Please join us for the 7th Aboriginal Math K-12 Symposium at the First Nations Longhouse, UBC on May 11 2017. This symposium is an opportunity for teachers, administrators, Ministry representatives, community members, and academics to connect, explore, imagine and share new ideas, resources and research on Aboriginal mathematics education from kindergarten to Grade 12. Together we hope to:
Learn about new research in mathematics and Aboriginal education
Discuss and share approaches, research and educational projects for improving Aboriginal math education
Develop community connections to facilitate and support improving Aboriginal math education
Please direct questions about the symposium to:
Kwesi Yaro firstname.lastname@example.org
Registration open by mid March 2017.
Ethics of Belonging: Protocols, Pedagogies, Land and Stories – Indigenous Literary Studied Association Conference 2017
Ethics of Belonging: Protocols, Pedagogies, Land and Stories: ILSA’s Annual Conference
this year held at the Stó:lō Nation Teaching Longhouse 7201 Vedder Road, Chilliwack on the Unceded, traditional territories of the Stó:lō peoples
We invite scholars, knowledge-keepers, artists, and community members to join us in generating new conversations about protocols, pedagogies, land, and stories from a wide variety of perspectives, including tribally-centred, inter-tribal, pan-national, urban/suburban, and trans-Indigenous, at ILSA’s third annual gathering, this time taking place on the unceded, traditional territories of the Stó:lō peoples in the Stó:lō Teaching Longhouse in Chilliwack, B.C. In a 2007 essay Stó:lō historian Dr. Albert Sonny Naxaxalhts’i McHalsie shares a Halq’emélem statement that is often interpreted as an assertion of Aboriginal rights and title: “S’ólh Téméxw te ikw’elo. Xolhmet te mekw’stam it kwelat,” which can be translated as “This is our Land. We have to take care of everything that belongs to us” (85). As McHalsie reflects on the boundaries of his territory, he follows the protocols of his community, consulting his elders to uncover teachings embedded in the Halq’emélem language and in Stó:lō stories. Through these protocols he replaces Western concepts of ownership with Stó:lō understandings of personal connection to place, sharing stories that explicate multiple ways of reading the land around him. McHalsie concludes that the statement is not merely an assertion of what belongs to Stó:lō but of belonging, insisting that as his people take care of their territory they necessarily have to take care of stories and understandings of the world embedded within wider kinship relations—between communities, nations, cultures, languages, as well as with the other-than-human.
Inspired by McHalsie’s words, Ethics of Belonging: Protocols, Pedagogies, Land and Stories asks participants to consider ways in which our scholarship, activism, and creative work cares for stories and centres Indigenous perspectives. In what ways can this care and attention honour Indigenous protocols and shape our pedagogies? How might writers or artists who live distanced or alienated from home territories practice such ethics? How might we consider Indigenous cultural production in cyberspace as linked to land? What does it mean to read texts through treaty documents, the history of colonization, or stories that emerge from land-theft and dislocation? What new traditions are Indigenous people, especially those who live in the city, creating?
