Embracing Indigenous Education in our Role as International Educators - Summary of workshop "Building Bridges Between Indigenous and Non-Indigenous Communities in Canada and Overseas", presented at the 2013 Congress of the Canadian Bureau for International Education in Vancouver.
Embracing Indigenous Education in our Role as International Educators - Summary of workshop "Building Bridges Between Indigenous and Non-Indigenous Communities in Canada and Overseas", presented at the 2013 Congress of the Canadian Bureau for International Education in Vancouver.
Contributions of First Nations in Canada workshopAmandaAmmon1
This is a sample workshop for educators to discuss and learn the beginning of contributions of First Nations, Metis, and Inuit Canadians to our society.
Locally-Raised Students Are Still Primarily Influenced By Their Culture.hussanisoyat
Uptown International school has been hosting a study abroad students in a variety of countries for the past 10 years. Now, with seventy programs and four academic offices to help you home, studying anywhere internationally is made easy and affordable. We are leading schools in the Taaleem Family of Schools! UIS is a co-educational day and boarding school for students aged 6 to 18.
34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docxstandfordabbot
34 E D U C A T I O N A L L E A D E R S H I P / M A R C H 2 0 1 5
Paul C. Gorski
and Katy Swalwell
I feel like a visitor in my own
school—that hasn’t changed,”
Samantha said, confusion and
despair in her voice. We were
at the tail end of a focus group
discussion with African American
students at Green Hills High, a pre-
dominantly white, economically
diverse school. We had been invited to
conduct an equity assessment, exam-
ining the extent to which Green Hills
was an equitable learning environment
for all. We had asked Samantha and
a small group of her classmates how
they would characterize their school’s
two-year-old Multicultural Curriculum
Initiative, touted by school adminis-
trators as a comprehensive effort to
infuse a multicultural perspective into
all aspects of school life.
“I’m invisible,” Sean added, “but
also hypervisible. Maybe twice a year
there’s a program about somebody’s
food or music, but that’s about it. I
don’t see the purpose.”
Then Cynthia, who had remained
quiet through most of the hourlong
discussion, slammed her fist on the
table, exclaiming, “That multicultural
initiative means nothing. There’s
racism at this school, and nobody’s
doing anything about it!”
We found ourselves only a few
moments later in our next scheduled
focus group, surrounded by the
school’s power brokers: the prin-
cipal, assistant principals, deans, and
department chairs. Still taken—maybe
even a little shaken—by what we had
heard from the young women and
men who felt fairly powerless at Green
Hills, we asked the administrators
about the purpose of the Multicultural
Curriculum Initiative.
After a brief silence, Jonathan, the
principal, leaned back in his chair.
We had observed him over the past
few days interacting with students,
and it was clear he cared deeply about
them. The Multicultural Curriculum
Initiative was his brainchild, his baby.
Jonathan decorated his office door
with quotes about diversity and his
office walls with artwork depicting
diverse groups of youth. “We see
diversity as our greatest asset. That’s
what this initiative is all about. What
we aim to do here,” he explained with
measured intensity, “is to celebrate
the joys of diversity.” When we shared
with Jonathan the concerns raised
by the African American students,
he appeared confused and genuinely
concerned. “They said that?” he asked,
before interrupting a member of his
leadership team who had begun to
defend the initiative. “Maybe it’s time
to rethink this.”
Beyond Artwork
and Celebrations
If we’ve learned anything working
with schools across the United States,
it’s this: When it comes to education
equity, the trouble is not a lack of
Equity Lıteracy
FOR ALL
Schools can commit
to a more robust
multiculturalism by
putting equity, rather
than culture, at the
center of the diversity
conversation.
Gorski.indd 34 1/29/15 7:48 PM
A S C D / W W W . A S C D . O R G 35
multi.
Cultural Diversity in America Essay
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity Presentation Essay
Cultural Diversity Essay
Culture gives information that can serve to explain why people behave in a certain way. Culture will help us to understand the reasons behind people’s behaviours. The culture into which a child is born acts in more fundamental ways as the means of knowing. As knowing is a meaning making process the meanings to the concepts are provided by the language of the society and the cultural context. Language is a good indicator of how a culture is.
Contributions of First Nations in Canada workshopAmandaAmmon1
This is a sample workshop for educators to discuss and learn the beginning of contributions of First Nations, Metis, and Inuit Canadians to our society.
