Weaving Words: Enhancing the Learning of Aboriginal Students

• In Event: Canadian Association for the Study of Indigenous Education (CASIE): Responding to the Challenge of Teaching, Learning, and Researching From Indigenous Standpoints

Abstract

The dominant story line used to describe First Nations communities is one of loss and self-destruction; of poverty and despair; of high suicides rates, high birth rates and over-representation in foster care; of incarceration, homelessness and learning disabilities; of poor health and high rates of preventable diseases. It is a story of loss of languages, of history, of identity, of parenting skills, of intergenerational communication and relationships, and of hope, as well as one of strife and conflict.

There is, however, another story—not often told—about First Nations, Métis, and Inuit communities where people maintain their values and ceremonies that guide them in their continuing care for the land, rivers and oceans; in their care for themselves and each other; and in their care for their ancestors and descendents. There are many people in these communities who work tirelessly, valiantly, and without economic benefit to revitalize and save their languages and deep cultural and ecological knowledge.

For First Nations, Métis and Inuit peoples, there are also two storylines in education: that of the power of education to destroy, and that of the power of education to revitalize and create. All too often, the institution of education has been a tool used to disconnect the Indigenous peoples of this country from their land, livelihoods, languages and ancestors. For many First Nations, Métis and Inuit youth, becoming a school leaver has therefore become a form of resistance and a choice to survive. Yet others are pushed out of a system that refuses to accommodate their learning and human needs. First Nations, Métis, and Inuit, like every other society, had and continue to have their own system of teaching and learning, that have enabled them to care for themselves, their lands, and their ancestors and have ensured a world for their descendents. It is time to work together to experience education as a positive force for creating, building and rebuilding.

My presentation will explore the mechanisms that will enhance the learning of First Nations, Métis and Inuit students by exploring what learners of all ages have told me they need for successful learning, and the needs that must be met by teachers, parents, and community members. It will also explore the lessons that can be drawn from the wisdom held by Indigenous educators and elders regarding the purpose of education as the making of a human being. Finally, it will examine what the experience of community and institutional partnerships can do to support learning, educational endeavours and collaborative relationships among Aboriginal students.

Author

• Lorna B. Williams, University of Victoria