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Indian Education Newsletter (Vol. 3, No. 6) Indian Education Resources Center 1973-02-28

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VOLUME 3 # 6 FEBRUARY1973Indian Education NewsletterPHONE: 228-4662INDIAN EDUCATION RESOURCES CENTERROOM 106 - BROCK HALL, U.B.C.INDIAN^EDUCATION^-^B. CALVI N MCKAY - DI RECTOR - I.E.R.C.Many movements in this category in all of Canada are em-phasizing statistical research. The basic results or essence ofsuch studies for the past twenty-five (25) years have isolated majorproblem areas or tension filled learning situations. One of themost widely read is the Hawthorn Report. Such studies change verylittle in terms of statistical members, suggested causative factorsand the list of suggested remedies or ways and means of alleviatingthese problem areas.The Indian Education Resources Center, and the BritishColumbia Native Indian Teachers' Association have avoided re-phrasingor duplication of similar type of statistical research. Along withthe described conditions which give rise to tension filled learningsituations referred to in these many surveys, and having studiedits respective contents, the members of the B. C. Native IndianTeachers' Association have from time to time decided on plans ofactions (not resolutions or recommendations), that the Indian Educa-tion Resources Center should be involved in, in its day to dayoperation. Such activities as Teacher Workshops, and meetings withIndian parents; being consultants to Indian studies course develop-ment and curriculum enrichment attempts; meeting with other ethnicgroups (Maori and Aborignee Education) are dealt with in the follow-ing articles.To implement its overall aim of improving educationalopportunities for Indian students in B. C. - the Resources Centerin conjunction with the B. C. Native Indian Teachers' Associationhave been pursuing the following developmental plans of action.Creating an awareness in the minds of all educators(principals, teachers, counsellors, school boards, etc.) that weak-nesses and irrelevancies in the school operation is the major causeof poor or no end products in secondary education. It is not enoughto say that the curriculum needs revision, or that the elementaryschools are to blame, or that Indians can only reach a certain levelof education, or that lack of special funds, prevents some action.Each school, or school district must assess, analyze the weakness orirrelevancies as it related to Indian Education.This analytical/diagnosis, should result in a practical,workable prognosis. Orientation courses, Indian Studies Courses,Remedial Classes, Up-grading Classes, Tutoring Programs or use ofIndian Resource people are only a few of the remedial plans ofactions that can be embarked upon.- 2 -2These three major areas of becoming aware, may take a seriesof meetings, in-service-projects or teacher workshops.The members of the B. C. Native Indian Teachers' Associationare readily available to be resource personnel (speakers, discussionleaders, consultants etc.) for any school or school district or Indiancommunities, interested in pursuing some plan of action to alleviatesome of the tension filled learning situations. A couple of weeksnotice is all you need -- and inquiries should be made through theResources Center Office at U.B.C.****** ***** **^** ***** **^****** ***** ********************INDIAN^STUDIES^PROGRAMSAn increasing number of schools (from grade 4 to high school),are requesting help with regards to setting-up an Indian Studies CourseContent.provide those teachers, and schools wishing to embark onan Indian Studies Course Content, with a suggested guideline, pleasenote the following suggestions.A) Any unit of this nature, should begin from informationdealing with the local Indian Bands or Reserves adjacent to theirarea. This would involve isolating the Indian Language family, andwithin this fraMework, zeroing in on the many dialect speaking Indiangroups involved. A good source of reference for this is, "The IndianHistory of British Columbia - Volume I - by Wilson Duff". The firstsection of this book deals with Indian names, and a classification ofIndian groups etc.B) Within this "isolated" language grouping, gathering ofall existent written information or "people - source" informationshould be the main emphasis.Such fact compilation should encompass all phases of theIndians life (i.e. tribal systems, customs, festivities or ceremonies,philosophy of life, the arts, songs, dances, legends, history, liveli-hood, general mode of life, politics, and most certainly, the con-temporary way of life -- its advancement status, its implications,and problems etc.) In summing up such a unit -- contributions ofthese Indians to the development of that general area or to