Month: June 2015

Teaching Tribal History Is Finally Required in Washington Public Schools

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Teaching Tribal History Is Finally Required in Washington Public Schools

The Next Fight: Getting Teachers Across the State to Embrace the Curriculum

TEACHING THE TRUTH: Educator Shana Brown, in front of Broadview Thomson School in North Seattle. With a shoestring budget, she’s helping lead the push for accurate Native American history in Washington’s public schools. Kelly O

When Shana Brown was in 11th grade, her US history teacher took a metal wastebasket, flipped it upside down, and started banging on it like a drum. “Go, my son, get an education! Go, my son, get off the reservation,” he sang. Brown had grown up on the Yakama Indian Reservation, but went to public school nearby.

“Yeah,” she says, letting several seconds pass after telling that story. We’re sitting at a cafeteria table on one of the basketball courts of the Chief Leschi School, a cluster of buildings set among fields of plump Puyallup Valley strawberries, raspberries, and rhubarb. A warm breeze drifts in from a propped-open door in the back.

Brown recounts this memory precisely, patiently, and sitting absolutely straight. She’s been teaching for 24 years. For the last seven of those years, Brown has taught language arts and social studies in Seattle Public Schools. But for nearly half the time she’s been teaching, she’s also been painstakingly crafting a curriculum that aims to correct the marginalizing Pilgrims-and-Indians version of history and Native culture so many kids in this state still learn. That’s why she’s here at Chief Leschi, a tribal school on the Puyallup Indian Reservation, with more than 30 eager teacher-trainers equipped with big, blue binders that read, “Since Time Immemorial: Tribal Sovereignty Curriculum.”

Teachers at the training are anxious about what happens next. In May, Governor Jay Inslee signed a groundbreaking piece of legislation that mandates Washington kids learn history, culture, and government with input from the state’s 29 federally recognized tribes. It goes into effect July 24, just in time for the start of the next school year.

Washington is only the second state in the country to require teachings about this country from its indigenous people; Montana was the first. But unlike the $4.4 million the Montana legislature allocated for its tribal curriculum, Washington’s law didn’t set aside any funding. Whatever funding there is comes from the tribes themselves, private organizations, and the Office of the Superintendent of Public Instruction’s internal budget. Together, they’ve raised about $300,000. Read More…

Source: http://www.thestranger.com/news/feature/2015/06/24/22438654/teaching-tribal-history-is-finally-required-in-washington-public-schools

Soon-to-be lawyer wins right to wear regalia when she is called to the bar

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Photo: Christina Gray with permission

Christina Gray will set a strong precedent when she is called to the bar this week.

In a sea of black barristers’ robes at Toronto’s Roy Thomson Hall, Gray, a proud member of the Lax Kw’alaams Tsimshian, will be wearing her woollen black and red Tsimshian button blanket and her cedar hat. On her back there will be a hand-sewn killer whale, representing her clan.

The regalia represents her Tsimshian culture, laws, ways of being and history, said Gray.

Gray will be the first in Ontario to wear First Nations regalia instead of the traditional barristers’ robes when called to the bar on Tuesday.

In May, an initial request from Gray to the Law Society of Upper Canada to wear her traditional regalia for the ceremony was rejected on the grounds that the clothing worn at the call should be appropriate for court, and that regalia would cover the traditional barristers’ robes. Gray was invited to speak to the issue if she had further questions.

A month later, while watching the closing ceremony in Ottawa for the release of the Truth and Reconciliation Commission’s report on the residential school experience, she drafted a formal letter to the society, said Gray. Read More…

Source: http://rabble.ca/news/2015/06/soon-to-be-lawyer-wins-right-to-wear-regalia-when-she-called-to-bar?utm_content=bufferde656&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer#.VYh3aoAH340.facebook

Along with statements of support from her community, Gray sent the letter on June 5 and after a few meetings, the society honoured her request.

