Past Projects

 Seeking Their Voices: Improving Indigenous Student Learning Outcomes, 2014-2015

This research project focused on the issue of improved student learning for Saskatchewan Indigenous high school students. A multiple case study approach was employed to examine various contexts while learning about particular factors and conditions regarding Indigenous student outcomes in Saskatchewan. Six schools were invited to participate. Focus groups of six to eight participants per group were conducted with students, parents and teachers.  In each school, interviews with the school administrator’s were also conducted.  The project was funded by the Ministry of Education. 

Principal Investigator: Dr. Larry Steeves, University of Regina
Co-Investigators are from the University of Saskatchewan (through AERC) and the University of Waikato. The project team included community-based researchers.

Report: Berryman, M., Carr-Stewart, S., Kovach, M., Laliberté, C., Meyer, S., Merasty, B., Sloboda, A., Stelmach, B., and  Steeves, L. (2014). Seeking their Voices: Improving Indigenous Student Learning Outcomes. Unpublished. Funded by Ministry of Education, Saskatchewan and Saskatchewan Instructional Development and Research Unit, Faculty of Education, Aboriginal Education Research Centre, University of Saskatchewan

A longitudinal study on the implementation of the Fourth R: A school-based resource

Principal Investigator: Dr. Marie Battiste

Co-Researcher: Dr. Suzanne Zwarych

The purpose of this study is to track and monitor teacher candidates as they move into teaching positions (up to December 30 2014) who are introduced to the program while in university to determine to what extent this program is used once they are in schools and its value and benefits to them and their students. Participants will be asked to provide contact information so followup investigations can be performed to determine whether or not they have found value in using the Fourth R violence prevention program in schools.

Partnership with Canadian Safe School Network – Western Division

AERC has established an ongoing partnership with the Canadian Safe Schools Network – Western Division. The objectives of the Network align with those of AERC: to promote healthy and safe schools and support evidence-based universal intensive violence prevention programs in a way that accounts for Western Canadian worldviews. The Canadian Safe Schools Network, in conjunction with AERC, sponsors Safe School Conferences, completes risk assessment training, certifies institutes, and holds provincial ‘think tank’ sessions.

The Fourth R Violence Prevention Program Evaluations

This project includes the implementation of the Fourth R, a school-based program that addresses youth dating, peer and family violence, and risky teen behaviours (substance use and unsafe sexual behaviours). The Fourth R was initially developed for mainstream youth; however an additional version has been written to meet the unique needs of Indigenous youth. The original Indigenous version was subsequently reviewed in the Saskatchewan context by students in the Indian Teacher Education Program (ITEP) and the Saskatchewan Urban Native Teacher Education Program (SUNTEP), who helped evaluate the program and make recommendations for revisions that made it applicable to Cree and Metis youth in Saskatchewan. Interested schools submitted a request for Fourth R resources and teacher training workshops and were provided materials and teacher training to implement the program. Workshops were established to train teachers in five schools. A total of 118 teachers from 37 schools received training and 15 schools received resources.

wâhkôhtowin: Indigenizing Practice in Post-Secondary Education

September 18-20, 2014

The wâhkôhtowin conference brought together post-secondary faculty, graduate students, Elders and others from across Canada working across various disciplines to share and learn about processes and methods involved in the decolonization and indigenization of the academy; a major goal for our university as well as others. We are in a time of resurgence in Indigenous knowledge, systems, and ways of knowing.

The Keynotes for the wâhkôhtowin conference are the Right Honourable Paul Martin, former Prime Minister of Canada; and Dene Elder Be'sha Blondin from Yellowknife N.W.T.

Conference Facebook Page

Conference Website

The Fourth R: Promoting Youth Well-being through Healthy Relationships

Partner Institution: Funded by the Centre for Addictions and Mental Health

Principal Investigator: Marie Battiste

The Saskatchewan team were asked to make further revisions to the Saskatchewan Indigenous version of the Fourth R Violence Prevention Program by assisting with the evaluation of the Indian Teacher Education Program (ITEP) Fourth R Program; conducting research on barriers for teachers implementing the Fourth R Aboriginal Perspectives curriculum and submitting reports outlining findings; developing recommendations detailing suggested resources and supports for educators implementing the Aboriginal Fourth R. The project aims to:

• Significantly increase youths’ well-being and connectedness and decrease violence measured through changes in attitude, competencies and behaviour over the course of the school year through a combination of universal programming at the whole school level and targeted programming identified for at-risk youth;
• Significantly increase the well-being and connectedness of at-risk urban, rural, and northern Indigenous youth over the course of the school year through culturally enhanced programming to promote healthy relationships as evidenced by changes in connectedness (to self, school and others), self-reported well-being and self-reported perpetration of violence;
• Increase parents’ awareness, self-efficacy and skills with respect to taking a more active role in countering the negative socialization of media violence issues with their children as measured by attitudes, behaviours, and knowledge before the intervention, after the intervention, and at a 6-mont follow-up; and
• Measurably increase (as evidenced by changes from pre- to post-intervention questionnaires) the competency and self-efficacy of teacher candidates who will be teaching a diverse group of normal and high-risk youth in urban, reserve, and rural settings upon graduation, in promoting youth well-being through relationship skills.

