Bitterroot as a metaphor for   decolonizing education        Starleigh Grass      February 15th, 2013       SD78 District ...
Recognition of territory• We are on unceded Sto:lo territory• Thank you to the Sto:lo Nation for their  ongoing hospitalit...
Methodology• En’owkinwix• Opportunities for  collaboration/imagining/dreaming• Celebrate how far we’ve come, look forward ...
Properly introducing myself•   Tsilhqot’in – gold•   Tletinqox-t’in, Yunesit’in, Tsi Del Del•   E-li Jeff – knowledge and ...
Increasing the integration of Aboriginal        content and pedagogy•   Aboriginal Strategic Plan Implementation Committee...
• 1) Your relationship to the First Nations on  who’s territory you currently work in• 2) Your current perceived role in  ...
Bitterroot
• How can teachers form a symbiotic  relationship with communities in order to  enhance communities through education  lea...
Culturally responsive teaching• I believe that supporting the capacity of  classroom teachers to become culturally  profic...
Grassroots Change and Culturally      Responsive Teaching     IK                      Self                 determination  ...
What is decolonization?• Colonization –  economic, social, cultural, political, religious, i  ntellectual control of one g...
Grassroots Change and Culturally      Responsive Teaching     IK                      Self                 determination  ...
5 stages of decolonizationLaenui, P. (2000). Process of decolonization. In M. Baptiste (Ed.) Reclaiming Indigenous Voice a...
Medicine wheel           Baptiste, M. (2000). Reclaiming Indigenous Voice and Vision. Vancouver, BC: UBC Press.•   Mapping...
25 Indigenous Projects Smith, L. T. (1999). Decolonizing Methodologies: Research and Indigenous Peoples. New York, New Yor...
Non-linear transformative praxis  Smith, G. H. (2003). Kau Papa Maori:Theorizing Indigenous transformation of education an...
Awareness is not enough• In anti-racist education, being aware of racism  and different perspectives is not enough. One  c...
Non-linear transformative praxis  Smith, G. H. (2003). Kau Papa Maori:Theorizing Indigenous transformation of education an...
Reframing the roots of inequity        in education
PSE growing   Grade 12                                                                             gap         50%        ...
Harm
Locating responsibilityKuokkanen, R. (2007). Reshaping the University: Responsibility, Indigenous Epistemes, and the Logic...
Invisibility• Academia presents Indigenous thought as  inferior to Eurocentric thought• Strips Aboriginal students of thei...
Liberal individual ideology• Power blind tolerance discourses which do not  explicitly address racism only serve to blame ...
Culture as a means of assimilation?• Integration of culture into the classroom for  the sole purpose of increasing literac...
• If the purpose of education is not solely to  position the individual to compete in an  individualistic capitalist econo...
Nurturing revitalization
IK               Self          determination               and          decolonizationCulture
Indigenous knowledges are inherently                 disruptive• Requires epistemological and pedagogical  shift that inhe...
Cultural integration• Indigenous knowledge base increases high  school completion•   Nazeem, M., Puchala, C., Janus, M. (2...
Community connections• Make connections to Aboriginal communities• Learn about the histories of Aboriginal  communities•  ...
Self determination and decolonization• University classroom climate is a strong  indicator of drop out rates in post-secon...
It is being done• Self governed Aboriginal post-secondary  institutions, developed with the purpose of  building capacity ...
