Category Archives: Uncategorized

I came across this article by Fellner (2018) and the title alone really resonated with me. Throughout my studies in PME 820 and 821 I have come to understand that decolonization is an ongoing process that looks to disrupt the entrenched Eurocentric bias that is prevalent in our system of education. The challenge in myContinue reading “Embodying Decoloniality: Indigenizing Curriculum and Pedagogy”

I found another article in the Calgary Herald that looked at a Grade 7 class from Calgary Academy who were researching Indigenous heroes and nominating them to be the face of the new five dollar bill. https://calgaryherald.com/news/local-news/students-draw-5-bills-with-indigenous-heroes-to-submit-for-redesign-nominations One of the most interesting aspects of PME 821 was the issue of the Canadian Education system supportingContinue reading “Equitable Narratives and Education”

I attended a presentation from Dr. Leroy Little Bear who spoke of the need to challenge the foundational thoughts and experiences that make up the paradigms of our colonized society. He said that all of us are experiencing the world around us from the lens made up of the interaction of our respective cultures andContinue reading “Foundational Paradigms”

As I continue my policy research I came across the Lethbridge School Division FNMI Education Strategic Plan. One area of focus that I feel that policy distinguishes itself from others is the emphasis on school administrators becoming competent in traditional ways of knowing. The screen capture above comes from the strategic action related to theContinue reading “Lethbridge School Division FNMI Education Strategic Plan”

Recently I have been struggling with the negative media perception of the solidarity blockades supporting the right to self-determination of the Wet’suwet’en First Nation. What struck me related to this policy comes from the process section which emphasizes the goals of this document which states “In addition, we have endeavoured to provide opportunities for educationContinue reading “North Vancouver Aboriginal Enhancement Act”

As I continue to look at different policy models for Indigenous education some of the challenges that I have come across relates to ambiguous or general goals. Countless policies identify Indigenous student success as the outcome or measure of policy but this is far too general. Taking into account the colonial structure of the educationContinue reading “CBE – Key Actions Indigenous Education Strategy”

I connected with a colleague in our class and through our discussions centered around decolonization of the education system as she highlighted the Durham District School Board’s Culturally Responsive Pedagogy guide for teachers. Culturally responsive pedagogy is gaining increasing popularity in educational circles focused on indigenization. One of the challenges surrounding this concept is trulyContinue reading “CRRP – Durham District School Board”

As I continue my research and investigation into different Indigenous policy models and frameworks in Alberta I came across the Niitsitapi Learning Centre operated by the Calgary Board of Education. http://school.cbe.ab.ca/school/niitsitapi/Pages/default.aspx Situated in Calgary, the Niitsitapi Learning Centre operates as an early childhood/K-2 program that supports Indigenous culture and meets the program of studies throughContinue reading “Niitsitapi Learning Centre”

Our class recently completed Module 2 which looked at some of the historical policies pertaining to Aboriginal education for the time period 1960-1990. Of the many documents that we analyzed there was a vision for a brighter future and a sense of hope and pride for what culturally responsive education can provide for First NationsContinue reading “Education for a Brighter Future?”

The Calgary Board of Education released results after following a cohort of 300 Indigenous students for 5 years that showed that only 40% of Indigenous students completed high school in 3 years and that number increased to 45% after 4 years and 51% after 5 years. For those who have studied the detrimental effects ofContinue reading “News Article: “Public High Schools Struggling to Ensure Indigenous Students Graduate””