Community Initiatives Fund

Principal Investigator: Dr. Marie Battiste

Researcher: Dr. Suzanne Zwarych

The Fourth R Small Group and After School Program is an intervention which strengthens relationship skills, proides youth with negotiation, delay, and refusal skills and helps to build bonding to school and neighbourhoods. This project will provide youth care providers with an evidence-based intervention format for children and youth and the training and support to implement the program in a variety of settings.

An Environmental Scan of Educational Models Supporting Aboriginal Post-Secondary Education

Partner Institution: Funded by the Commonwealth of Australia as represented by the Department of Education, Employment and Workplace Relations, Canberra

Principal Investigator: Dr. Marie Battiste

Co-Investigator: Dr. Alexandria Wilson

This research project responded to a call from the Quality Indigenous and Equity Branch of the Department of Education, Employment and Workplace Relations in Canberra, Australia to provide a scan of literature on promising practice in Canadian post-secondary education (PSE) institutions that improve access, retention, and success for Indigenous students. The final report presents an introduction to the Canadian context of Indigenous education and PSE outcomes achieved so far, followed by a discussion of various models for Indigenous education adopted by PSE institutions, along with specific examples of these types of programming. The paper next provides a general discussion of promising practices adopted within these models that have been found to improve academic outcomes for Indigenous students in Canada, and explores a resulting dilemma. The paper concludes with a review of promising practices, key themes arising in the contemporary context of Indigenous education, new directions for the postsecondary education of Indigenous and non-Indigenous students, and consideration as how to how these might be relevant to other nations.

Wilson, A., & Battiste, M. (2011). Environmental Scan of Educational Models Supporting Aboriginal Post-Secondary Education. Prepared for the Commonwealth of Australia as represented by the Department of Education, Employment and Workplace Relations. Saskatoon, SK: Aboriginal Education Research Centre

A Multi-Systemic Approach to Promoting Youth Well-being and Reducing Violence and Victimization: Integrated Plans for Effective School and Community Interventions

Partner Institutions: Funded by the Centre for Addictions and Mental Health (CAMH) in association with the University of Western Ontario

Principal Investigator: Dr. Marie Battiste

Co-Applicant: Dr. Suzanne Zwarych

CAMH and Dr. David Wolfe, Principal Investigator, University of Toronto, received funding from the Public Health Agency of Canada for this project. The project proposes an innovative multi-systemic intervention model that uses schools as hubs to incorporate prevention activities aimed at youth in classrooms through work with parents, families, and community partners. Under the direction and supervision of Dr. Marie Battiste, AERC agreed to:

• Carry out a series of consultations with educators and post-secondary students regarding program adaptations to the Fourth R Aboriginal Perspectives curriculum;
• Review an Aboriginal Adaptation protocol;
• Describe appropriate processes for engaging Indigenous communities on violence prevention initiatives; and
• Review program adaptations to the Fourth R After School curriculum.

Animating the Mi’kmaw Humanities in Atlantic Canada

Partner Institutions: Cape Breton University; Dalhousie University; St Thomas University; Mi’kmaw Kina’matnewey; Set Annawey; Conne River, Newfoundland; funded by Social Sciences and Humanities Research Council of Canada (SSHRC)

Principal Investigator: Dr. Marie Battiste

Co-Collaborators: Lynne Bell, Isobel Findlay, Len Findlay, J.Y. Henderson, Albert and Murdena Marshall, Lindsay Marshall, Patti Doyle Bedwell

Project Timeline: 2010 - 2013

SSHRC has granted the University of Saskatchewan $249,858 for a three-year project to “Animate the Mi’kmaw Humanities”. This project is designed to generate a proactive model and concept of the Mi’kmaw humanities through a community action-based model that aims to be a catalyst for an inclusive curriculum, applicable in secondary or post-secondary education, creating a trans-systemic connection and synthesis with the study of the humanities in Atlantic Canada. It offers nourishing space in communities and schools that can mobilize the Mi’kmaw humanities as a vibrant agent for a delayed but much-needed educational change. The transdisciplinary team united for this research project, who bring a blend of intercultural and interdisciplinary knowledge, skills, and talents to their task, aim to build a model of Mi’kmaw humanities in Atlantic Canada from Mi’kmaw traditions, thought, creativity, and experience. It includes both the traditional aspects of Mi’kmaw humanity as well as innovative aspects of Mi’kmaw modernity that synthesize traditional teaching with new manifestations of contemporary life and scholarship. The three related purposes of the research are to:

• Animate the intellectual, cultural, and educational capacity of the Mi’kmaw humanities for educational institutions;
• Increase respectful research leadership, partnership, and capacity in the social sciences and humanities to comprehend Indigenous knowledges and to integrate them with Eurocentric knowledges; and
• Begin to shift educational and public discourse about the Mi’kmaw humanities from deficiency to accomplishment, from misunderstanding to respect, from exasperation to pride, and from division to cooperation.