The Indigenous Literary Studies Association supports diverse modes of creating and disseminating knowledge. Prospective participants are invited to propose conference papers, panels, roundtables, workshops, performances, and other formats for special sessions. Panel sessions will be 90 minutes in duration, with at least 15 minutes for questions and discussion. In keeping with our desire to enable dialogue and community- based learning, we welcome session proposals that utilize non-standard or alternative formats. While open to all proposals dealing with Indigenous literary arts, ILSA encourages proposals for sessions and individual presentations that engage with the following topics:
• “Taking care of everything that belongs to us,” land claims and cultural repatriation
• Stó:lō narrative arts and Stó:lō literary history, present, and future
• Politics of belonging and kinship relations
• Land, ecological responsibility, and environmental ethics
• Land-based solidarities, urban Indigenous communities, and the literary arts
• Literary methods and Indigenous protocols
• The politics of protocols—gender and surveillance
• Two-Spirit and queer Indigenous critical ecologies
• Land, stories, and narrative arts as praxis
• Autonomy and alliance in unceded traditional territories
• Community-based participatory research, pedagogies, and literary studies
• Alliances among Indigenous and diasporic artists
• Mediations of orality and Indigenous material cultures
• Collaborative creation and multi-media
• Artistic expressions of sovereignty and self-determination
• Responsibility, community, and artistic expression
• Community-specific Indigenous knowledge and ethics in scholarship or art
• methodologies and practices in Indigenous literary studies to serve the needs of Indigenous communities
The Indigenous Literary Studies Association (ILSA) was founded in 2014 to promote the scholarship and teaching of Indigenous writing and storytelling in Canada. One way to make our study of Indigenous literatures relevant to the writers who produce the stories we read, teach and study is to meet every other year at national conferences as part of Congress, and meet alternating years in Indigenous communities. In 2015 we met at Six Nations of the Grand River, near Hamilton, Ontario, and in 2016 we met at Congress, hosted that year at the University of Calgary. From June 18-20, 2017 we will be meeting on the unceded, traditional territories of the Stó:lō peoples, in Chilliwack, B.C., about a half hour drive from the Abbotsford airport and about a one and a half hour drive from downtown Vancouver. This time was chosen to coincide with the annual conference of NAISA, the Native American and Indigenous Studies Association meeting, at UBC from June 22-24, 2017.
Proposals are due on Tuesday, January 31, 2017 and this year’s proposals can be submitted to email@example.com. If you do not receive an acknowledgment of your proposal within 7 days, please contact the ILSA council members directly, especially in-coming ILSA President Deanna Reder or ILSA Secretary Sophie McCall. We remind you that prospective participants must be members in order to present at ILSA 2017 in Chilliwack.
Canadian Journal of Education/Revue canadienne de l’éducation has just published its latest issue [Vol 39, No 4 (2016)] at http://www.cje-rce.ca/index.php/cje-rce. We invite you to review the Table of Contents on our site and review articles and items of interest.
Artist’s statement: What decolonization means to me
Indigenous girls and the violence of settler colonial policing
Jaskiran K. Dhillon
Refusal to forgive: Indigenous women’s love and rage
Teaching Indigenous methodology and an Iñupiaq example
Maureen P. Hogan, Sean A. Topkok
Beyond the colonial divide: African diasporic and Indigenous youth alliance
building for HIV prevention
Ciann L. Wilson, Sarah Flicker, Jean-Paul Restoule
Tensional decolonization and public order in Western Nigeria, 1957-1960
Oluwatoyin Oduntan, Kemi Rotimi
A review of Indigenous Statistics: A Quantitative Research Methodology
Indigenous temporal priority and the (de)legitimization of the Canadian
state: A book review of On Being Here to Stay
Decolonization: Indigeneity, Education & Society www.decolonization.org
The power of narratives will be explored as they intersect with ecopedagogical and Indigenous knowings and practices toward a multi-storied, compassionate, just and ecologically sustainable world. Storying as an ‘Indigegogy’ has long served Indigenous Peoples worldwide as an educational and survival practice, engaging through sharing, siting and resituating, through forensic awareness training, opening oneself to the world. Ecopedagogy—learning to ‘read’ and navigate land, sky, water, words, how a raven flies, a fish swims, a tree sways, presence or not of insects, birds, moss, lichen, bark, fungus, berries, accustomed sounds, signs of presence or absence, freshness of tracks and traces, weather and predicative ‘meanings’ inscribed within storying—has always been key for Indigenous pedagogies. Not only the visual, but the auditory, olfactory, tactile, gustatory, and intuitional senses are important reading and transliterating agencies to connect, resituate, realign and regenerate.
Engaging with the course readings, videos, and seminar discussions will provide students the opportunity to make connections with ecopedagogical and Indigenous understandings and practices. A field trip will offer time and space to consider human, non-human and more-than-human worlds not simply as concepts, but as intra-actions of interdependency and reciprocity. Students will respond critically to the course readings and activities in written, oral and/or other means of their choosing as they create ecopedagogical narratives grounded in their own research interests, cultural knowings, histories, lived experiences, geographies and ecologies. This course is open to all interested students.
Course Description: This course will create an opportunity for students to engage in the educational perspectives of Indigenous peoples and communities on an international scale. We will review various practices, theories, methodologies and epistemologies that have emerged from diverse cultural and linguistic backgrounds.
