for Teachers 2018/2019
This is an introductory booklet for new teachers to the Yukon. It introduces our unit staff and explains what we do within Yukon Education. It highlights Yukon First Nations; their traditional territories; the languages of Yukon First Nations people; culturally inclusive education; working with Elders; community contacts and First Nations resources.
Yukon First Nations Culture & Tourism Welcome Guide
This new and improved Welcome Guide showcases Yukon First Nations dynamic and evolving cultural and business traditions. Written entirely from First Nations perspectives and including profile spreads of every Yukon First Nation, the guide also features new and specially commissioned photography.
An Introduction to First Nations Heritage Along the Yukon River
The content in this manual is an introduction to the heritage of First Nations people in Yukon. The culture and history of First Nations people is complex and would require volumes and volumes of information to express and understand it in any depth. This manual provides a basic overview of life in Yukon before newcomers arrived, during times of change, and today.
Yukon Education Act Recognizing that Yukon people agree that the goal of the Yukon education system is to work in co-operation with parents to develop the whole child including the intellectual, physical, social, emotional, cultural, and aesthetic potential of all students to the extent of their abilities so that they may become productive, responsible, and self-reliant members of society while leading personally rewarding lives in a changing world; and . . .
Aboriginal Worldviews and Perspectives in the Classroom
The inspiration for this project was to support and build upon a regional dialogue that would lead to further strategies and clear commitments from all educators as we work to serve each learner, families, and communities. With a spirit of collaboration, a commitment to transformation, and an “If not here, where?” mindset, we approached Director Ted Cadwallader of the British Columbia Ministry of Education to share our School District 85 (Vancouver Island North) aspirations. Shortly thereafter, the vision and partnership was expanded to include four other school districts to host focus sessions on Aboriginal Worldviews and Perspectives in the Classroom.
Our Way is a Valid Way - Professional Educator Resource
This resource is intended to enhance all teachers’ understanding of the diverse FNMI traditions, values, and attitudes, and of the historical and contemporary realities of FNMI peoples in western and northern Canada. It is only through the increased awareness, understanding, and appreciation of the rich and long-lasting history, culture, and contributions of FNMI peoples that teachers can design learning experiences for all students that contribute to their analysis, understanding, and appreciation of FNMI issues and challenges within Canada’s political, socio-economic, linguistic, and cultural realities.
Our Way is a Valid Way - Personal Educator Reflections
This Personal Educator Reflections resource is intended to compliment the Professional Educator Resource. Educators are encouraged to work through the activities and record understandings for future reference. As part of an educator’s personal growth and development process, this resource serves as a reminder of new cultural understandings and insights that a teacher can refer to and reflect upon.
Pedagogy of Consequence – Culturally Responsive Teaching for Yukon First Nation Citizens
This website has been created as a professional learning resource for Yukon Education and the Yukon’s First Nations that work together today for their children’s future. Although developed specifically for Tr’ondek Hwech’in, the resource is developed as a call to action in assisting all Yukon teachers to examine their teaching practice, identify areas that they may need to adjust to teach effectively from a YFN perspective, and to evaluate the effectiveness of these adjustments on student engagement, well- being and success. The website includes a teacher self-assessment on-line survey with immediate results, teacher resources including sample units, publications, and videos.
Nurturing the Learning Spirit of First Nation Students
This report is intended as a road map or pathway forward for improving education outcomes for First Nation elementary and secondary students who live on reserve. It also provides recommendations for improving governance and clarifying accountability for First Nation education.
Old Ways Are the New Way Forward This reflection paper argues that traditional Indigenous ways of teaching and learning are relevant not only for Indigenous people, but for the education of all people. As teachers and practitioners, the authors seek to explore the connection between what is sometimes referred as "new" innovations in education with the forms of teaching that originated in traditional Indigenous education ways. For instance, think of differentiated instruction, daily physical activity, outdoor education, place-based, experiential, embodied, or service learning—pick a pedagogical buzzword—and there is likely some root to be found in the ways that worked for Indigenous communities for millennia. So why not explore how the old ways could be the new way forward?
WNCP Common Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Métis and Inuit Content
To better ensure that First Nations, Métis and Inuit content is culturally authentic and historically accurate, the WNCP’s Charter Two Working Group has designed an assessment and validation tool. This tool is used to assess cultural appropriateness and historical accuracy and will, henceforth, be called “assessment and validation tools”. The WNCP Common Tool for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Métis, and Inuit Content (the CTfAV) has been developed as a common tool for use within the WNCP regions and can be adjusted locally, to reflect each region’s needs.
Accord on Indigenous Education This Accord uses the term Indigenous to include the distinct Canadian terms Aboriginal, First Nations, Indian, Métis, and Inuit as well as the more global context of First Peoples’ epistemologies, ways of knowing, knowledge systems, and lived experience. Indigenous is both an international and local term, reflecting the reality that issues such as the impact of colonization have both global and local implications. Indigenous is the preferred term for the Accord on Indigenous Education; however, the terms Aboriginal, First Nations, Indian, Métis, Inuit, and Indigenous are used deliberately throughout this document to reflect the diverse, complex, and evolving nature of Indigenous identities in Canada. The use of the term Indigenous focuses attention on Aboriginal education in Canada, while at the same time engaging in a movement to address global educational issues.
It's Our Time - First Nations Education Tool Kit
The Assembly of First Nations has developed the It's Our Time First Nations Tool Kit as the basis of a comprehensive strategy to reach out to First Nations students, teachers, schools, communities and the Canadian public at large. The resource is designed to bring together First Nations and non-First Nations people and foster a spirit of cooperation, understanding, and action.