This research project is designed to remedy past abuses of educational practice and to generate inclusive humanities, in particular, building new theoretical, practical, and methodological approaches derived from Mi’kmaw knowledge to promote public understandings about the place of the Mi’kmaq in Atlantic Canada. The research will ultimately articulate Mi’kmaw humanity through focused research of Mi’kmaw textual and oral traditions, stories, legends, visual expressions, and analysis of language structures.

Publications:

Battiste, M., Bell, L., Findlay, I.M., Findlay, L., & Henderson, J. (Sa’ke’j) (2005). Thinking Place: Animating the Indigenous Humanities in Education. Australian Journal of Indigenous Education, Special Edition, 34, 7-19.
Henderson, S. (2005). Insights on First Nations Humanities. Australian Journal of Indigenous Education, Special Edition, 34, 143-51.
Findlay, L. (2011). Soft Sovereignties and Strokes of Genius: Situating the Indigenous Humanities within Canada. Retrieved from: http://www.ideas-idees.ca/blog/soft-sovereignties-and-strokes-genius-situating-indigenous-humanities-within-canada

The collected archives of the project can be found online here: http://mikmawarchives.ca/collections

Dialogue on Aboriginal English: Celebrating the Local, Negotiating the School: Language and Literacy in Aboriginal Communities

Held at the University of Saskatchewan, this symposium was intended to raise the consciousness of scholars, teachers, and academic partners to the variants of English used by Indigenous communities and youth, the academic challenges encountered with them, and considerations as to how those languages could be better positioned in education as local variants to be used and relegated to new positions of strength on the way toward their developing new and different variant forms of English that might serve them in new ways in their academic futures. Funds from the Nourishing the Learning Spirit bundle provided the foundation for the dialogue, and in collaboration with organizing faculty in the College of Education, a special issue of the Canadian Journal of Native Education was produced from the peer-reviewed papers presented at the conference.

Publication:

Battiste M., Kovach M., & Balzer G. (Guest Eds.) (2010). Celebrating the local, negotiating the school: Language and literacy in Aboriginal communities. Canadian Journal of Native Education, 32 (Supplement), 4-12.

Manitoba Aboriginal Education Research Forum – Shawane Dagosiwin

May 13-15, 2009 Winnipeg, MB

The Aboriginal Learning and Knowledge Centre (AbLKC) was a co-sponsor and contributor to the Manitoba Education, Citizenship and Youth/Advanced Education and Literacy Aboriginal Education Directorate initiative at the 5^th Annual Aboriginal Education Research Forum (AERF) – Shawane Dagosiwin.

First Nations and Metis Education – Promising Practices Symposium

April 1-2, 2009 Saskatoon, SK

The AbLKC, in collaboration with the Ministry of Education and Canadian Council on Learning (CCL), held the First Nations and Metis Promising Practices Symposium on April 1 and 2, 2009. The keynote, plenary, and session presenters offered a variety of topics targeting four priority areas in First Nations and Metis Education. These practices and visionary initiatives sought not only to benefit First Nations and Metis youth but also all students in the province of Saskatchewan. The AbLKC was pleased to offer four presentations on promising practices arising from the collective work of the Centre’s Animation Theme Bundles which were supported with funds from the CCL, the Adult Learning Knowledge Centre. The efforts of the six Animation Theme Bundle Leads of the AbLKC Consortium were acknowledged as having done exceptional work identifying numerous promising practices and research gaps in Indigenous learning.

Engaging and Empowering Aboriginal Youth Regional Symposium – Saskatoon

Partner Institutions: Centre for Research and Education on Violence against Women and Children (CREVWC); University of Western Ontario

Academic Director: Dr. Marie Battiste

Symposium Facilitator: Dr. Suzanne Zwarych

AERC and CREVWC hosted a one-day symposium on October 20, 2009. The symposium provided an opportunity for local organizations to highlight Indigenous youth empowerment initiatives, as well as an opportunity for educators, administrators and other participants to learn how to use Engaging and Empowering Aboriginal Youth: A Toolkit for Service Providers. In keeping with the theme of empowering youth, the symposium featured an Indigenous youth panel talking about their experiences with educational programming and in general. The symposium was designed for educational administrators, K-12 classroom teachers, post-secondary faculty, front-line youth service providers and others working in youth initiatives.

The Fourth R Violence Prevention Program in Saskatchewan

Partner Institution: Community Initiatives Fund

Principal Investigator: Dr. Marie Battiste

Project Lead: Dr. Suzanne Zwarych, Community-Liaison Coordinator and Co-Collaborator

This project is intended to promote healthy adolescent relationships and skill development for reducing risk behaviours involving substance abuse, unsafe sexual behaviour, and violence and bullying for students in grades 7-12 though research and knowledge mobilisation. In schools that sponsor the Fourth R, teachers are provided with one-day training to assist them in 21 skills-based lessons and an interactive thematic approach that meets expectations of health and physical education outcomes in schools in Saskatchewan and beyond. Project objectives include:

• Creating and piloting the Indigenous version of the Fourth R program and the other versions in schools requesting it;
• Updating the present version of the Fourth R program to make it relevant to the Saskatchewan context;
• Providing additional professional development and training to teachers of the current version of the Fourth R program;
• Training student facilitators and peer mentors to assist with training of younger student leaders in schools;
• Bringing information about the Fourth R program, in the form of workshops, conferences, and newsletters, to schools and communities who are currently not offering evidence-based violence prevention programs; and
• Monitoring to ensure fidelity in the use of the Fourth R program in schools currently using the program.