Job – Grade 4-7 Teacher, Williams Lake, BC

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Employment Opportunity ~Grade 4-7 Teacher Posting~ Nagwuntl’oo School Ulkatcho First Nation Telephone: 250- 742-3234 ext. 209 Email or Fax cover letter and resume with: Marietta Cahoose- Education Director mariettawest_13@hotmail.com or mcahoose@ulkatcho.ca  at Ulkatcho Band Office. Deadline: Until filled Posting Date: June  15, 2015 Closing Date: Until filled Details: Grade  4-7 Teacher (1 Position) Nagwuntl’oo Elementary School (4 hours west of Williams Lake BC) is offering a placement for a Grade 4-7 Teacher in the 2015-2016 school year. Nagwuntl’oo School provides an exciting educational environment. We utilize research base curricula, including direct instruction. Nagwuntl’oo School is a member of the First Nations School Association and participates in the Professional Learning Community.   Nagwuntl’oo School has implemented a five year school growth plan. We offer a Special Education Program and Carrier Language Program. The small class sizes allow for more one on one learning and more student success.  Teacher Salaries are comparable with the local Provincial grid. Preferred Qualifications: • Member of the BC Ministry of Education Teacher Regulation Branch • Bachelor of Education Degree or higher • Creativity, enthusiasm and passion for teaching • Experience working in a First Nation’s community • Experience working with First Nations children • Excellent Communication and team-building skills • Ability to teach multi-grade classrooms, special needs, extra-curricular activities • Experience with Direct Instruction curriculum preferred • Experience or knowledge of Saxon Math, Read Well, Reading Mastery and DIBELS • The ability to plan and work with IEP’s for students • A demonstrated commitment to children and the flexibility to work cooperatively with parents, students, colleagues, administrative and support staff • Ability to obtain and maintain a clear criminal record check • Experience with Conflict Resolution & Counselling  an asset • Subsidized housing is available adjacent to the school

CFP – Engaging Indigenous Communities, Due: June 26, 2015

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Special Issue Call for Papers

Guest Editors:

Winona Wheeler and Robert Alexander Innes

The way in which scholarly work and research has been commonly pursued on Indigenous cultures and peoples has been subject to criticism for a number of decades. As early as 1969 Vine Deloria Jr. in Custer Died for Your Sins criticized scholars for engaging in useless and objectifying research, and argued for relevant community-driven research. While community-engaged research has been gaining traction in the academy recently, community engagement has been an important dimension and principle of Indigenous research for quite some time. Since the 1980s Indigenous scholars from across the globe assert that Indigenous-focused research needs to be respectful, collaborative and useful. Today we have witnessed the shift from “Indigenous as object” of study to community-engaged collaborative research that is based on and driven by Indigenous agency.

We invite contributions from community and university based researchers, teachers, and scholars who actively and purposefully participate in community-engaged research, teaching and learning with Indigenous peoples, in Canada and around the World.  Engaged scholarship most commonly refers to a range of collaborative research, teaching, and learning initiatives rooted in sustained community-university partnerships, and pursued across various disciplines and social and cultural contexts. Community Engaged Research is understood to be community situated, collaborative, and action oriented such that the research process and results are useful to community members in making positive changes. In this special issue we will profile a number of Indigenous community engaged research projects with the intent of identifying best practices.

We are seeking the following submissions:  essays; research reports; conference papers, reports on research in progress; audio, artistic or visual outcomes of research; book reviews (by invitation from the Journal).

The topics directly related to Indigenous community engaged research for you to consider include:

  • Explorations of the meaning(s), process(es), theory(ies), and practice(s) of Indigenous community engaged research (discipline specific or interdisciplinary),
  • The nature, scope and practice of collaborative experience,
  •  the benefits and challenges of collaborative participatory research with Indigenous communities
  • Reports on research in progress
  • Audio, artistic and/or visual outcomes
  • the process of knowledge co-production translation and transmission/dissemination
  • evaluating project outcomes
  • undergraduate Indigenous community engaged research, experiential learning, community service learning and the scholarship of engagement
  • the relationship between Indigenous community engaged research and teaching shared paths and intersections

To insure the Journal secures the right and best peers to review your work, please first submit to us your shortpaper proposal (250 words) and bio (250 words) by Friday, June 26, 2015. Your proposal needs to identify the focus and content of your prospective paper, the disciplinary training of the authors, the section of the Journal you are submitting to (for peer-reviewed or editor-reviewed section), and whether you will have additional visual or audio material that you would like to include in your submission.

