Bimaadziwin (the good life) : sharing the living teachings of the people of Sagamok Anishnawbek : implications for education

This research is a presentation of the living teachings of the people of Sagamok First Nation; an Anishinabek (Ojibwe, Odawa and Pottawatomi) community located midway on the northern shores of Lake Huron in the province of Ontario. It is a conceptual exploration into the lived notion of bimaadziwin (primary translation is the goodlife) as defined by this community. This account is not only socio-historical, but is philosophical as well, offering an intimate journey into the lives of a People that have survived, struggled with and resisted the colonial process. Their living voices and lived stories embody the hope, dreams and examples of the reality of a People deriving from a strong culture, tradition and language. The experiences, philosophies and worldview of the People of Sagamok are presented textually (words, interviews, poetry) and symbolically (material documents, archival work, photos) in order to show the beauty and tensions of a community in reconstruction. This research is Ojibwe research, an insider's deliberate attempt to understand the nature of her home. This research is also an investigation of the 'his/story' of Anishinabek education, as embedded in a larger structure of imperialist domination and the future of Anishinabek education, as moving towards the recovery and honouring of 'our knowledge'. This body of work exemplifies emerging research methodologies that are reflexive and respectful of First Nation's protocols, shedding the boundaries of investigative practices beyond the colonial gaze.Education, Faculty ofEducational Studies (EDST), Department ofGraduat

Student Achievement Division Student Achievement Division WHAT WORKS? Research into Practice A research-into-practice series produced by a partnership between the Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education How can

This What Works? explores the key issues, factors and strategies that support literacy success for FNMI students in schools. The discussion is guided by two key questions: Embracing a Bilingual Approach Literacy success rates for First Nations, Métis and Inuit students are currently measured by their acquisition of standard English and/or French, reflecting the languages of the Ontario curriculum. Because FNMI students often communicate in non-standard forms of English and/or French with their own unique nuances, they often encounter challenges in the standard languages. 1 For these students, literacy success is cultivated by individualized programs that support their identity, experiences and relationships with the world. 2 Literacy programs for these learners must, therefore, offer differentiated instruction, make real-life connections and involve strategies and resources that are engaging, motivating and culturally affirming

The decision makers and varying conceptions of cultural inclusion at Beedaban School

The following article examines the underlying tensions between three First Nations decision-making bodies; a Parent School Advisory Group, Education Committee and Elementary School Teachers in regards to the Native cultural and language content in the classroom. The goal of the research was to explore and present the concepts, beliefs, practices, worldview and values that underlie and/or guide decisions related to an Aboriginal education issue. The site for this discussion is Beedaban Elementary School on Sagamok First Nation which is a small Anishinabek (Ojibwe, Odawa & Pottawatomi) community located on the north shores of Lake Huron (Authors' abstract)National Research Network on New Approaches to Lifelong Learning (NALL) founded by the Social Sciences and Humanities Research Council of Canada (SSHRC) Grant No. 818-96-103

Caregivers’ Perspectives on the Determinants of Dietary Decisions in Six First Nation Communities

Colonialism is a fundamental determinant of Indigenous people’s health in Canada, yet little is known about its effects on food systems and dietary decisions in First Nation communities. A socioecological approach was used to explore the determinants of dietary decisions made by Indigenous caregivers. Conclusions are drawn from a narrative analysis of eight focus groups involving 33 caregivers in six First Nation communities. Caregivers identified the changes that they have observed in how food is procured, distributed, processed and prepared, along with the nutritional consequences and the sociocultural meanings of these changes. Determinants such as participation in the wage economy, low income, hunting and fishing regulations, availability of fish and game, and the proliferation of inexpensive, processed foods have altered the food systems and influenced dietary decisions made by caregivers in six First Nation communities. Initiatives such as community gardens, community freezers and community hunting camps are ways that these communities are seeking to regain food sovereignty

Indigenous Healing and Seeking Safety: A Blended Implementation Project for Intergenerational Trauma and Substance Use Disorders

Background: As with many Indigenous groups around the world, Aboriginal communities in Canada face significant challenges with trauma and substance use disorders (SUD). Treatment for intergenerational trauma (IGT) and SUD is challenging due to the complexity of both disorders. There is strong evidence that strengthening cultural identity, incorporating traditional healing practices, encouraging community integration, and inviting political empowerment can enhance and improve mental health and substance use disorders in Aboriginal populations. Methods: The purpose of this study was to explore whether the blending of Indigenous traditional healing practices and the Western treatment model Seeking Safety, which is used to treat post-traumatic stress disorder (PTSD) and SUD, resulted in a reduction of IGT symptoms and SUD. Twelve Aboriginal men and 12 Aboriginal women were recruited into this study—all of whom resided in Northern Ontario and self-identified as having experienced IGT and SUD. The Indigenous Healing and Seeking Safety (IHSS) group (conducted as sharing circles) were offered twice a week over 13 weeks. Data was collected via semi-structured interviews as well as an end-of-treatment focus group. A qualitative thematic analysis was performed to depict themes. Results: Out of the 24 Aboriginal people who entered the program, nine women and eight men completed the program. Analysis from the qualitative thematic data identified four core themes. Furthermore, the sharing circles and the presence of Elders and Aboriginal helpers increased the benefits of the blended approach. Conclusion: Evidence from this qualitative study suggests that it could be beneficial to incorporate Indigenous traditional healing practices into Seeking Safety to enhance the health and well-being of Aboriginal people with IGT and SUD. This implementation project, if replicated, has the potential to enhance the health and well-being of Aboriginal peoples. The use of blended implementation can be an important option for clinicians and health-care professionals when working with Aboriginal populations. Only the qualitative results will be discussed in this article; quantitative results will be published separately

Inquiry into Practice: Learning and Teaching Global Matters in Local Classrooms

This Inquiry into Practice publication, Learning and Teaching Global Matters in Local Classrooms, is the most recent addition to the series. It examines and shares varied perspectives, curricula, instructional practices, and resources intended to enhance student learning related to the infusion of global and international dimensions of education into classroom and school-wide teaching and learning. It is organized in three sections: Educator Perspectives, Inquiry into Practice, and Resources. In this introduction, we briefly discuss how the text is organized, common themes that emerged across the sections, and concluding reflections