The intended result is to build sustainability of the evidence-based Fourth R violence prevention program by training and supporting local stakeholders in the rationale and use of the program as well as to build skills in students for positive life-long relationships.

Publication:

Battiste, M., Gillies, C., Prusak, Y., & Tapisim, A. (2010). Aboriginal Perspectives Featuring the 4^th R for Healthy Relationships: Saskatchewan Research Report to Centre for Addictions and Mental Health. Saskatoon, SK: Aboriginal Education Research Centre.

Safe Schools Conferences (2009-12)

AERC was involved with and co-sponsored the following conferences held by Canadian Safe Schools Network:

Saskatchewan’s 4^th Annual Safe Schools Conference – “Targeting Safety from Community to Classroom” – April 1-3 2009
Saskatchewan’s 5^th Annual Safe Schools Conference – February 24-26 2010
Saskatchewan’s 6^th Annual Safe Schools Conference – “Healthy Learning Environments” – February 10-11 2011 and “Teaming up For Empowering Youth” – April 7-8 2011, Calgary
Saskatchewan’s 7^th Annual Safe Schools Conference – March 21-22 2012

Indigenous Languages Acquisition and Retention Research Project

Partner Institution: Saskatchewan Ministry of Education

Principal Investigator: Dr. Marie Battiste

Researcher: Carmen Gillies

The Saskatchewan Ministry of Education has committed to development of a First Nations and Metis languages strategy serving the needs of K-12 learners within the province of Saskatchewan. In working to develop this strategy, AERC provided the Ministry with a review of relevant literature to provide the best available evidence supporting the Ministry’s decision-making process in this regard. The research team completed a review of literature on the subject of Indigenous language acquisition and retention processes, identifying provincial/territorial, national, and international processes as evidence that could support a First Nations and Metis languages strategy within the province of Saskatchewan.

Gillies, C., & Battiste, M. (2009). K-12 Indigenous Language Acquisition and Retention Programs: Literature Review: Report to Saskatchewan Ministry of Education, First Nations, Metis, and Community Education Branch. Regina, SK: Saskatchewan Ministry of Education.

WNCP WG2 Phase II: Assessing First Nations, Metis, and Inuit Content within Teaching and Learning Resources for Historical Accuracy and Cultural Appropriateness

Partner Institution: Saskatchewan Ministry of Education

Principal Investigator: Dr. Janet McVittie

This research project advanced the research initiated by the Western and Northern Canadian Protocol Charter 2 Working Group (WNCP WG2) on Cultural Appropriateness and Historical Accuracy on the development of common guidelines and a common assessment and validation tool for the WNCP regions to ensure curriculum resources used are culturally authentic and historically accurate. Teaching and learning resources that are culturally authentic, historically accurate, and respectful of the diversity of First Nations, Metis, and Inuit identities and experiences will encourage students and educators to:

• Recognize the importance of Elders and Knowledge Keepers in preserving and sustaining languages and cultures;
• Recognize that First Nations, Metis, and Inuit education enriches Western education systems;
• Value and support First Nations, Metis, and Inuit languages and cultures;
• Adequately represent and reflect First Nations, Metis, and Inuit languages and cultures; and
• Affirm and support the engagement of First Nations, Metis, and Inuit parents/caregivers and communities as traditional teachers in the education of children.

McVittie J., Flaminio, A. & Gillies, C. (2008). WNCP Guidelines for Assessing and Validating Teaching and Learning Resources for Cultural Appropriateness and Historical Accuracy of First Nations, Metis, and Inuit Content.

Virtual Aboriginal Health Training Centre of Excellence: Phase II – Saskatchewan First Nations Consultations

Partner Institution: Saskatchewan Health

Principal Investigator: Dr. Alexandria Wilson

Continuing from work begun in 2007, phase 2 of this project focused on a series of one-day workshops held with health representatives of the Federation of Saskatchewan Indian Nations and member Nations. These workshops were held for the purpose of reviewing and discussing results of research completed by the Aboriginal Education Research Centre in March 2007 on the creation of a Virtual Aboriginal Health Training Centre of Excellence within Saskatchewan. The consultation process was carried out with respect for First Nations community ethics principles and protocols as advised by the FSIN, and in compliance with University of Saskatchewan research ethics guidelines.

Wilson, A. (2009). Preparing a Holistic Approach for a Virtual Aboriginal Health Training Centre of Excellence within Saskatchewan: Consultation Findings. Saskatoon, SK: Aboriginal Education Research Centre.