Bitterroot draft 2 sd78
Bitterroot draft 2 sd78
Bitterroot draft 2 sd78
Bitterroot draft 2 sd78
Bitterroot draft 2 sd78
Bitterroot draft 2 sd78
Upcoming SlideShare
Loading in …5
×

Bitterroot draft 2 sd78

416 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
416
On SlideShare
0
From Embeds
0
Number of Embeds
198
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Bitterroot draft 2 sd78

  1. 1. Bitterroot as a metaphor for decolonizing education Starleigh Grass February 15th, 2013 SD78 District Day
  2. 2. Recognition of territory• We are on unceded Sto:lo territory• Thank you to the Sto:lo Nation for their ongoing hospitality• Thank you to SD78 for hosting this day
  3. 3. Methodology• En’owkinwix• Opportunities for collaboration/imagining/dreaming• Celebrate how far we’ve come, look forward to where we need to go next• Support positive, productive dialogue• Twitter
  4. 4. Properly introducing myself• Tsilhqot’in – gold• Tletinqox-t’in, Yunesit’in, Tsi Del Del• E-li Jeff – knowledge and land justice• Nita Grass – education as empowerment• Mother/aunt – education as an obligation to the future
  5. 5. Increasing the integration of Aboriginal content and pedagogy• Aboriginal Strategic Plan Implementation Committee• FNESC – EFP10/11, EFP12• Educational Advisor for McGraw Hill• Professional development facilitator• K-12 humanities teacher in communities with high percentage of Aboriginal students• Literacy coach – Lillooet Tribal Council• Curriculum development• TA Leyton Schnellert• BCTELA – journal co-editor Pamela Richardson• GAA Jeanette Armstrong, Bill Cohen• Twinkle’s Happy Place
  6. 6. • 1) Your relationship to the First Nations on who’s territory you currently work in• 2) Your current perceived role in decolonization as a community member and as a member of the educational community
  7. 7. Bitterroot
  8. 8. • How can teachers form a symbiotic relationship with communities in order to enhance communities through education leading to long term growth in student achievement?• Why is this the most pressing activity that all educators at all institutions need to engage in?
  9. 9. Culturally responsive teaching• I believe that supporting the capacity of classroom teachers to become culturally proficient in order to integrate IK and culture into classrooms is key to increasing Aboriginal achievement
  10. 10. Grassroots Change and Culturally Responsive Teaching IK Self determination and decolonization Culture
  11. 11. What is decolonization?• Colonization – economic, social, cultural, political, religious, i ntellectual control of one group by another• Decolonization – reclaiming and revitalizing Indigenous sovereignty in all these areas through structural and grassroots means• Indigenization – supports decolonization and resists colonization through the integration of Indigenous epistemology in academia
  12. 12. Grassroots Change and Culturally Responsive Teaching IK Self determination and decolonization Culture
  13. 13. 5 stages of decolonizationLaenui, P. (2000). Process of decolonization. In M. Baptiste (Ed.) Reclaiming Indigenous Voice and Vision. Vancouver, BC: UBC Press. Pp. 150- 1601) Rediscovery and recovery2) Mourning3) Dreaming4) Commitment5) Action
  14. 14. Medicine wheel Baptiste, M. (2000). Reclaiming Indigenous Voice and Vision. Vancouver, BC: UBC Press.• Mapping colonialism (West)• Diagnosing colonialism (North)• Healing colonized indigenous peoples (East)• Indigenous renaissance (South)
  15. 15. 25 Indigenous Projects Smith, L. T. (1999). Decolonizing Methodologies: Research and Indigenous Peoples. New York, New York: Zen Publications.• Reframing• Envisioning
  16. 16. Non-linear transformative praxis Smith, G. H. (2003). Kau Papa Maori:Theorizing Indigenous transformation of education and schooling. http://www.aare.edu.au/03pap/pih03342.pdf p.13 Resistance Transformative Conscientization Action
  17. 17. Awareness is not enough• In anti-racist education, being aware of racism and different perspectives is not enough. One can be aware, and yet continue to perpetuate oppression.• Gorski, P. C. (2009). Good intentions are not enough: A decolonizing intercultural education. Intercultural Education 19(6). P515-525. Retrieved fromhttp://www.everettcc.edu/uploadedFiles/Faculty_Staff/TLC/Diversity_Teaching_Lab/intercultural- education.pdf
  18. 18. Non-linear transformative praxis Smith, G. H. (2003). Kau Papa Maori:Theorizing Indigenous transformation of education and schooling. http://www.aare.edu.au/03pap/pih03342.pdf p.13 Resistance Transformative Conscientization Action
  19. 19. Reframing the roots of inequity in education
  20. 20. PSE growing Grade 12 gap 50% Inequitable distribution of public resourcesAchievement discrepancyAssociation of Colleges and Universities Canada. (2010). National working summit on Aboriginal post-secondary education. Ottawa, Ontario: Association of Colleges and Universities Canada in associationwith the National Aboriginal Achievement Foundation. http://www.aucc.ca/wp-content/uploads/2011/07/aboriginal-report- summit-aboriginal-pse-2010-12-15-e.pdf
  21. 21. Harm
  22. 22. Locating responsibilityKuokkanen, R. (2007). Reshaping the University: Responsibility, Indigenous Epistemes, and the Logic of Gift. Vancouver, BC: UBC Press. Student Community Institution Outside factors
  23. 23. Invisibility• Academia presents Indigenous thought as inferior to Eurocentric thought• Strips Aboriginal students of their heritage and identity• Succumb to eurocentric thought,• Youngblood Henderson, J. (2000b). Postcolonial ghost dancing: Diagnosing European colonialism. In M. Battiste (Ed.), Reclaiming Indigenous Voice and Vision (57-76). Vancouver, BC: UBC Press.• or else?
