The And Mission Of Purposed Bachelor Of Arts Program

The First Nations University of Canada will acquire and expand its base of knowledge and understanding in the best interests of First Nations and for the benefit of society by providing opportunities of quality bi-lingual and bi-cultural education under the mandate and control of the First Nations of Saskatchewan.

Unique traditions, language, beliefs and values all comprise Indigenous culture. It is critical that a meaningful appreciation of their culture

“Mohawk Interruptus: Political Life across the Borders of Settler States” recounts the situation of indigenous peoples living in their original lands, but refusing to accept “gifts” of state citizen and cultural recognition, as it’s not good for them. The author specifically addresses the situation of the Mohawk peoples who require self-autonomy and their own government as oppose to belonging to a sovereign state such as the United States or Canada.

The modern American society is best defined by its education. The “American dream” is founded on going to school, getting a good job, and becoming successful. Ironically, the actual native peoples of this country are actually the least likely to attain this dream. The largest obstacle they face is lack of proper education. The standard educational practices being used for the instruction of Native American peoples is not effective. There are many pieces to this road-block, and many solutions. This can be rectified by having more culturally aware teachers and parents, and by teaching the general population more about the Native American cultures.

The program was launched in 1989, when the Tribal Council of the First Nations community, Meadow Lake, approached the University of Victoria seeking to collaborate in the development and community-based delivery of an education program (Ball, 2004). The Elders wanted a curriculum from a university-accredited institution that was still grounded in their own cultures. They also wanted input from representatives of their community. A pilot program evolved from these initial discussions, focusing on the principles of empowerment. A generative curriculum was developed to deliver information in a culturally appropriate fashion. In order to preserve culture, certain activities were conducted on an ongoing manner. These activities included Elder involvement, as the Elders are the keepers of knowledge, language maintenance and cultural practices. The program was a great success – while the national completion rate among First Nations students in diploma level postsecondary programs in Canada in below 40%, the FNPP obtained a 75% completion rate (Ball, 2014). The National Grand Chief of the Assembly of First Nations, Ovide Mercredi, once said “When you heal a child, you heal a family; when you heal a family you heal a community; when you heal a community, you heal a nation (Richardson and Blanchet-Cohen, 2000). The FNPP embodies this message, using education as a tool for the Aboriginal

After this unit, I really saw the importance of incorporating Indigenous history and culture into the curriculum because they are a central part of Canadian history and culture. From our class discussion, I

Since 1961 indigenous people have faced many historic issues. Many of the historic problems was an effort to destroy their cultures and change the way of their life, for example the residential schools. Thankfully many indigenous people are still living after all the harm that has taken place and we are continuing to make an effort for

Cheryl Crazy Bull has a firm focus on the important role of Native American education in creating self-determination for Native American peoples. “Our mission is to promote indigenous self-determination and knowledge through education. Self-determination means choice, access, and control over human and natural resources.” Crazy Bull also believes in fostering community links and in the reclamation of Native research by Native peoples. Tribal schools and their partners at other colleges should be utilizing research, not simply to gain status for themselves, but to reinvigorate the community. Research should be utilized to re-invigorate Native languages and cultural practices. Knowledge should not be horded, but shared with the community

Before registering for this class I had little to no knowledge of indigenous people. Growing up with the limited teachings and history of indigenous people I believed they were very primitive, outdated and dying race. I didn’t really know about their culture, their language or their way of life, so learning about them more was every insightful. The one thing that really amazed me and stuck with me was the fact that Carolinians were able to navigate through the waters even before and European voyagers and their method of doing so was way more accurate. At first it was pretty difficult for me to wrap my head around the indigenous people’s methods of voyaging viewing the land as traveling towards you and not you towards it did puzzle me at first but the more I thought about it the more I began to understand it. Another method that opened my eyes was the star compass, it was pretty simplistic yet it was a very accurate tool in navigating through the waters. To be able to come up with such genius methods of voyaging went against my thinking of indigenous people being primitive. Another thing that surprised me was how spiritual and good willed they were. In schools and media indigenous people were portrayed to be savages/ mindless beasts but this clearly was not the case. I had a deeper understand of indigenous people’s relations to earth and all life. They treated everything with respect. The grand take away from

Created to promote tribal authority, revitalize native languages and sustain native cultures, Tribal Colleges and Universities (TCUs) are a cornerstone in American higher education. With thirty-seven institutions that serve over 28,000 American Indian and Alaska Native students, TCUs seek to align their respective missions with community and tribal values (American Indian College Fund). Despite TCUs ambitions to sustain native culture and provide quality education for their populations, these institutions face innumerable challenges due to underfunding and a lack of intentional investment from U.S. governing bodies. Federal support for TCUs has been dreadfully insufficient in keeping up with the rapid expansion of these establishments, while poverty in Native communities greatly limits the amounts of tuition that can be collected; moreover, sustaining the will to endure in the face of structural inequalities is yet another barricade that TCU stakeholders face.

Second Slide: The ways in which Indigenous Women tried to resist, but were ultimately victims of colonization, and how heteropatriarchy has affected them.

Indigenous people of the United States have fought to have The Navajo Nation acknowledge as being sovereign which we have our own government, nation, culture, ability to tax, and etc. When the multicultural era happened instead of recognizing us as a sovereign nation we were looked upon as being beneath Western society. The Navajo Nation exerts their sovereignty by teaching and practicing our native language, using artifacts in our daily lives, and our stories. Native Americans need to make a change through indigenizing Universities to have our culture and beliefs respected, need to create a safe place that supports our Dine teachings, support others using institutions, develop and talk about relevant information. The current materials out

In “Unsettling the Settler Within: Indian Residential Schools, Truth Telling, and Reconciliation in Canada,” Paulette Regan writes about An Unsettling Pedagogy of History and Hope to which I have chosen to respond critically. I have selected Regan’s work because she presents a multitude of ideas from various educators, scholars and activists about decolonization, but also this intriguing issue of finding critical hope. I was engaged with the reading as I jotted down annotations while beginning to form more of an understanding for what started out in this course as not much more than something represented by the keyword “assimilation.” For the purposes of this paper I will summarize and address what I feel is important from the reading to

In Four Arrows introduction to Unlearning the Language of Conquest, scholars expose anti-Indianism in the United States. Within the introduction Fore Arrows examines the role that scholarly men have written slandered works on Native American belief systems, knowledge, and wisdom. This is in part a four wave process to eradicate and disprove Indigenous people. The four waves of systematic eradication of indigenous people are enacted through the first assault, which was Violence and disease, then to control land, water, language, culture, identity and sovereignty, next is was led by men of scholarly reputation pushing publications that discredit and attack world views, histories, and philosophies, finally the forth wave is an accumulation of

There are 32 fully accredited Tribal Colleges and Universities (TCU) in the U.S. offering 358 total programs and servicing approximately 30,000 students (AIHEC). These institutions provide environments that promotes the culture, languages and traditions of the Native American student. TCUs look at education differently than traditional colleges and universities. TCUs base their education philosophy on the principle that tribal students should not have to abandon their cultures, traditions and most importantly, their families (Al-Asfour & Young, 2017). Tribal Colleges and Universities are often located in rural areas and are the only means to higher education for the students residing in these communities. In addition to providing college