Participation of Aboriginal Students in Post-Secondary Health Education Programs

Partner Institution: Johnson-Shoyama Graduate School of Public Policy (JSGSPP)

Principal Investigator: Dr. Alexandria Wilson

Project Timeline: 2008 - 2009

Over the past decade, the government of Canada, provincial and territorial governments and others have identified the need for an increase in Indigenous individuals choosing careers in the health sector. As part of planning for action, an environmental scan of the current state of the labour force in the health sector was seen as an important part of determining the relevance and accessibility of such things as post-secondary training programs. The JSGSPP, in affiliation with the University of Regina, commissioned this research project on behalf of the Northern Inter-Tribal Health Authority to generate a literature review of current quantitative and qualitative data regarding the participation of Aboriginal students in post-secondary health education programs and to collaborate with JSGSPP on analysis and synthesis of the literature review and institutional interviews carried out by JSGSPP. Dr. Wilson completed the review of literature for the report.

Wilson, A. & Sarson, J. (2008). Literature review on participation of Aboriginal students in postsecondary health education programs in Saskatchewan. Journal of Aboriginal and Indigenous Community Health, 6(3), 103-27.

Seeing Ourselves in the Mirror: Giving Life to Learning

Aboriginal Learning Knowledge Centre (AbLKC) National Conference

The second AbLKC annual national conference was held in Vancouver, on the territory of the Coast Salish people of British Columbia, from February 28 to March 1 2008. Since its inception in April 2006, the chief mandate of the AblKC has been to provide a national focus (network and infrastructure) for knowledge exchange to improve the lifelong learning of Indigenous learners. The conference’s theme aligned with AbLKC’s mandate and focus. It expressed hope for inclusion of First Nations, Metis, and Inuit children and youth in the Canadian landscape and for a new vibrancy in learning that nourishes all our spirits, minds, and bodies. The 2008 national conference report provides a comprehensive review of the keynotes, presentations and discussion groups that took place at the conference. It also provides an in-depth analysis of the featured speakers on Indigenous Knowledge who shared a diverse range of knowledge and perspectives – from Hawaii to Nunavut – on learning and humanity. In addition, the report features the progress of the bundles’ research and mapping of promising practices.

Report: Malreddy, P. (2007). A Report of the Aboriginal Learning Knowledge Centre’s First National Conference, “Modern Knowledge, Ancient Wisdom: An Integration of Past and Present for a New Tomorrow”. March 7-9, 2007.

Battiste, M., and Henderson, J.Y. (2009). Animating Indigenous Knowledge in Education. Canadian Journal of Native Education, 32(1), 5-18.

Nourishing the Learning Spirit: Elders’ Dialogue

AbLKC Animation Theme Bundle 2: Comprehending and Nourishing the Learning Spirit

Principal Investigator: Dr. Marie Battiste

Makwa Sahgaiehcan First Nation Reserve was the host location of a dialogue with invited First Nations who came together through a research and knowledge exchange project to identify how First Nations understand the concept of learning and how a holistic learning path can be understood better in the context of a lifelong learning journey, collectively referred to as the Learning Spirit. The dialogue saw a unique merging of modern technology and ancient wisdom as it was hosted in an Elder’s lodge in the northern boreal forest in the first languages of the Elders, including Cree, Nakwe, and Dené, with simultaneous translation provided through wireless headsets and captured with digital recording equipment. Indigenous and non-Indigenous participants were invited to listen to the Elders’ teachings and provide journal reflections to the researchers about what they heard and what they considered the Elders’ teachings to mean.

Canadian Prevention Science Cluster (CPSC) for Children and Youth Regional Hub

Partner Institutions: Centre for Addictions and Mental Health (CAMH) at the University of Toronto in association with the University of Western Ontario; Dalhousie University; University of Saskatchewan; University of British Columbia

Principal Investigator: Dr. Marie Battiste

Project Timeline: 2008 - 2015

The CPSC brings together leading researchers and practitioners from across Canada dedicated to reducing violence and abuse and promoting healthy relationships among youth. A main objective is to merge existing networks and best practices across a range of domains that intersect at the point of effective and sustainable school- and community-based violence prevention initiatives. One of four regional hubs, AERC is maximizing impact of existing and emerging initiatives by integrating a range of innovative activities that include identifying indicators for effective school-based violence prevention programs, youth-led initiatives in communities that support violence prevention among youth, conferences and workshops, community consultation on violence prevention curricula, and the training of future educators and researchers in the Fourth R.

Conference Presentations:
Awâsis – presenting on Hub activities in Saskatchewan
Youth conference (co-sponsored with Ministry of Education and Canadian Safe School Network)
Training of 73 teachers (2011) throughout Saskatchewan on the Aboriginal, core and Catholic versions of the Fourth R Violence Prevention Program, including ITEP and SUNTEP students each year
Saskatchewan Rural Education Conference – March 2011
Safe Schools Conference – February 2011

Publications:
A tri-annual newsletter is written and distributed by Canadian Safe Schools Network and Saskatchewan Teachers Federation in collaboration with AERC.