  24. 24. Liberal individual ideology• Power blind tolerance discourses which do not explicitly address racism only serve to blame Aboriginal students when it is the institutions that are failing• There is room in the curriculum for decolonization, but teachers aren’t making it happen• Orlowski, P. (2008). "That would certainly be spoiling them": Liberal discourses of Social Studies teachers and concerns about Aboriginal students. Canadian Journal of Native Education 31 (2). p110-129.
  25. 25. Culture as a means of assimilation?• Integration of culture into the classroom for the sole purpose of increasing literacy and numeracy achievement in order to better integrate indigenous peoples into the neoliberal market is a neocolonial version of education for assimilation• Kostogriz, A. (2011). Interrogating the ethics of literacy intervention in indigenous schools. English Teaching: Practice and Critique 10 (2). P24-38.
  26. 26. • If the purpose of education is not solely to position the individual to compete in an individualistic capitalist economy, then what is the purpose of education?
  27. 27. Nurturing revitalization
  28. 28. IK Self determination and decolonizationCulture
  29. 29. Indigenous knowledges are inherently disruptive• Requires epistemological and pedagogical shift that inherently undermines the privileging of Eurocentric thought• Experiential, student centered, place based• Mason, R. (2008). Conflicts and Lessons in First Nations Secondary Education: An Analysis of BC First Nations Studies. Canadian Journal of Native Education 31 (2). pp 130-153.
  30. 30. Cultural integration• Indigenous knowledge base increases high school completion• Nazeem, M., Puchala, C., Janus, M. (2011). Does the EDI Equivalently Measure Facets of School Readiness for Aboriginal and Non-Aboriginal children? Social Indicators Research, 103, 299-314.• Being culturally connected increases post secondary completion• Drywater-Whitekiller, V. (2010). Cultural resilience: Voices of Native American students in college retention. The Canadian Journal of Native Studies 30 (1). p1-19.• Communities with a cultural continuity have lower suicide rates• Chandler, M. J., & Lalonde, C. (1998). Cultural continuity as a hedge against suicide in Canadas First Nations.Transcultural Psychiatry 35 (2). 191-219.
  31. 31. Community connections• Make connections to Aboriginal communities• Learn about the histories of Aboriginal communities• Orlowski, P. (2008). "That would certainly be spoiling them": Liberal discourses of Social Studies teachers and concerns about Aboriginal students. Canadian Journal of Native Education 31 (2). p110-129.
  32. 32. Self determination and decolonization• University classroom climate is a strong indicator of drop out rates in post-secondary• Lindsay, W. G. (2010). Redman in the ivory tower: First Nations students and negative classroom environments in the university setting. The Canadian Journal of Native Studies 30 (1). p 143-154.• Shifting the purpose of education as a means to explicitly to address ongoing injustices shifts classroom climate and teaching attitudes
  33. 33. It is being done• Self governed Aboriginal post-secondary institutions, developed with the purpose of building capacity to meet the needs of decolonization, have a higher success rate than mainstream institutions• Stonechild, B. (2006). The New Buffalo: The Struggle for Aboriginal Post-secondary Education in Canada. Winnipeg, Manitoba: University of Manitoba Press.

×