Ontario invests in strategy to improve Aboriginal student achievement
Film school knows there are many stories to tell
Integrating Elders into education at GPRC
BDC fostering Aboriginal youth leadership
DRSA – gateway to a science career
MuchMusic promoting diversity with scholarships
Manitoba Métis group plans comic about Louis Riel
A most unscientific clash of cultures
Ontario invests in strategy to improve Aboriginal student achievement
The Ontario government is launching an Aboriginal Education Strategy that includes a new education framework and an initial $6 million investment to improve achievement for First Nations, Métis and Inuit students, Education Minister Kathleen Wynne announced January 23rd.
"We are committed to reaching every student," said Wynne. "And our new education strategy has been designed to help improve opportunities for First Nations, Métis and Inuit students – whether they live in remote areas or in urban centres."
A key part of the strategy is the new First Nations, Métis and Inuit Education Policy Framework, which will set the foundation for improving achievement among Aboriginal students in provincially funded schools.
"This new strategy is part of Ontario's new approach to building relationships with Aboriginal communities and creating a better future for First Nations, Métis and Inuit children and youth," said Minister Responsible for Aboriginal Affairs David Ramsay. "The framework is an important part of that strategy, as a foundation for improving opportunities for Aboriginal students."
The framework includes plans to:
- Improve literacy and numeracy skills
- Increase the number of Aboriginal staff working in school boards
- Encourage more parents to get involved in their children's education
- Further integrate Aboriginal content and perspectives throughout the Ontario curriculum to increase knowledge and awareness among all students.
"The Ontario government's new policy framework is a positive first step towards recognizing and meeting the educational needs of First Nations students within the Ontario school system," said Angus Toulouse, Ontario Regional Chief from Chiefs of Ontario. "We look forward to working with the Ontario government on the implementation of this framework."
In addition to the framework, the Ontario government is investing $6 million to support capacity-building efforts within school boards and build partnerships with Aboriginal communities and organizations.
"We are pleased that the Métis Nation was given the opportunity to provide feedback on the framework," said Tony Belcourt, President of the Métis Nation of Ontario. "It's great that this framework has the potential to help so many students achieve their future aspirations, and that it was given such broad consultation."
"The new framework and accompanying funding is intended to provide support to the education system to improve the academic achievement of First Nations, Métis and Inuit students," said Mario Turco, Director of Education, Algoma District School Board. "This strategy will also benefit non-Aboriginal students as they learn more about the culture and perspectives of Aboriginal peoples in Ontario."
In addition to the $6 million in funding, the McGuinty government has already invested more than $5 million in initiatives across the province that support Aboriginal student success, including:
- $2.3 million for Aboriginal Student-Focused Student Success Projects
- $650,000 annually for Alternative Secondary School Programs in Native Friendship Centres
- $50,000 to train teachers on elementary and secondary curriculum.
"We are committed to strengthening Aboriginal voices and involvement in education, and to ensuring our First Nations, Métis and Inuit students have every opportunity for success," said Wynne. "By working with Aboriginal peoples and communities, we are delivering excellence in education for all of Ontario's students."
The Ontario government is dedicated to excellence in publicly funded education for all students and recognizes the need to develop specific strategies to meet the needs of Ontario's First Nations, Métis and Inuit students in provincially funded schools.
Ontario's new Aboriginal Education Strategy will help support learning and achievement for Aboriginal students. The strategy will also help raise awareness about First Nations, Métis and Inuit peoples' cultures, histories and perspectives in schools.
The new strategy is in line with the commitments made in Ontario's New Approach to Aboriginal Affairs, released in spring 2005, which envisions prosperous and healthy Aboriginal communities that will create a better future for Aboriginal children and youth.
Part of this new approach included a commitment to working together with Aboriginal organizations and communities to improve achievement among Aboriginal children and youth.
The $6 million investment will provide funding for initiatives that support Aboriginal student success, such as:
- Regional capacity-building efforts within school boards
- Partnerships with Aboriginal communities and organizations to develop strategies to support Aboriginal student achievement
- A resource that summarizes expectations in the revised curriculum that incorporates perspectives of First Nations, Métis and Inuit peoples
- Joint capacity building workshops with school boards, First Nations and Indian and Northern Affairs Canada on tuition agreements and education funding.