An Action Research Study Examining Indigenous-Based Science Perspectives in Saskatchewan First Nations and Metis Community Contexts

Partner Institution: Canadian Council on Learning

Principal Investigator: Dr. Herman Michell – Head of the Department of Science, First Nations University of Canada

Co-Investigator: Yvonne Vizina, Associate Director, AERC

This applied research project arose from a Saskatoon-based committee of First Nations, Metis and provincial school leaders interested in dialogue concerning Indigenous knowledges. As the group met, they formed an idea that developed into a formal proposal, with interested members of the group serving in an advisory capacity to the Principal and Co- Investigators. This community-based action project was designed to address how the Indigenous perspectives of First Nations and Metis peoples of Saskatchewan and their respective knowledges might be translated into science curricula in Saskatchewan. Based on evolving provincial curricula and past research, a series of incremental steps were planned to explore the perspectives and worldview foundations of Indigenous knowledge in Saskatchewan. Specifically, this research focused on developing strategies and tools for educators to take up place-based Indigenous knowledge and apply it within established curricula. The research project team evolved a relationship over a period of two years as a community-based group of interested people including individuals representing First Nations ad Metis communities, the Saskatchewan Ministry of Education, the University of Saskatchewan, the Federation of Saskatchewan Indian Nations, and the Saskatchewan Indian Cultural Centre, as well as teachers and Elders. The committee met periodically to provde advice to Saskatchewan Ministry of Education curriculum writers, to provide support to animate Indigenous science, and to identify gaps and effective practices in support of Indigenous science.

Publication:

Michell, H., Vizina, Y., Augustus, C., & Sawyer, J. (2008). Learning Indigenous Science from Place. Retrieved from: http://iportal.usask.ca/docs/Learningindigenousscience.pdf [PDF]

Assessment Processes and Practices Relevant to First Nations and Metis Learners

Principal Investigator: Dr. Tim Claypool

Project Timeline: 2008 - 2009

The GSCSD entered into a partnership with the Saskatoon Tribal Council and the Central Urban Metis Federation Inc. with the goal of improving First Nations and Metis student educational success within the Division. The partnership initiated development of a research project concerning assessment: it was felt that sensitivities and uncertainties around assessment processes held by school personnel could be addressed by developing an inclusive strategy involving opportunities for administrators, educators, Elders, and parents to provide their expertise and insights in a positive and proactive manner. To this end, the research project:

• Completed a literature review of assessment processes, identifying local, provincial, and national assessment processes and issues in assessment;
• Conducted a series of focus groups within the GSCSD on assessment processes and practices;
• Consulted in interviews with the partners in the research as to uses they regard important to assessment within the school system and among Indigenous learners; and
• Completed a final report detailing research findings and recommendations.

WNCP WG2 Phase I: Assessing First Nations, Metis, and Inuit Content within Teaching and Learning Resources for Historical Accuracy and Cultural Appropriateness

Partner Institution: Saskatchewan Ministry of Education

Principal Investigator: Dr. Janet McVittie

Historically, First Nations, Metis, and Inuit experiences, knowledge, worldviews, perspectives, histories, and contributions have not been included within teaching and learning resources in meaningful ways and K-12 curriculum resources in Canada continue to exclude and/or distort these experiences and knowledge, thus contributing to inaccurate perceptions of history, contemporary situations, and Indigenous identities. Within the Western and Northern Canadian Protocol (WNCP) regions of British Columbia, Alberta, Saskatchewan, Manitoba, Yukon, Northwest Territories, and Nunavut some regions have guidelines for assessing and validating First Nations, Metis, and Inuit content within learning resources while others do not. The WNCP’s Charter 2 Working Group (WG2) on Cultural Appropriateness and Historical Accuracy, under the umbrella of the Aboriginal Language and Cultures initiative, required research that compiled, highlighted and analyzed techniques used to assess and validate the cultural authenticity and historical accuracy within First Nations, Metis, and Inuit teaching and learning resources utilized throughout each of the WNCP regions.

Report:

McVittie, J. & Flaminio, A. (2007). Protocols for Assessing Learning Resources for First Nations, Metis and Inuit Content: Historical Accuracy and Cultural Appropriateness – Towards WNCP Guidelines for Assessing First Nations, Metis and Inuit Content within Teaching and Learning Resources for Historical Accuracy and Cultural Appropriateness.

Virtual Aboriginal Health Training Centre of Excellence: Phase I

Partner Institutions: Health Canada; Saskatchewan Health

Principal Investigator: Dr. Alexandria Wilson

Contemporary and projected demographics within the health sector indicated an urgent need to research and implement innovative strategies to attract, engage, and retain a new labour force in Saskatchewan. Saskatchewan, with one of the highest provincial/territorial Indigenous populations in Canada, is uniquely placed to play a leading role in this challenge. Indigenous people within Saskatchewan also make up a significant population of health care users, creating an ideal climate for engaging Indigenous individuals in choosing health care careers. This research project reviewed current health training and employment issues and provided a literature review of issues of influence, a discussion paper, and a consultation strategy using a holistic approach for the purpose of engaging stakeholders in a discussion on the creation of a Virtual Aboriginal Health Training Centre of Excellence within Saskatchewan.

