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The dominant story line used to describe First Nations communities is one of loss and self-destruction; of poverty and despair; of high suicides rates, high birth rates and over-representation in foster care; of incarceration, homelessness and learning disabilities; of poor health and high rates of preventable diseases. It is a story of loss of languages, of history, of identity, of parenting skills, of intergenerational communication and relationships, and of hope, as well as one of strife and conflict.
There is, however, another story—not often told—about First Nations, Métis, and Inuit communities where people maintain their values and ceremonies that guide them in their continuing care for the land, rivers and oceans; in their care for themselves and each other; and in their care for their ancestors and descendents. There are many people in these communities who work tirelessly, valiantly, and without economic benefit to revitalize and save their languages and deep cultural and ecological knowledge.
Listen to this lecture online » Weaving words: Enhancing the learning of Aboriginal students (PDF, 869 KB)
For First Nations, Métis and Inuit peoples, there are also two storylines in education: that of the power of education to destroy, and that of the power of education to revitalize and create. All too often, the institution of education has been a tool used to disconnect the Indigenous peoples of this country from their land, livelihoods, languages and ancestors. For many First Nations, Métis and Inuit youth, becoming a school leaver has therefore become a form of resistance and a choice to survive. Yet others are pushed out of a system that refuses to accommodate their learning and human needs. First Nations, Métis, and Inuit, like every other society, had and continue to have their own system of teaching and learning, that have enabled them to care for themselves, their lands, and their ancestors and have ensured a world for their descendents. It is time to work together to experience education as a positive force for creating, building and rebuilding.
My presentation will explore the mechanisms that will enhance the learning of First Nations, Métis and Inuit students by exploring what learners of all ages have told me they need for successful learning, and the needs that must be met by teachers, parents, and community members. It will also explore the lessons that can be drawn from the wisdom held by Indigenous educators and elders regarding the purpose of education as the making of a human being. Finally, it will examine what the experience of community and institutional partnerships can do to support learning, educational endeavours and collaborative relationships among Aboriginal students.
Dr. Lorna Williams is a member of the Lil’wat First Nation of Mount Currie, BC. She is the Canada Research Chair in Indigenous Knowledge and Learning, an Assistant Professor in Aboriginal Education and Linguistics, and Program Director of Aboriginal Education at the University of Victoria. Before joining the University of Victoria, Lorna worked at the Ministry of Education as Director of the Aboriginal Education Enhancement Branch for three years where she directed research, policy development and implementation in all areas of education for Aboriginal students. Prior to this appointment, she worked as a First Nations Education Specialist with the Vancouver School Board. Lorna is a strong advocate committed to working with Aboriginal communities to increase the achievement of Aboriginal learners and to teach First Nations culture, heritage, traditions, and history to all students. Lorna received her doctorate in education at the University of Tennessee. Her research is in the area of teacher development and collaborative learning.
Lorna has co-directed a series of videos called First Nations: The Circle Unbroken. She has written children’s books, teachers’ guides and developed Lil’wat language curriculum to teach people to read and write the Lil’wat language, which was exclusively oral until 1973. She has organized and trained teachers working in and outside the public school system in applications based on Feuerstein’s theory of structural cognitive modifiability and mediated learning.