Please submit your paper by Friday, September 25, 2015. All submissions will undergo editorial or blind peer review. Submissions for the Essays Section of the Journal will be subject to blind peer review, submissions to other Journal sections will undergo editorial review.

Essays (maximum 8,000 words) that will be subject to blind peer reviewing should:

  • Represent original, unpublished work that is not under consideration by other journals or collections of essays
  • Written in accessible language, to respect multidisciplinary nature of the Journal and the diversity of our readers
  • Include an abstract (200 words) and indicate up to five keywords
  • Be typed, double-spaced throughout, in 12-pt Times New Roman font
  • Be formatted in the American Psycholog5cal Association (APA) style, 6th edition
  • Have a separate cover page that includes the names, institutional affiliations, addresses, and contact information of all authors
  • Include author biography/ies (no more than 50 words per author) on a separate sheet
  • Indicate that appropriate Institutional Research Ethics Board approval was secured, if applicable
  • Be formatted and saved in Microsoft Word (no PDF please)
  • Be submitted in two versions, one should include all information to be published, and in the other copy information to be ‘blinded’ should be substituted with blank underlined spaces. Information to be ‘blinded’ includes all text or data that will have to be removed from the essay for blind peer review purposes

Please submit via email to engaged.scholar@usask.ca.

Deadline for proposals:                    Friday, June 26, 2015

Deadline for all contributions:          Friday, September 25, 2015

Expected date of publication:               Spring 2016

Defenders of Sacred Sites Around the Globe Featured in PBS Series

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Defenders of Sacred Sites Around the Globe Featured in PBS Series

Jennifer Huang
The Bosmun ceremonial canoe launch. The village is concerned that a new nickel mine upstream will pollute the Ramu River, their main source for food, water and bathing. Bosmun, Papua New Guinea.

In an opening scene of the documentary Profit and Loss, Mike Mercredi, Athabasca Chipewyan, describes how thrilling it was for his teenage self to get a job driving one of the biggest rigs in the world at a massive oil sands extraction area in Alberta, Canada.

Yet the allure slowly transformed to horror, as he began to understand the extreme effects of the oil sands industry, which uses heated water from Lake Athabasca to extract oil from the sand, on his homelands. The films shows nightmarish visuals of a landscape that has seen the oil sands industry denude the boreal forests, poison culturally vital fisheries and, many believe, infect astoundingly high numbers of local indigenous people with deadly cancers.

“I had this overwhelming anxiety. I walked into the office and put my badge down and I quit,” Mercredi says in the film.

Plumes from a distant oil sands refinery reflected in a tailings pond taken in Fort McMurray, Alberta, Canada. This image is from Episode 2, “Profit and Loss.” (Christopher McLeod)
Plumes from a distant oil sands refinery reflected in a tailings pond taken in Fort McMurray, Alberta, Canada. This image is from Episode 2, “Profit and Loss.” (Christopher McLeod)

Mercredi’s Fort Chipewyan band eventually hired him to create maps of sacred sites, and the film chronicles his work and those of other First Nations allies to save what they can from the oil sands development even as the Alberta government spends millions of dollars in advertising campaigns to promote the industry.

The stories of Mecredi and other sacred site guardians from eight indigenous communities across the globe will be broadcast to an audience of millions of Americans as Profit and Loss and the other three 60-minute episodes of the Standing on Sacred Ground film series air nationally on the PBS World Channel on consecutive Sundays beginning May 17 at 9 p.m. ET. The episode aired May 17 will also be aired May 20. Check StandingOnSacredGround.org for a full schedule of air times.

The indigenous subjects and producers of the films say the broadcasts are an unparalleled breakthrough for the depiction of indigenous stories on national television: An opportunity for the public to view indigenous people sharing their stories of resistance from their perspectives, learn how corporations and government often collude to circumvent indigenous rights and to gain an appreciation of how, contrary to stereotypes, indigenous knowledge and philosophy have never been more relevant in an era of climate change and mass extinctions.

“Watching the films, I was struck that even though we’re diverse culturally we all view the natural world in the same way,” Mercredi said. “If they had listened to the indigenous people from the beginning, we wouldn’t be in such a mess. Now, it’s a race against time to start ingraining our indigenous knowledge into the younger generations.”