thedevelopment of the province can be emphasized.3"People - Source" information is of course, dealing withIndian Chieftians, Village Councils, Indian Education Committees,Loggers, Fishermen, Carpenters, Politicians, etc.Written information. The Resource List from the IndianEducation Resources Center (involves book titles, statement of con-tent of books, prices, film referrals etc.), can be of use. Thesebooks are available from most public libraries or bookstores (someIndian Reserves have libraries), and of course, they can be borrowedfrom our Center.The Indian Education Newsletter, a monthly publicationfrom our Center is free on request. Ideas, plans, outlines orreports of Indian Studie, ventures, and other useful information onIndian Education are the main emphasis of each issue. CurriculumEnriched Materials (Teacher/Pupil Source Units) about Indians,done by members of the B. C. Native Indian Teachers' Association,are reported on from time to time.Existing Teacher Aides or Audio/Visual Aids referring toIndians, from the B. C. Teachers' Federation; the audio/visual office,"Dept. of Education Vancouver; the Provincial Museums; the many DistrictEducation Resource Centers etc. -- should be contacted.C) Having studied specifically this isolated languagefamily and its related dialect groups, other Indian language families(a total of 10) in B. C. can be studied in a comparative manner.Similarities, difference or diversities can be major areas of emphasisin this phase of Indian Studies.1)) A parallel comparative study of Canadian Indians canbe a sequel to the above suggested areas of studies. (B.C. Indianscompared to Indians of each respective province in Canada).E) A final stage in Indian Studies would be a parallelcomparative study of B. C. Indians, Canadian Indians to the NorthAmerican Indians.The B. C. Native Indian Teachers' feel that too manymyths, fallacies, misconceptions and generalized information existsabout Indians. We would like to see, specific areas of studies,focussed on the E. C. Indians, and from this a comparison or aparalleling of information towards other Indian groups, as suggestedin the foregoing. A hoped for end result, is a healthy positiverelationship amongst all students (Indian and non-Indian), andamongst all educators.****************************4INDIAN EDUCATION - (B.C,) - MAORI EDUCATION (NEW ZEALAND)-ABORIGINAL EDUCATION (AUSTRALIA)An informative, interesting comparison and exchange of ideasprojects etc. - took place in the last month or so.Our Indian Education Resources Center - U.B.C. receivedtwo separate visits from representatives of the Maori and AborigneeEducation Center movements. It was brought out at these two meetingsthat there was:1) a consistent drop-out-rate problem.2) few end products in secondary education.3) a paternalistic attitude by the generalpublic towards them.4) sterotype image of these people (uneducable,unresponsive, unco-operative, shiftless, andunemployable etc.)One would have thought they were describing existing cir-cumstances amongst the B. C. Indians!!!In a comparison of projects, plans of actions etc., thesetwo delegations were much enriched by some of the enriched, innovativeattempts we are involved in. Such developments as our working relation-ship with a provincial Indian body - the Union of B. C. Indian Chiefs'and its related Indian Districts (our grass roots connection); theHome School Co-ordinator Program; the Indian Teacher Aide Program;the Indian Education Newsletter; the Teacher Workshops; the B. C.Native Indian Students Incentive Bursary Program for Post Secondarystudents; the use of local Indian Resource Personnel to enrich subjectareas in schools; our guidance and encouragement of Indian StudiesPrograms etc. - are projects they will incorporate in their movement.In return, their idea of an area to emphasize in education,is something, we in B. C. Indian Education are only thinking about:Based on the well founded idea in educational philosophy, that frominfancy to the primary years (age 8 or so) are the formative years;everything heard, felt, tasted, seen, and experienced in theirdevelopmental social contacts or growth, are foundations which arewell set, and will determine the type of individual we produce asand adult: these people are emphasizing their main efforts in earlychildhood education (with day to day involvement of parents). Adulteducation courses (early childhood development) go hand in hand,with this emphasis in the schools. Some of the material they areusing as guidelines are:5... Some of the material they are using as guidelines are:1/ the perceptive teacher (a compilation of sevenessays on aspects of perception - discussionpoints for teachers and parents).2/ Being and doing (help children learn) - students,teacher and parent - (appears to be