Reports:

Modern Knowledge, Ancient Wisdom: An Integration of Past and Present for a New Tomorrow

Aboriginal Learning Knowledge Centre (AbLKC) National Conference

This first annual conference highlighted the Holistic Lifelong Learning Models developed as part of a collaborative project with the CCL, national Indigenous organizations, interested Indigenous professionals, and community people. Animation Theme Bundles were introduced as a platform for further knowledge exchange and dialogue for effective individual, community, and institutional change in learning to advance social, cultural, economic, and political development of First Nations, Inuit, and Metis peoples, recognizing Indigenous peoples’ relationships with Canada, their relationships with place, and the importance of valuing Indigenous world views, knowledge, experiences and perspectives.

Developing a Holistic Approach for a Virtual Aboriginal Health Training Centre of Excellence in Saskatchewan

Project Timeline:  2006 - 2008

The Province of Saskatchewan and the Government of Canada were challenged with the task of developing innovative strategies that attracted, engaged and retained an Aboriginal health care workforce.  In 2006, the Province announced that, working in partnership with Aboriginal Peoples, it would look into the creation of a virtual Aboriginal health training and workforce development “Centre of Excellence”. 

Research had already identified many issues affecting Aboriginal health training and workforce development including: 

• Community ownership and local design and control of health services;
• Traditional Aboriginal and Western health and wellness concepts and practices;
• Jurisdictional authorities and fiscal responsibilities;
• Preparation of students for careers in the health sector;
• Addressing gaps in employment and science training;
• Recruitment and retention of Aboriginal individuals in health-related education and training;
• Creating a welcoming environment for Aboriginal individuals at health sector workplaces; and
• Recruitment and retention of health workers in Aboriginal communities.

A Centre of Excellence attracts people who are leaders, innovators and experts in their fields, including community-based partners, representatives of government, and business and academic leaders. Tasks typically taken on by centres of excellence include:

• Advancing knowledge in an area by conducting research and gathering information and data;
• Sharing information with and transferring knowledge to communities, government and other stakeholders;
• Developing and improving capacity among underrepresented groups;
• Improving the connections and communications among diverse professional, community, and government stakeholders;
• Providing policy advice to government and other stakeholders; and
• Developing and strengthening partnerships and networks between stakeholders.

The term 'virtual' describes something created or simulated using computers or computer networks. To create a virtual centre of excellence reflects a vision for the centre as a space or network where people will be able to interact, communicate, and learn from each other, regardless of their physical location.

Aboriginal Learning Knowledge Centre (AbLKC)

Partner Institution: Canadian Council on Learning (CCL)

Co-Principal Investigators: Dr. Marie Battiste (AERC), Dr. Vivian Ayoungman (FNAHEC)

Project Timeline:  2006 - 2009

Led by two key institutions — the Aboriginal Education Research Centre (AERC) at the University of Saskatchewan in Saskatoon, and the First Nations Adult and Higher Education Consortium (FNAHEC) in Calgary — the Canadian Council on Learning’s Aboriginal Learning Knowledge Centre (AbLKC) was an unprecedented working group guided by a Consortium of over 100 organizations from across Canada, directly involving the First Nations, Inuit and Métis people and engaged in identifying ways to strengthen learning outcomes among Aboriginal peoples. AbLKC's original Three Foundational Functions were 1) Research and Knowledge Mobilization, 2) Monitoring and Reporting, and 3) Knowledge Exchange and Information Sharing.

PRIORITIES:

Phase 1 — Gathering Information

• Identifying issues, gaps, questions and themes in Aboriginal learning
• Survey of existing programs and promising practices
• Dialogue with individuals in institutions leading change
• Creating databases of information, bibliographies, literature and documents relevant to Aboriginal lifelong learning

Phase 2 — Animating the Emerging Themes

Six Animation Theme Bundles were created as foundations for change in strengthening learning:

• Learning from Place 
• Comprehending the Learning Spirit
• Aboriginal Language Learning
• Diverse Educational Systems and Learning
• Pedagogy of Professionals and Practitioners in Learning
• Technology and Learning

Phase 3 — Identifying Promising Practices

• Profiles of success of Aboriginal learning
• Profiles of Aboriginal services and programs

Phase 4 — Supporting Evidence-based Research

• Sharing information through roundtables, dialogues, and meetings
• Evaluation and validation of knowledge

Ongoing work with CCL:

• Monitoring and reporting
• Redefining success in Aboriginal learning
• Composite learning index
• State of learning report
• On-line resource centre

From dialogue and workshops, the AbLKC in collaboration with the CCL produced a First Nations Holistic Lifelong Learning Model, a Metis Holistic Lifelong Learning Model, and an Inuit Holistic Lifelong Learning Model, each with unique cultural perspectives as well as shared philosophical values and principles.