Film school knows there are many stories to tell
Hidden away, midway up Galiano Island off of BC’s west coast, is a rare rural sight – a film school. Since 1995, The Gulf Islands Film & Television School (GIFTS) has set out to take part in the rapidly evolving realities of today’s media. Dubbed, “the indie film school,” GIFTS was the first of its kind: an intensive media training facility with the mandate to broaden access to media production for marginalized people; essentially, to change the face of media.
A GIFTS Aboriginal student perched on a Galiano bluff, to get the shot.
In the beginning, GIFTS primarily provided workshops for youth, including specialized programs for street youth and Aboriginal youth. Over the years, GIFTS grew to include adult workshops while continuing to pursue programs sponsored by organizations such as the NFB, Health Canada, and the First Nations Education Steering Committee, among others. The goal of such programs has been to offer the opportunity to gain the knowledge and skills involved in production to those whom may otherwise be unable to attend such a program. The results have sometimes included youth-created Public Service Announcements broadcasting across Canada.
Often, the greatest results of these programs have not necessarily been the finished students films, but the change in attitude of its participants. After all, living with and collaborating on a creative project with a small group of your peers, under deadlines, can be a challenging and cathartic experience.
Ekosi Philana Blackburn-Morin, a GIFTS alumnus from 2005, says of her experience, “My journey to GIFTS was to be with my blood sister and to share our experience of separation as we reconnected with each other, while processing through our passion for story telling and film creation. I was stretched inside and out with my process at GIFTS, and I really appreciated the care and attention and patience with which our mentors approached everyone.”
Organizations have partnered with GIFTS to create specific issues-based pieces and have had great success in using their films to inform and educate the public about their work and concerns. In 2004, GIFTS helped to fund a project with White Crow Village – a camp dedicated to children with Fetal Alcohol Syndrome (FASD). They have since been able to use the film to help raise funds and awareness about their camp and about FASD. As well, many student films make it to the festival circuit. Fortunately, the number of Aboriginal Film Festivals has continued to grow in recent years, reflecting the increase in the number of Aboriginals that have found a voice through film.
Twice per year, GIFTS offers a Media Intensive Program (MIP) dedicated specifically to Aboriginals, young and old. The program is a week-long intensive workshop – and intensive means intense – that sees students through the entire production process. The program boasts an excellent student to instructor ratio, with mentors living onsite with the students. Indeed, a community tends to form among each program’s participants. All mentors for this program are Aboriginal, as well as much of the support staff, and they are available night and day.
“The combination of solid instruction, a creative atmosphere and enough freedom to make and learn from mistakes is wonderful… I’m now working in documentary filmmaking!” says Lisa Jackson, an alumnus of the school, and the director of the wildly successful, “Suckerfish.”
In an effort to never turn away anyone with a passion to learn this medium, GIFTS provides bursaries to many of its students, offers work trade opportunities as well as scholarships. Anyone interested in the school and its program may contact gifts@gulfislands.com, or phone 1.800.813.9993.
There are many stories still waiting to be told.
Integrating Elders into education at GPRC
Grande Prairie Regional College (GPRC) is a welcoming environment for students, and is committed to removing barriers to learning.
“When students come to GPRC they don’t have to leave who they are at home,” says Kelly Benning, the Aboriginal Liaison coordinator at GPRC.
“We provide support and opportunities to celebrate our cultures as part of daily life here on campus, and are steadily building stronger links with home communities and local support networks.”
GPRC students enjoy the on-campus Friendship Centre, first of its kind in Canada, which is run in partnership with the Grande Prairie Friendship Centre. This centre offers the following services to our Aboriginal students:
- Circle of Aboriginal Students – voluntary student Support Group
- Computers with Internet access
- Workstations for students to work on Assignments
- A supportive, safe and comfortable location for Aboriginal students to meet; share their ideas, and their successes and to retrieve messages from home.