pre-schoollevel).3/ Growing and Learning - a sequel to #2. Kinder-garten.4/ Early Education Series I - a kit of guidelinesand sources (introduction; play materials tocollection community; play materials - whereto collect them; storage for: indoor and out-door layouts - play space; settling childreninto play; recipes for play, extra resources).5/ Early Education Series II - (before we enter theworld; world of children; education - what isit?; before they sit; before they walk; oncethey walk; childrens books; puppets; clay).6/ Early Education Series III - (basic form boards;good health foods we eat).7/ Early Education Tape Discussion Series (whyfamily education centers?; a talk to parents;the needs of children; starting an A.F.E.C.Part I, and Part II; use of outside resources;play program I & II; work in A.F.E.C.)An order for the above (to be a part of our Resources) isbeing placed. The distance involved in communication may delay thisorder a month or so. 'In Volume II #7 & 8 - March/April/72 issue of our IndianEducation Newsletter (p. 6,7,8,9) - Adult Education - (suggestedcourse outlines for child development; teenage life; etc.) wasdealt with.As I see it, two very positive implications can berealized from such an emphasis:1/ children receive direction, encouragement andparental involvement during their formativeyears, and consequently, begin grade 1 formaleducation, with a sound foundation to meet themany faceted tension filled learning situationsthey are expected to face in other grades.- 6 -6... 2/ Parents who are informed, and understand thedifferent phases or periods, and maturationpoints of early childhood development, can bein a position to assist, when a child encounterslearning difficulties.*************^*************************************************SCHOOL LIBRARIES; CLASSROOM REFERENCES; INDIVIDUAL EDIFICATIONAFFAIRS OF INDIANSROBERT W. STERLING - ASSISTANT DIRECTORFor the individual group who wishes to be kept informed,and up-to-date on facts, opinions, reports and ideas currentlyrippling through the world of the B. C. Indian, the following listmay be of help. Whether you wish to keep informed, to find resourcematerials, or to add to your libraries, please consider the following: -- THE INDIAN VOICE - "Indian HomemakeAL' Azzociation"move th-Ey editiorz - &tbiscAiptionz - $3.00pen yean.ADDRESS: THE INDIAN VOICE, 201 - 423 WESTBROADWAY, VANCOUVER 10, B. C.- NATIONAL ASSOCIATION OF FRIENDSHIP CENTERS MAGAZINE editionz everLy^rnok?A ^- no zubsc)Liption6ee yet e6tabtizhed.ADDRESS: C/O VANCOUVER INDIAN CENTER1855 VINE STREET, VANCOUVER, B.C.- THE NATIVE VOICE - "Native 13/Lothe/Lhood (16 B.C. 8Raven Society. Month4 edition - /sub-znptionz - $3.00 pen yea/L.ADDRESS: 517 FORD BLDG., 193 E. HASTINGSSTREET, VANCOUVER 4, B. C.- NESIKA - "The Voice o,./1 B. C. India 5" byIndian Chieii,s. Month.ey editionztatu4 Indiao, $5.00 1Ccit othe/E-5otganization2, etc.)ADDRESS: 2140 WEST 12th AVENUE,Union o 3 S. C.- pLee- (individuat,VANCOUVER, B. C.• • •7NON-STATUS NEWS - by "B. C. A64ociation oi Non-StatuzIndianz" - month4 edition - 4nee to Indians.No zubzoLiption {g ee yet eAtabtizhed.ADDRESS: 7027 WEST BROADWAY, VANCOUVER, B.C.FIRST CITIZEN - Set.4 edited and pubtizhed by PLed FavelNewoapeA to change to magazine edition. (Tobe pubtizhed zoon). - &thzuziption4 available.ADDRESS: P. O. BOX 760, STATION A, VANCOUVER, B.C.PEACEPIPER - by CaiLibou Indian Student Raidence, WittiarmLake, B. C. Fcatheit iqoAmation can be gotten{nom the above additezz.TARPAPER - United Native Club, Matzque latitute, Box2500, Abbot6imd, B. C.WESTBANK INDIAN COUNCIL NEWSLETTER - Watbank Indian Council,Box 280, Watbank, B. C.VANCOUVER INDIAN CENTER - BnochuAez g newzletten beingplanned.ADDRESS: VancouveA Indian Centen1855 Vine StAeet, Vancouveit, B. C.INDIAN EDUCATION NEWSLETTER - monthly pubacation by I.E.R.C. *- U.B.C. - {) nee on nequat. Exchange o i in0Amationu6e4ut in4o/Lmation in Indian Education.THE INDIAN NEWS - edited by Indians,^about genenao() Indians. F./Lee on neque6t, 400 LauAieA AvenueWest, Room 360, Ottawa, KIA OH4.TAWOW - a Canadian Indian Cultutal Magazine, publizhedquaAtuLty - $1.00 pen copy. Deatz with the wayo6 Zi4e of indiaits (cul,tutLat, cott6, Songs,poetny, ,Canuacia etc.)ADDRESS: Cuttunat Devetoprilent Section,Dept. Indian AUaiA's 6 NoiLthcAnDevelopment, 400 Lautzie/L Avenue(Vest, Ottaca, Ontanio, KIA 0H4.****************************Indian Education Re6oulce6 Centen.- 8 -8COMPARATIVE LOOK AT INDIAN EDUCATION FOR B. C. 1967 - 1972 -I.E.R.C. - U.B.C, - INTERPRETATIONApproximately five years ago - is a relatively short spaceof time, when one considers it in a transitional sense. On-going,developmental trends destroys the sense of having lived for threethousand, three hundred twenty days.The following, are ONLY approximate numbers: -1967 1972A/ Nursery kindergarten 219 1,347Primary grades (grades 1 - 3) 2,038 4,102Elementary (grades 4 - 7) 2,308 4,160Junior High (grade 8 - 10) 1,608 2,514Senior High (grade 11 - 12) 316 616B/ Adult Education 1_ 235 600B.T.S.D.