Locally-Raised Students Are Still Primarily Influenced By Their Culture.hussanisoyat
Uptown International school has been hosting a study abroad students in a variety of countries for the past 10 years. Now, with seventy programs and four academic offices to help you home, studying anywhere internationally is made easy and affordable. We are leading schools in the Taaleem Family of Schools! UIS is a co-educational day and boarding school for students aged 6 to 18.
34 E D U C A T I O N A L L E A D E R S H I P M A R C H .docxstandfordabbot
34 E D U C A T I O N A L L E A D E R S H I P / M A R C H 2 0 1 5
Paul C. Gorski
and Katy Swalwell
I feel like a visitor in my own
school—that hasn’t changed,”
Samantha said, confusion and
despair in her voice. We were
at the tail end of a focus group
discussion with African American
students at Green Hills High, a pre-
dominantly white, economically
diverse school. We had been invited to
conduct an equity assessment, exam-
ining the extent to which Green Hills
was an equitable learning environment
for all. We had asked Samantha and
a small group of her classmates how
they would characterize their school’s
two-year-old Multicultural Curriculum
Initiative, touted by school adminis-
trators as a comprehensive effort to
infuse a multicultural perspective into
all aspects of school life.
“I’m invisible,” Sean added, “but
also hypervisible. Maybe twice a year
there’s a program about somebody’s
food or music, but that’s about it. I
don’t see the purpose.”
Then Cynthia, who had remained
quiet through most of the hourlong
discussion, slammed her fist on the
table, exclaiming, “That multicultural
initiative means nothing. There’s
racism at this school, and nobody’s
doing anything about it!”
We found ourselves only a few
moments later in our next scheduled
focus group, surrounded by the
school’s power brokers: the prin-
cipal, assistant principals, deans, and
department chairs. Still taken—maybe
even a little shaken—by what we had
heard from the young women and
men who felt fairly powerless at Green
Hills, we asked the administrators
about the purpose of the Multicultural
Curriculum Initiative.
After a brief silence, Jonathan, the
principal, leaned back in his chair.
We had observed him over the past
few days interacting with students,
and it was clear he cared deeply about
them. The Multicultural Curriculum
Initiative was his brainchild, his baby.
Jonathan decorated his office door
with quotes about diversity and his
office walls with artwork depicting
diverse groups of youth. “We see
diversity as our greatest asset. That’s
what this initiative is all about. What
we aim to do here,” he explained with
measured intensity, “is to celebrate
the joys of diversity.” When we shared
with Jonathan the concerns raised
by the African American students,
he appeared confused and genuinely
concerned. “They said that?” he asked,
before interrupting a member of his
leadership team who had begun to
defend the initiative. “Maybe it’s time
to rethink this.”
Beyond Artwork
and Celebrations
If we’ve learned anything working
with schools across the United States,
it’s this: When it comes to education
equity, the trouble is not a lack of
Equity Lıteracy
FOR ALL
Schools can commit
to a more robust
multiculturalism by
putting equity, rather
than culture, at the
center of the diversity
conversation.
Gorski.indd 34 1/29/15 7:48 PM
A S C D / W W W . A S C D . O R G 35
multi.
Cultural Diversity in America Essay
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity
Cultural Diversity Essay
Cultural Diversity Essay
Cultural Diversity Presentation Essay
Cultural Diversity Essay
Culture gives information that can serve to explain why people behave in a certain way. Culture will help us to understand the reasons behind people’s behaviours. The culture into which a child is born acts in more fundamental ways as the means of knowing. As knowing is a meaning making process the meanings to the concepts are provided by the language of the society and the cultural context. Language is a good indicator of how a culture is.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Decolonizing and
Indigenizing Educators
What is decolonizing: it is a process of inclusion that
acknowledges the history and culture of Canada’s
Indigenous people.
What is indigenizing: it is the mobilization of
Indigenous knowledge and imparting it to all
educators.
2. Why Decolonize and Indigenize Educators?
Educators are one group who could benefit from learning about the processes
involved in decolonizing and indigenizing. The role of an educator is to inspire and
nurture children by providing a welcoming and diverse atmosphere. As a result,
educators and non-indigenous individuals must include land-based learning in the
curriculum to enhance Indigenous community engagement and overall well-being.
Learning will become more accessible to Indigenous communities and young
students will respond more favourably to the opportunities that a public education
in Canada can provide.
Until the idea of decolonization and indigenization came along, researchers had
been struggling to understand why native representation was so low in canadian
schools.
