Reflections -skozak
Facilitators -Stan Kozak and Haley Higdon facilitating with Bruce and Joe from Debajamajig
Summary
-mixed results but overall good to have experienced this institute with our Debaj facilitators so that we are now in a position to consider how we might go forward
-adding the FNMI element may have overwhelmed what could be effectively addressed in the two day format -we have a good insight to the questions educators have -hence directions for further work
Going in
-this was always going to be a challenging institute since
1. we were seeking to include Indigenous facilitators on the team -we had Bruce N. and Joe O. from Debajimajig Storytellers work with us -and we don't have a lot of experience with this
2. the focus was initially on indigenous learners in first nations school settings -but that expanded so that the participation came from many backgrounds -mostly being Western
3. about 4 participants were indigenous
4. the attraction was the FNMI focus and not the inquiry or transformative learning focus -hence we had educators attend who were more or less in the conventional learning mind set -that included about 8 educators from secondary school panel -this mix did not help make for a cohesive group of professional learners
Indigenous Elements
Opening each day
-included a smudge circle opening which works well and aligns with the day -preparing to bring your best self to the gathering -note that it was noted that photos of smudging woudl not be appropriate
-Joe and Bruce were able to provide Anishenabek insights as these arose in the institute
-either to the whole group or as they participated in the small discussion groups
Opening Provocation
-the initial KBC worked and identified some issues to address
-the challenge context for sharing with others was a bit
-one of the main ones being educator fear that when we start to do Indigenous elements we will get it wrong -may be a simple as to what terminology is correct to more deeper issues
Example videos
-we did not have good FNMI videos
Normal Institute Flow got messed up
-we were being very respectful to our Indigenous facilitator colleagues who we were working with and hence went with their insights or offerings as per institute elements when these arose
-we also spent a lot more time on components such as question refinement and learning direction setting and examination of DOTS strategies
-NC introduction was not done until day 2 and there was blow back as per the appropriateness of strategies and applicability of some of the examples shown -of course NC does not have examples above grade 6
Using Drama to explore challenging areas
-Bruce led an intro name sharing activity that helped add joviality -give your name and add an action -everyone repeats
-Bruce and Joe led the group through some drama role plays that brought out some interesting learning
-this tool is useful and should be evolved further
Missed items
-we never really addressed the link between Indigenous world views and transformative learning ones
Learning our way forward
- spend time identifying and addressing cultural sensitivity issues in participants when they are from the western worldview -the people attending are there out of good will but are undermined by their sensitivity to possibly offending indigenous individuals and communities
- possible focus for future institute -Indigenizing the School Experience -came from one of the questions posed by an Indigenous woman now working for the Catholic Board
- Don't underestimate the complexity involved - there is no avoiding this -first nations differ -within fist nations there are differences -within first nation communities there are differences
Four Levels of
Activity for FNMI work for LSF
A.
Supporting
Learning for FNMI peoples in identified geographical communities to help
them be who they wish to be –directed to
fnmi learners and educators
B.
Supporting
Learning for FNMI peoples living in non identified geographical communities
to help them be who they wish to be
–directed to fnmi learners and educators
C.
Supporting
Learning for non FNMI people –so they have understanding of how we got here,
who fmi people are, our mutual responsibilities and obligations and possible
ways forward –directed to all Canadian learners and educators
D.
What
insights, practices, perspectives do fnmi people have to contribute to the rest
of Canada and the world as we
seek to learn to live sustainably with all people and all living things
–directed to all including international
-for this institute we ended up mixing all four sectors -particularly the first three
Possible Next Steps
1. -specificity might be advantageous -example maybe an institute at Debaj with a Anishinabeg focus such as : Indigenizing the School Experience for Anishinaabeg Learners
-an Anishinaabeg focus at least restricts the cultural context -but this is still complex
-a focus on A group above with some relevance for B and C.
-note that Anishinaabeg bands are voting on forming their own school board in late November and this may provide an opportunity for support
-expand contact in the Indigenous community for this institute -KTEI on Manitoulin -
Lewis Debassige is a respected Anishinaabe Elder from M’Chigeeng First Nation on Manitoulin Island (Mnidoo Mnising). He is well known for his work as an activist and political advocate for Indigenous rights and education. others at Trent etc
-format may have to evolve from our standard projfessinal inquiry approach
2. Indigenous Insights for Non Indigenous Educators
-great need here
-how can drama lead this so that we start with a dramatic provocation that then leads to professional leanring?
-this could be very relevant to Debaj's work
December 1 -Okay here it is two weeks later and I am still thinking about this one
Error analysis -first morning around the videos had one of the secondary gals pipe up that she did not want to be Debbie Downer but ... and on she went with all the buts
-now my response was something along the line of we all have our own little bit of power to bring about change -and here is where I missed it -I should have said go find your high 5 partner and explore what those little opportunities are
-that may have helped redirect that secondary group from spiraling down further or it may not but it would have been a better response I am sure