- Tutorial assistance and study sessions are available.
- A centre for communication with outside agencies, with available resource materials and references available.
- A location to ensure that native culture is safeguarded and promoted, and that practices such as sharing circles are maintained.
- Celebration and Ceremony
- A place of friendship.
At GPRC, assistance is available to help students plan their educational programs, find financial support, or locate appropriate student housing and daycare. “We do everything we can to support students to be successful at GPRC,” says Benning.
This year, the College purchased and celebrated a tipi for use by students and community.
“Our Elders and students helped prepare the poles, and will be using the tipi in the future for smudging and other spiritual learning,” Benning explains.
“Elders representing many of our Aboriginal communities were present in September for a blessing ceremony to prepare the tipi for future use. Now a permanent location is being prepared, and the GPRC community will have year-round access to the tipi.”
Close relationships with Elders and with the many Aboriginal communities served by Grande Prairie Regional College has enriched the campus experience for all students and staff.
Each year performances, ceremonies, displays and celebrations expand cultural awareness and acceptance. Expanded displays of culturally significant art is a goal Kelly Benning plans to pursue for the coming academic year.
One thing is certain: students choosing GPRC as the place to prepare for, or begin post-secondary studies, are welcomed and supported!
BDC fostering Aboriginal youth leadership
Aboriginal communities show higher rates of new business creation and self-employment growth than the Canadian average. BDC Aboriginal Banking plays a leading role in the development and delivery of BDC’s customized, long-term, and flexible solutions while also supporting Aboriginal youth leadership.
Tim Kowcharlie, Aboriginal Business Consultants, Sanikiluaq, Nunavut.
Misty Wouters, Robin Arnouse, Candy Shop, Salmon Arm, B.C.
Samantha Barnes, Derek Akpalialuk, Nadine Chislett, Lily Maniapik, Tasiq Catering, Iqaluit, Nunavut
E-Spirit competition
The E-Spirit program, developed by BDC and supported by ACOA, is a business planning competition offered to students from grade 10 to 12. Featuring 16 weeks of interactive business planning resources, the program also includes access to mentors online and networking opportunities. Over the years, E-Spirit has exposed more than 3000 Aboriginal youth to the potential of entrepreneurship. The 2007 E-Spirit business plan competition will be held in Halifax, Nova Scotia, from May 14 to 16.
Aboriginal Youth Lending Circle
In February 2006, BDC announced the creation of the Aboriginal Youth Lending Circle (AYLC) to support youth entrepreneurship in high schools. Students from Ponoka Outreach High School now have the opportunity to develop entrepreneurial skills while accessing actual financing of up to one thousand dollars per project for their business plan. Two other lending circles have also been implemented by BDC in Manitoba and in Toronto.
Internship and Summer employment program
BDC’s Internship and Summer employment program is aimed at Canadian students attending high school or university. BDC looks for students enrolled in a bachelor of commerce or business administration program who are interested in a future career with BDC.
Soar Magazine
BDC Aboriginal Banking developed SOAR Magazine with a mandate to profile successful Aboriginal youth. Each story is meant to inspire and demonstrate that youth from all backgrounds can make a difference in their community.
Photos show high school students entered in E-Spirit National Aborig-inal Youth Business Plan Competition, May 2006, Quebec City.
Visit www.bdc.ca for more info.
DRSA – gateway to a science career
With many high school graduates considering scientific careers, the Deep River Science Academy (DRSA) has helped to open many doors. In 2007, DRSA will celebrate 20 years of providing unprecedented educational experiences to over 1,000 Canadian high school students.
The founders of DRSA, Dr. Alistair Miller and Dr. John Hardy, recognized that scientific research and development (R&D) was vital to a vibrant Canadian economy. After federal budget cuts to Atomic Energy of Canada Limited (AECL) in 1985, they joined a community task force to look into ways of diversifying the Deep River, Ontario economy, while promoting the importance of R&D to the public. As a result, the DRSA was founded in order to create a program introducing high school students to a world of exciting R&D projects. These projects would be done in leading Canadian laboratories under the mentorship of a research assistant/tutor and a professional scientist for six weeks. Unlike the science courses taught in high schools, Miller and Hardy were convinced that DRSA students would be exposed to the reality of research, in real labs with real scientists. Upon successful completion of the program, students would achieve two academic credits in chemistry, biology, physics or earth sciences and be able to make informed decisions regarding scientific careers.
