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