11. First Nations, Métis and Inuit K-12 Language Programming: What Works?

Gillies, Carmen; Battiste, Marie

doi:10.21832/9781783090310-013

Cited by 4 publications

(3 citation statements)

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“…The Homebuilders' project was community-led, with six Indigenous instructors fluent in the Anishininimowin language hired to deliver certificate courses in sawmilling, chainsaw safety, and homebuilding. Students were able to work and learn in their mother tongue, Anishininimowin, which facilitated Anishinini teachings, cultural continuity, and the ability to achieve educational goals (Gillies & Battiste, 2013;McCarty & Lee, 2014;Mmari, Blum, & Teufel-Shone, 2010).…”

Section: Cultural Assets As Indigenous Knowledge Transfermentioning

confidence: 99%

Mino Bimaadiziwin Homebuilder Program’s Impact on Sustainable Livelihoods Among Youth in Garden Hill and Wasagamack First Nations: An Evaluative Study

Oni

Martin

Bonnycastle

et al. 2023

CJNSER

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The Mino Bimaadiziwin Homebuilders postsecondary education pilot project built Indigenous youth capacity and houses in two remote Anishinini reserves—Garden Hill and Wasagamack. To evaluate this community-led project, a sustainable livelihood assessment holistically measured the impact on 45 of the 70 (64%) Homebuilder students and the community. The community benefited by gaining three culturally appropriate houses built from local lumber and employment opportunities for Anishinini instructors. A longitudinal survey found five of the six livelihood assets improved statistically and significantly, including satisfaction with social relationships, cultural awareness, income and ability to pay bills, housing safety, and human development. Students reported better relations with their families and neighbourhood. Most (85%) of the 70 Homebuilder students earned postsecondary certificates either in forestry, homebuilding or both while obtaining a training stipend, which elevated their incomes. These positive outcomes occurred despite project underfunding, the COVID-19 pandemic lockdown, climate change events, and inequitable housing policies under the Indian Act. Based on this project’s success, we recommend investing in Indigenous-led postsecondary education in community homebuilding projects. However, to attain equitable housing and human rights, a plan is needed to overturn the Indian Act, which keeps Indigenous people as “wards of the state” and their land in trust.

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Section: Cultural Assets As Indigenous Knowledge Transfermentioning

confidence: 99%

Mino Bimaadiziwin Homebuilder Program’s Impact on Sustainable Livelihoods Among Youth in Garden Hill and Wasagamack First Nations: An Evaluative Study

Oni

Martin

Bonnycastle

et al. 2023

CJNSER

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“…HeavyRunner & Morris (1997) noted that where culture is valued, cherished, and taught, youth acquire a natural resilience and a self-respecting view of their cultural identity. Additionally, instruction in local language dialects is a powerful means of reaching educational objectives (Gillies & Battiste, 2013;McCarty & Lee, 2014;Mmari et al, 2010).…”

Section: Indigenous Educationmentioning

confidence: 99%

Moving Your Body, Soul, and Heart to Share and Harvest Food

2021

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Colonialism, and its partner, racism, greatly impact Indigenous food systems across Canada elevating the rates of diet-related diseases and food insecurity. Many Indigenous communities have responded to these challenges with their own community-based, culturally appropriate food solutions, including local food production. This participatory research explores the question of traditional food education for First Nations youth through photo elicitation with five young adults employed on a community farm and interviews with twelve Elders, community food educators and Knowledge Keepers. This research provides the building blocks for food education to support a community-based, Indigenous food system and sovereignty, informed by Garden Hill First Nation Elders and youth. Interviews and participatory research established that food education should be rooted in traditional and spiritual beliefs, land-based learning and self-determination, and food policies and programs need to assess the use of technology, financial sustainability, and promote gender balance. Community desires for food education closely match the tenets of Indigenous food sovereignty. This research shows the importance of developing Indigenous food education programs that are community-based and applied.

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“…Successful Indigenous immersion programs are also exceedingly rare in Canada and are only found in land-based (on-reserve) communities (Fulford, 2007;McIvor & McCarty, 2016) Examples include Mi'kmaw Kina'matnewey Eskasoni Mi'kmaw Immersion School in Nova Scotia (Gillies & Battiste, 2013), Chief Atahm School for Secwepemc immersion in British Columbia (McIvor, 2005;Michel, 2012), and Karonhianónhnha Tsi Ionterihwaienstáhkhwa which is a Kanien'kéha (Mohawk language) immersion school located at Kahnawá:ke immersion in Québec (Kahnawá:ke Education Centre, 2019). These successes are the results of the hard work of the Indigenous communities who have innovated solutions despite lack of government support.…”

Section: Indigenous Language Education Policies In Canadamentioning

confidence: 99%

Language-in-education policies and Indigenous language revitalization efforts in Canada: Considerations for non-dominant language education in the Global South

McIvor¹,

Ball

2019

FIRE

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Indigenous languages are struggling for breath in the Global North. In Canada, Indigenous language medium schools and early childhood programs remain independent and marginalized. Despite government commitments, there is little support for Indigenous language-in-education policy and initiatives. This article describes an inaugural, country-wide, federally-funded, Indigenous-led language revitalization research project, entitled NE?OL?EW? (one mind-one people). The project brings together nine Indigenous partners to build a country-wide network and momentum to pressure multi-levels of government to honour agreements enshrining the right of children to learn their Indigenous language. The project is documenting approaches to create new Indigenous language speakers, focusing on adult language learners able to keep the language vibrant and teach their language to children. The article reflects upon how this Northern emphasis on Indigenous language revitalization and country-wide networking initiative is relevant to mother tongue-based education and policy examples in the Global South. The article underscores the need for both community level initiatives (top-down) and government level policy and funding (bottom up) to support child and adult Indigenous language learning.

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11. First Nations, Métis and Inuit K-12 Language Programming: What Works?

Cited by 4 publications

References 0 publications

Mino Bimaadiziwin Homebuilder Program’s Impact on Sustainable Livelihoods Among Youth in Garden Hill and Wasagamack First Nations: An Evaluative Study

Mino Bimaadiziwin Homebuilder Program’s Impact on Sustainable Livelihoods Among Youth in Garden Hill and Wasagamack First Nations: An Evaluative Study

Moving Your Body, Soul, and Heart to Share and Harvest Food

Language-in-education policies and Indigenous language revitalization efforts in Canada: Considerations for non-dominant language education in the Global South

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