3. THE ACTION of Decolonizing and Indigenizing
Integrating Indigenous knowledge and viewpoints into the curriculum is one of
several decolonization initiatives that educators can employ to help build a more
inclusive environment for Indigenous children. Encouraging Indigenous families to
share their opinions and knowledge of their culture and history with students is
one method educators can use. This information can then be used by educators to
promote greater inclusion and equity for indigenous students. The educator can
also provide helpful materials to non-indigenous individuals and families interested
in learning more about indigenous history, and cultures. Educators can contribute
to decolonization by acknowledging and including indigenous knowledge and
perspectives in the curriculum.
4. MORE ACTION of Decolonizing and Indigenizing
Decolonization goes further than the school system. Decolonization requires an understanding of Indigenous history and
acceptance and acknowledgement of the truth and consequences of that history. The process of decolonization must include
non-Indigenous people and Indigenous Peoples working toward a future that includes all.
Canadian citizens must acknowledge that the Canada we know today was built on the legacy of colonization and the
displacement of Indigenous Peoples. Decolonization must continue until Indigenous Peoples are no longer at the negative
end of socio-economic indicators or over-represented in areas such as the criminal justice or child welfare system. Then
enrollment of Indigenous students in schools will steadily increase.
5. THE PLAN for Decolonizing and Indigenizing
Introducing Indigenous knowledge and views into the curriculum, practice,
and teaching is an indigenization step that would help educators be more
inclusive. Working alongside indigenous families and the indigenous
community to include their knowledge and insights in the curriculum is
one method. This could involve educating about the effects of residential
schools, and Indigenous cultures and bringing an Indigenous perspective.
Attending workshops and finding tools and materials from the indigenous
community is also part of it. Educators can also push for more inclusion
and equity in their classrooms.
6. THE PLAN for 5 Senses
The plan of decolonization involves a process of healing and moving away from a place of anger, loss, and grief toward
a place where Indigenous Peoples can thrive. This can be overwhelming and seemingly impossible for some. It must be
acknowledged that not all Indigenous Peoples are in the same place on this “decolonization journey,” but together
Indigenous Peoples and non-Indigenous peoples can succeed.
Facilitating this journey can be accomplished by incorporating native art, music and cultural apparatus that appeal to the
senses.
There are many renowned native artists whose work would be appropriate for showing. This would help to bridge the
gaps in cultural understanding and mutual respect. Social media can also play a big role.
7. APPROPRIATE REFERENCES for Decolonizing and Indigenizing
Borrows, J. Article 15 Book Notes: Canada's indigenous Constitution. Whitney Bell. (2010):
Web.
Preston, Jen. “Neoliberal Settler Colonialism, Canada and the Tar Sands.” Race & class 55.2
(2013): 42–59. Web.
.
Gilmore, Rachel. Mapping the missing: Former residential school sites in Canada and the search
for unmarked graves. Global News. (2021): web.
UVic. Decolonization in an Educational Context. Centre for Youth & Society. University of Victoria. (2023): web.
8. EXPECTATION AND EVALUATION
The expectations and desired outcomes of decolonization and indigenization will
hopefully culminate in improved attendance at schools among the young people of
Indigenous communities.
We are looking for an increased awareness of the needed for greater
understanding of Canada’s native peoples all across every facet of society, not
just schools.
We are looking to foster improved group functioning across all aspects of official
bodies and NGOs.
Changes and revisions to ongoing projects and ongoing activism such as the TRC
and No Child left Behind will assist decolonization and indigenization.
9. Evaluating Decolonization and Indigenization Policies
An examination of indigenous education theory will eventually
reveal how native culture and artifacts have been assimilated into
what is now modern Canada. A current assessment of how the
policies of the past have affected Indigenous people and what has
been done to change that highlights the missed opportunities in
education policies that may have been included as a remnant of
centuries old colonialist strategy. What enrollment figures do
schools need to see before these policy adjustments are
considered effective?
10. 2 Meaningful Replies
1. This answer has to do with the ongoing claim being made by Canada’s aboriginal peoples of systemic and inherent racism found
within the governing system. It’s current significance has to do with the cultural education of new generations of aboriginal
people, both in cities such as Toronto and elsewhere across Canada. It is believed that by discussing the past, aboriginal culture
and its people may understand the present a little better.
2. The Residential School System was typical of educational institutions run by churches in Canada in collaboration with the
Federal Government. Such institutions were used by the Canadian Government to separate Aboriginal children from their
culture and to assimilate them into Canadian culture. This was to be achieved by the indoctrination of young aboriginal minds
into the ways and worldview of white European settlers. They sought to co-opt Canada for its wealth of natural resources and its
profound beauty. Yet, modern education serves all Canadians.