Course Delivery: This hybrid course will be delivered face-to-face and through video conferencing on a weekly basis.
Participating Global Sites & Instructors:
University of British Columbia, Candace K. Galla (Hawaiian)
University of Hawaiʻi Hilo, Keiki Kawaiʻaeʻa (Hawaiian)
University of Alaska Fairbanks, Beth Leonard (Deg Hit’an Athabaskan)
University of Arizona, Sheilah Nicholas (Hopi)
Diné College, Cynthia Benally (Navajo)
Te Whare Wānanga o Awanuiārangi-Whakatane, Rosina Taniwha (Māori)
This is one of the Prince Rupert schools where children will be required to learn some of the language of the Tsimshian First Nation. (Google Streetview)
Starting in September, all Prince Rupert, B.C., students enrolled in Kindergarten through Grade 4 will be required to learn Sm’algyax, the language of the Tsimshian First Nation.
The language program has been available at two of the district’s schools for the past decade, but it will now expand to every primary classroom in the city.
Roberta Edzerza, the Aboriginal Education Principal for School District 52, says the program is designed to teach small, simple aspects of the language that can be used in song, activities and outdoor learning.
“We are on traditional Tsimshian territory and the Sm’algyax is the language of the territory,” she told Carolina de Ryk on CBC Radio One’s Daybreak North.
“We are so proud and we would like to share our language and culture with everybody.”
While learning a second language has been shown to be beneficial to the developing brain, Edzerza adds that this particular program can act as a bridge between cultural communities.
“It’s one avenue to address racism. Education is key. Learning the language and sharing in the learning and the culture,” she said.
“Our students are really proud and they look forward to learning the language.”
Writing Alone Together: A Multi-Literacy Practice for Our Times
Thursday, June 11
From 1 to 3pm
Ponderosa Digital Literacy Centre
Join poet, author and educator Dr. Ahava Shira as she celebrates her new book Writing Alone Together. Offering a process for sharing, listening and paying attention to our own and each other’s lives, Writing Alone Together transforms writing into a catalyst for meaningful conversation, storytelling, mindfulness, artistic expression and mutual support.
In a world that is becoming increasingly virtual, how do we help ourselves and our students sustain our physical connections to each other? Experience the warmth and intimacy of Writing Alone Together. Pull yourself back into the present and into the vital nourishment of face-to-face expression and conversation. Write your stories authentically, boldly and honestly.
Dr. Shira will share how this transformative writing pedagogy is being used with k-12 students in two school districts in BC to encourage students’ self-awareness, self-compassion and resilience and with adult learners at the Centre for Loving Inquiry.
Through the support of the four practices of Writing Alone Together, Ahava will create a space for participants to attend to their emerging inquiries and pay attention to the inquiries of others. Originally conceived for women writing in a circle, Ahava has adapted these practices to be supportive of diverse writers’ needs.
Poet, performer and creative mentor, Dr. Ahava Shira completed her PhD at UBC with the playful and poetic support of Professors Carl Leggo, George Belliveau and Karen Meyer. Founder of the Centre for Loving Inquiry, on Salt Spring Island, where she mentors a vibrant community of artistic women, Ahava is the writing mentor for Let’s Get ExperiMental, a program in the Gulf Islands School District, funded through Artstarts Artist in the Class Program, Salt Spring Arts Council, BC Arts Council and the Province of BC.
Known for creating playful, non-judgemental spaces for creative expression and collaboration, Dr. Shira is the author of a book of poetry Weaving of My Being, a poetry CD Love is Like This and co-author of Writing Alone Together: Journalling in a Circle of Women for Creativity, Compassion and Connection with Lynda Monk and Wendy Judith Cutler. She is also the editor of three anthologies of students’ words: Scattered Change, Paper Airplanes and the forthcoming Writers of the Square Table. Her poems and articles on Loving Inquiry have been published in several journals and books including Educational Insights, The Art of Poetic Inquiry, Living Artfully: Reflections from the Far West Coast and A Heart of Wisdom: Life Writing as Empathetic Inquiry.