The projects are not demonstration projects and the students are not mere observers. They actively participate in real scientific research. DRSA students become an important part of the research team. The answers to the questions posed by the research cannot be found at the back of any textbook. Each project is original and unique.
Over the years, DRSA has won many prestigious awards for its outstanding educational work. Most recently, DRSA was the recipient of the 2004 Michael Smith Award for science promotion to honour individuals and groups who make outstanding contributions to the promotion of science in Canada through activities encouraging popular interest in science or developing science abilities.
DRSA has inspired many graduates to continue on to become the science leaders of tomorrow. J.J. Offiong is one of them. In 1988, Offiong did research to help improve the O-rings for the U.S. Space Shuttle, Discovery. Today, Offiong, with a masters in atmospheric science, works at the NATO Consultation, Command and Control Agency in The Netherlands where he is responsible for applying analytical studies for Air Operations.
Offiong credits DRSA for his achievements, “DRSA was my first opportunity to research a new problem where the answer couldn’t be found in the textbook. I continue to use the skills I first learned and used when I participated in the program.”
Along with Offiong, other successful graduates have gone into careers in environmental research, health sciences and physics, just to name a few. DRSA is planning for another great year and is looking forward to helping build a culture of science and research in Canada, as it has been doing the past 20 years.
If you or someone you know would like more information about DRSA, please contact the national office at (613) 584-4541 or visit their website at www.drsa.ca.
MuchMusic promoting diversity with scholarships
Building on its commitment to encourage diversity in broadcasting, MuchMusic and MuchMoreMusic are pleased to honour two outstanding broadcast students in their annual scholarship awards.
Candace Backfat from Calgary, AB.
Calgary's Candace Backfat and Toronto's Andre Garber are the respective winners of the 2006 MuchMusic Aboriginal Youth Scholarship and the 2006 MuchMoreMusic AccessAbility Scholarship. Both awards go to applicants training for a future in the broadcast industry who best demonstrate skill, talent, excellence and enthusiasm. Since 2004, MuchMusic and MuchMoreMusic have awarded $31,000 to support broadcast students from traditionally under-represented groups.
"It is a sincere pleasure to honour these smart, talented students with our annual scholarships," says David Kines, Vice President, Music and Youth Services, CHUM Television. "We can surely expect great things from Candace and Andre when they graduate and enter the broadcast industry."
Established in 2004, the MuchMusic Aboriginal Youth Scholarship is presented in partnership with the Aboriginal Youth Network (AYN), and awards $5,000 (CDN) to the winning Aboriginal student. This year's award goes to SAIT Polytechnic Broadcast Technology student Candace Backfat.
"I always knew that I was meant to speak up for my Native People," said Backfat in her application. "My goal now is to become a talk show host advocating Aboriginal issues."
Backfat counts among her many achievements volunteering for the Urban Society for Aboriginal Youth (USAY), freelance writing for USAY's New Tribe Magazine, serving as Youth Worker for Siksika Park and Recreation, and has been identified by her community as part of the Alberta Future Leaders Program.
Now in its second year, the MuchMoreMusic AccessAbility Scholarship, presented in partnership with The National Educational Association of Disabled Students (NEADS), awards $5,000 (CDN) to a broadcast student with a permanent disability. This year's award goes to Ryerson University Radio and Television Arts student Andre Garber.
Andre Garber from Toronto, ON.
"I could have given up and surrendered to inevitable doubts about my abilities," said Garber in his application. "Instead, my journey has strengthened my determination to succeed and to follow my passions. It has also confirmed my commitment to contributing to the community and the life of others in need."
Among his many accomplishments are fundraising for Free the Children and OneChild, co-founding the not-for-profit Youth for Youth Literacy, volunteering for the Mother Theresa Institute in India, and mentoring special-needs students at Northern Secondary School.