From Papua New Guinea and Ethiopia to California and Russia, the indigenous people in the documentary series represent almost all the continents, but they face many of the same threats to their sacred sites and ancestral lands: government megaprojects, consumer culture, competing religions, resource extraction and climate change. But, producer Christopher McLeod said, the films show far more is at stake than indigenous religion.

“The sacred places are the heart where the indigenous worldview, the values and languages are anchored,” he said. “They’re a source of information and insight about adapting to climate change. It’s no coincidence the planet is dying and the sacred places are being destroyed.”

The film series is the culmination of nearly 10 years of work for McLeod and the Standing on Sacred Ground team, and he said it truly began almost 30 years ago when he was working on a film about uranium and coal mining in Hopi and Navajo territories and elders told him his work was missing an entire dimension: the sacredness of certain places and the obligation of indigenous people to care for them. Read More…

Source:  http://indiancountrytodaymedianetwork.com/2015/05/19/defenders-sacred-sites-around-globe-featured-pbs-series-160398

Norman Taylor Memorial Bursaries & Scholarships, Due: July 24

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Norman Taylor Memorial Bursaries & Scholarships

Applications for the Norman Taylor Memorial Bursary Program close July 24. There are four $1,000 bursaries. Bursaries are available to First Nation, Inuit and Métis students attending university or college as a full-time student in an academic program such as Business Administration, Business Management, Accounting, Commerce and/or other finance related programs. View the guidelines and application form.

Applications for the Norman Taylor Memorial Professional Development Scholarship Program close July 24. Two scholarships of $800 are available for two applicants who wish to enroll in one AFOA Canada (Aboriginal Financial Officers Association of Canada) online course. View the guidelines and application form.

Jul 8 to Aug 2015 – Summer Copyright Workshops at UBC

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Summer Copyright Workshops The Scholarly Communications and Copyright Office will offer a series of Copyright Workshops on consecutive Wednesday mornings in July and August this summer. The sessions will focus on author and creator rights; copyright in the classroom setting; copyright in the digital environment; copyright and conference presentations and copyright and publishing. The workshops will be presented by Chloe Riley with support from Stephanie Savage. All take place in Koerner 216, Wednesdays at 11:00 AM, from 8 July to 5 August. Copyright for Authors and Creators July 8, 2015 11:00 AM – 12:00 PM For more information and to register, please visit: http://elred.library.ubc.ca/libs/dashboard/view/5669 Copyright for the Classroom July 15, 2015 11:00 AM – 12:00 PM For more information and to register, please visit: http://elred.library.ubc.ca/libs/dashboard/view/5671

Survey on Science Engagement for UBC

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Survey on Science engagement for UBC

UBC would like to recommend that you take a 10-15 minute survey that gets to the heart of what it means to be a scientist/researcher (a measurement of excellence in science engagement/outreach).

A working group at the Global Young Academy (where Dr. Kai Chan is a UBC representative) is a launching a novel effort to understand how engagement is assessed in our jobs and how we perceive it. It also seeks to assess how these perceptions about engagement, measurement, and importance, differ between researchers and their managers/heads of department, etc.
Link for university, government, NGO and industry staff with a PhD: 
Link for students and postdocs: 

UBC YRE Research Week Keynote Presentation Available Online

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YRE Research Week Keynote Presentation Available Online

This year’s Research Week keynote speaker for the Year of Research was Dr. Carlos Alberto Torres. Dr. Torres is the principal biographer of Paulo Freire, the Brazilian philosopher and critical social theorist, and is the founder of Paulo Freire Institutes in São Paulo, Buenos Aires, and UCLA. His teaching and research interests include the political sociology of education, the impact of globalization on K- 12 and higher education, and the intersection of area studies, ethnic studies, and comparative studies.

His keynote speech, titled ‘Neoliberalism, Globalization Agendas and Banking Educational Policy: Is Popular Education An Answer?’ can be found here, and his PowerPoint presentation can be accessed here.

Please direct comments or questions to Joanne O’Connor at joanne.oconnor@ubc.ca.