The Canadian Council on Learning (CCL), now dissolved, was an independent, not-for-profit corporation funded through an agreement with Human Resources and Social Development Canada.  Its mandate was to promote and support evidence-based decisions about learning throughout all stages of life, from early childhood through to the senior years. The AbLKC was one of five national centres of expertise established by CCL; the other centres are Adult Learning, Early Childhood Learning, Health and Learning, and Work and Learning.

Publications:

Comprehending and Nourishing the Learning Spirit

Aboriginal Learning Knowledge Centre (AbLKC) Animation Theme Bundle 2

Principal Investigator: Dr. Marie Battiste

Developed as the second of six Animation Theme Bundles created in Phase 2 of the AbLKC, this project investigated the capacity and potential we have as human beings for learning, and how the impact of our holistic being (our mental, emotional, spiritual, and physical selves) and our ‘location’ (our cultural, social, economic, and political identities) in life affect our capacity to learn as individuals and in groups. Little is known about the learning journey that each person travels before arriving at their own awareness of their gifts, capacities, and strengths, which broadly can be seen as their Learning Spirit. How that Learning Spirit evolves over a lifetime to create a learning journey is also less well known. What is better known is that many Indigenous people venture off conventional learning paths such as high schools, universities, and colleges, and that this has effects on Indigenous people in the Canadian context. This theme bundle explores the nature of the Learning Spirit in Indigenous learning, taking into account the relevant literature, issues, and promising practices, and considers how learning can be enriched lifelong to nourish the Learning Spirit.

Publications:

George, N. (2008). Aboriginal Adult Literacy: Nourishing Their Learning Spirits. Retrieved from: http://www.ccl-cca.ca/pdfs/ablkc/NourishingSpirits_LitReview_en.pdf [PDF]

Battiste, M. (2010). Nourishing the Learning Spirit: Living our Way to New Thinking. Education Canada, 50(1), 14-18.

Banff Dialogue: Animating the Spirit in Aboriginal Lifelong Learning: Report of May 2007

Principal Investigator: Marie Battiste

A three-day dialogue on the nature of the spirit in Aboriginal lifelong learning brought together nationally renowned First Nations and Metis educators, leaders and Elders to identify and comprehend the Learning Spirit’s role in Aboriginal lifelong learning. Leroy Little Bear chaired the dialogue and tasked the participants with the responsibility for the generation of discussion topics and the communication of findings. Important to these findings is the need to define the diverse needs of Aboriginal learners as they pertain to the nature of the Learning Spirit in Aboriginal lifelong learning.

Anuik, J., and Battiste, M. (2008). Banff Dialogue For Animation Theme Bundle 2: Comprehending and Nourishing the Learning Spirit. Saskatoon, SK: Aboriginal Education Research Centre.

Dialogue on Learning Through Spirit

Principal Investigator: M.J. Barrett

This dialogue with educators and Elders aimed to provide the beginnings of a discussion about how educators might understand and engage with spiritual knowing in a wide variety of learning settings where students might be immersed in a range of Aboriginal, Western, and occasionally Eastern worldviews. The project essentially sought to provide a small sample of what it might mean to engage spirit in learning. It is the product of two days of discourse at Wanuskewin Heritage Park with First Nations, Metis, Elders, and non-Indigenous participants who were educators, leaders, and activists in various areas of spirit based learning.

Barrett, M.J. (2008). Dialogue on Learning Through Spirit. Retrieved from: http://www.ccl-cca.ca/pdfs/AblKC/Nourishing-Spiritjuly2010.pdf [PDF]

State of Aboriginal Learning

Partner Institution: Canadian Council on Learning

Principal Investigator: Dr. Marie Battiste

This literature review was completed to assist in the development and guidance of a national Aboriginal Learning Knowledge Centre, providing background and purpose for establishing an Aboriginal Learning Knowledge Centre; grounding principles; a summary of respective learning contexts of First Nations, Inuit and Metis; and identifies potential priorities and directions for an Aboriginal Learning Knowledge Centre. This research was complimented by independent reports including State of First Nations Learning; State of Metis Nation Learning; and State of Inuit Learning in Canada.

Publications:

Battiste, M. (2005). State of First Nations Learning and Education. Ottawa, ON: Canadian Council on Learning.

Battiste, M. (2005). State of Aboriginal Learning. Ottawa, ON: Canadian Council on Learning.

The North-West Mounted Police and Treaty-Making

Partner Institution: Office of the Treaty Commissioner

Principal Investigator: Dr. Marie Battiste

Co-collaborators: Len Findlay, Isobel Findlay, J.Y. Henderson.

Student researcher: Becky Kuffner

This research provided a historical account of factors that led to the establishment of the NWMP/RCMP in Canada; the role of the NWMP/RCMP in Treaty making and the Treaty relationship; and a review of positive historical and contemporary relationships between the NWMP/RCMP and the First Nations Peoples of Saskatchewan.

Report:

Aboriginal Education Research Center. (2005). The North-West Mounted Police and Treaty-Making. Saskatoon, SK: Office of the Treaty Commissioner.