UBC EDST 591 Presentation by Dorothy Christian.

1. “Becoming Good
Relatives:
Connecting
Land/Spirit/Heart
Learning to the
Outcomes of Mind
Learning Practices”
Dorothy Christian, PhD student
EDST 591 (082) Indigenous Epistemologies & Curricula
Dr. Jo-ann Archibald
March 26, 2012

2. Goals & Objectives
 strive for excellence in which students are
confident, respectful, critical thinkers and engaged
learners;
 focus on quality education through Aboriginal
worldviews, knowledge, culture, and values;
 maintain high expectations for student learning and
success;
 value cultural diversity;
 develop a welcoming, culturally safe, and inclusive
school environment; and engage parents and community
groups in school planning and decision-making.
Reporting on the Vancouver School District Aboriginal Education Forums Report (January 2011, p.1)
2

3. “Becoming Good Relatives”
Project
 Central to this project is the holstic approach of the Indigenous
worldview and builds on the relational Indigenous concept, that
“We Are All Related”, and that we are consistently striving to be in
“Good Relations” with all things, that is human and non-human
beings, which means reconciling Western (Eurocentric) and
Indigenous systems of knowledge.
 This concept is carried into the notion of connecting
“Land/Spirit/Heart Learning to the Outcomes of Mind Learning
Practices”
 I identify some of the challenges of the Aboriginal Focus School
and put forward some suggestions to building good relations . I
suggest a series of Teaching Circles for the stakeholders based in
experiential learning of the land the school sits on so that an
Indigenous understanding can be incorporated in the pedagogy
of the classroom.

4. Aboriginal Focus School:
Stakeholders
Students
Teachers Parents
Admin
Principal Staff
Community

5. Teaching & Learning as
Whole Human Beings
Spirit
Mind
Body
Heart
Archibald, J. (2008) Indigenous Storywork: Educating the Heart, Mind, Body and Spirit 5

6. Being a Good Relative: A Wholistic
Approach
Heart
Connection
Land Spirit
Connection Connection
Mind
Learning
Outcomes
Archibald, J. (2008) Indigenous Storywork: Educating the Heart, Mind, and Spirit

7. Who Are Good Relatives –
To the Land & the Water

8. To the Trees &Plants

9. To the Other Beings

10. To the Diverse Human Family

12. The Challenges
 Non-recognition and lack of understanding of
Indigenous Epistemologies and pedagogical
practices
 Problematic organizational interface with
Teachers, School Board, School District and
Ministry of Education
 Lack of political will and/or apathy of decision
makers within the School, the School Board, the
School District and the Ministry of Education may
undermine the success of Aboriginal Focus School
Brayboy, Bryan., & Castagno, Angelina. (2008). Culturally responsive schooling for Indigenous youth: A
review of the literature. Review of Educational Research 78(4), 941-993.

13. Unhealthy Canadian Relations -
Historical Social, Political & Spiritual
Relationship – 1700 & 1800’s
 1763 Royal Proclamation – international treaties & law
 International Treaties & BC’s unique Unceded Territories
 1840 to 1996 - State control of education through Residential
schools
 1876 Indian Act legislation that controls every aspect of
“status” Indians in Canada;
 1884 Canada outlaws Indigenous peoples’ spiritual
practices; law repealed in 1951;
http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-indian-act.html

14. Unhealthy Canadian Relations
Historical Social, Political & Spiritual
Relationship – 1900 & 2000’s
• 1920’s Section 141 of Indian Act prohibits more than 5
Indians to gather & cannot hire lawyers during 1920’s
because of political organizing
• 1982 Section 35 of Canada’s constitution & Aboriginal
Rights & Title
 1990 Oka Crisis, armed resistance for land rights;
 1995 Gustafsen Lake Standoff, armed resistance for land
rights; 1995 Ipperwash, unarmed reclamation of land; one
man killed

15. Building Good Relations:
Healing & Reconciliation
 1996 - Royal Commission on Aboriginal People’s in
Canada
 1998 Aboriginal Healing Foundation established
 2000/02 The UN Permanent Forum on Indigenous Issues
set up at UN – Advisory body to the Economic & Social
Council
 2008 Canada apologies to residential school survivors
 2010 Canada signs on to Declaration on the Rights for
Indigenous Peoples

16. Building Good Relations –
In Education
 1972 Indian Control of Indian Education Policy developed
by National Indian Brotherhood, precursor organization to
Assembly of First Nations
 Residential School policies, last one closed in 1996
 1996 Royal Commission on Aboriginal Peoples, sub-section
in Volume 3 dedicated to Education
http://www.collectionscanada.gc.ca/webarchives/2007111505
3257/http://www.ainc-inac.gc.ca/ch/rcap/sg/sgmm_e.html
 1999 Memorandum of Understanding results in Aboriginal
Enhancement Agreements in BC -
http://www.bced.gov.bc.ca/abed/agreements/

17. Building Good Relations at the
Aboriginal Focus School
Two Suggested Strategies
 Begin with a “VISIONING” an organizational development
process with all stake-holders that incorporates the 4R’s:
Respect, Responsibility, Reciprocity, Relevance (Archibald
2008) to determine the philosophical framework for the
school
 Create a Council of stakeholders who meet regularly and
participate in the management of, and/or policy decision
making of the School;

18. Teaching Circles: Connecting
Spirit, Heart and Mind to the Land
 Circle 1: Invite Elder Larry Grant from Musqueam to
explain their MOU with UBC as an example of cultural
protocols working
 Circle 2: Field trip to Stanley Park to hear the place-based
“Story” from Musqueam, Squamish & Tseil wu tuth to
provide an understanding of how Indigenous peoples
relate to the land
 Circle 3: Field trip – Walk with Elder Rose Point explaining
the fauna of the local area to further illustrate the
relationship to the land
 Circle 4: Field trip to Art Leon’s North Van sweat lodge to
explain the spiritual relationship to the land

19. Land, Spirit, Heart Connections –
Classroom Strategies
 Use Teaching Circles  Use Talking/Healing Circles
rather than Lecture style; to manage any conflicts
 Incorporate experiential  Media Literacy Learning
teaching/learning and Circle and ongoing film
Indigenous pedagogical screenings to discuss issues
approach where students
are on the land;