Applications for the 2007 MuchMusic Aboriginal Youth Scholarship will be available as of March 1 on muchmusic.com, and will be accepted until November 30, 2007.
Applications for the 2007 MuchMoreMusic AccessAbility Scholarship will be available as of March 1 on muchmoremusic.com, and will be accepted until November 1, 2007.
Manitoba Métis group plans comic about Louis Riel
A Métis organization plans to present the controversial history of Louis Riel in a colour comic that is every bit as colourful as Riel's personality.
The 50-page, hard-cover graphic novel is to be published in both official languages. The proposal includes an interactive DVD, a teacher's guide and student workbook, and an interactive, animated website.
“This is a very ambitious undertaking,” said Robert Freynet, who is writing and illustrating the book. He created a similar work in 2002 on the life of French explorer and fur trader La Verendrye.
“It is an arduous process but one that is very exciting. It will be a beautiful production.”
Administered by the Union National Metisse Saint-Joseph du Manitoba, the oldest Métis federation in Canada, the $185,000 project will be developed in stages as funding becomes available, and will take more than two years to complete.
The federal representative responsible for Métis and non-status Indians, a department of Indian and Northern Affairs Canada, has designated $23,000 over two fiscal years for the manuscript. It’s still undetermined where the remaining money will come from.
Freynet was formally commissioned for the project in a Nov. 11 commemorative ceremony celebrating the association’s 120th anniversary. The 51-year-old from Ste. Genevieve, Man., is now extensively researching Riel's life.
“This research can hardly be considered work. It’s so fascinating. To synthesize all the information into comic form will be very challenging, because the story is quite complicated.”
It will take Freynet more than one year to complete his draft, after which three Manitoba historians and a group of editors will review the work.
“There is a great deal of false information about Riel, and we want to set the record straight,” said Gabriel Dufault, president of the Métis organization.
“That is our primary objective. Riel's contributions to Canada are greatly misunderstood. We want to encourage young people to appreciate accurate history by using a venue that appeals to them.”
The group hopes the comic will be available in bookstores, although Dufault also intends to distribute it to all Manitoba schools.
Riel led the Métis and their supporters in the Northwest Rebellion, which grew out of their concern about losing their land as more and more settlers moved West. He was hanged for treason in 1885 after a brief trial.
His execution remains contentious to this day. Present-day Riel supporters still demand a retroactive pardon for the man considered to be one of the founders of Manitoba.
A most unscientific clash
of cultures
Mismatch between Western scientific values
and Aboriginal culture results in massive
Aboriginal under-representation in science and engineering
A clash of cultures and viewpoints is discouraging young Aboriginal people from pursuing science and engineering education, according to a new analysis from the Canadian Council on Learning (CCL).
The study suggests that the fundamental differences between Western science and the way Aboriginal people view the world are a major reason for significant under-representation of Aboriginal people in science and engineering education and careers.
“Aboriginal people with a dual understanding of traditional knowledge and modern Western science could make great contributions to addressing the challenges facing First Nations, Métis and Inuit communities,” said Dr. Paul Cappon, CCL President and CEO. “It’s not a question of replacing Western science with Aboriginal perspectives – the solution lies in bringing both into the classroom and showing young Aboriginal people that both play a role.”
While there have been increases in the number of Aboriginal people completing school and moving on to post-secondary education in recent years, science and engineering are rarely chosen by Aboriginal students. This is a problem for several reasons – the Canadian science and technology community is largely deprived of an important and unique perspective; individual Aboriginal people are missing out on interesting, well-paid careers; and Aboriginal communities are not getting the science and engineering professionals and educators they need.
“Increased numbers of Aboriginal people in science and technology careers would contribute not only to Aboriginal communities, but bring new and valuable perspectives to conventional sciences as well,” said Cappon.
“Finding ways to attract Aboriginal youth to careers in science and engineering would be a boon for science, for the individuals involved, and for Aboriginal communities, which in many cases depend on natural resources (such as fishing or forestry) for their economic prosperity, and also use science and technology to diversify their economies,” said Cappon.