^CoursesC/ Vocational Schools 600 1,200Technical or Art InstituteD/ Universities & Junior Colleges 20 150College Prep. Programs 80 200The above I.E.R.C. Comparison Chart is an attempt to pointout to all concerned over Indian Education for B. C. - that there isan emerging growth. In other words, there is a positive side toIndian Education. This could be the only valid facet of such a chart.A school drop-out is only a TRUE drop-out if the individualinvolved, vegetates, and is a liability to his respective community.****************^***************************An Education 479 - Caress-CultufLat Education ztudent en-Aotled in the Chit.Ua'ack o { - campcu couA,se 4hA1J past winterL, wiLotethe 6ottot4ng. He i4 a teacheA in the Chia&ack ischoot.-9-PROBLEMS^OF AN^INDIAN^BOYI know a noble brave. A hundred years ago he would havebeen a man, a hunter-warrior, a provider, a father, an artist, aleader, a chief. Today he is a trainable mental retardate.1872 - manhood earned in tests of sur-vival in natural environment.- has all the physical skills,strength, endurance and agilityto be a superior hunter-warrior.- would have been taught theskills necessary to be pro-vider of food, shelter andsecurity for himself and others.- a father capable of providingfood, shelter and security fora family group. Capable oftraining sons in the ways ofa livelihood.- a natural artist; would pro-duce works appreciated by hisculture.- superior physical and artisticqualities would make him anatural social, cultural andmilitary leader in his com-munity probably a chief:1972 - a boy unable to cope with aforeign environment.- physical qualities only use-ful on the playing field. Hedreams of killing a bear withbare hands - yet must strugglewith a pencil.- unable to provide the barestof necessities for himself -a future life of custodialcare.- incapable of providing fora family - society will notallow him to have a family:- produces psuedo-Indian Art(as taught by whites).Appreciated as novelty craftitems.- a life of custodial care:Randy is a "Drop-Out". His academic achievements have been100% nil. Eg. (he reads not a solitary word). His placement has beenin a school for the trainable mental retarded. Actually, Randy is a"Shut-Out". In this environment where we have imprisoned him, he hasshut out all attempts at learning. Age - grade retardation and achieve-ment retaLdation is between seven and eight years. Randy is a fifteenyear old, extremely well co-ordinated and pleasing in appearance. Heis quiet and well mannered with a wealth of "common sense" knowledge.- 10-As a legacy from the past this "boy", "man comes from ahome shattered spiritually and physically from its contact with "now".He lives in a foster home where bitterness and fear have completelyeliminated contact with school and social services. His family cus-todians have never dared or desired to protest his lot. Subtle pre-judice is evident! "It's probably his Indian background", has solvedthe conscience of many who were responsible for this boy. What curri-culum has been prepared for him? -- that of a trainable retardate. Doteachers understand him? Teachers can no more place themselves in anunderstanding role of his being than can he understand the role I andothers have forced upon him. Forced is the difference; he had no choice,we are only prompted by conscience.On September 1/72 Randy was no longer "retarded". With thescratch of a pen we made him a "slow-learner". He now attends aregular school and has begun to demonstrate his academic ability, eg.(he reads at a primer level). He'll never be an intellect but at leastour conscience is solved: His own people will help him. He goes tonight school to learn bead work -- maybe he could weave or dance. How-ever, Culture is not a priority with a people struggling for an existence.Randy will have to look out for himself. After all, we've spent a greatdeal of time, money and misunderstanding in preparing him for life.* * *****************^**********************^INDIAN^EDUCATIONSUMMER SESSION COURSES FOR TEACHERS OF INDIAN STUDENTS -JULY 3 TO AUGUST 17, 1973 - UNIVERSITY OF BRITISH COLUMBIA,Indian Education - Education 479 (3 units)- Monday - Friday: 1 30 - 3:30 p.m. Dr. More.**********Indians of the North West Coast - Anthropology 304 (3 units)- Monday - Thursday: 7:00 - 10:15 a.m. Dr. Suttles.**********Teaching English As a Second Language - Education 478 (3 units)Monday - Friday: 8:15 - 10:15 a.m.. Miss Ashworth.******* ** ***^* ^**** ***Developmental Reading in the Elementary Grades - Education 473 (3 units)Monday - Friday: Section 1: 8:15 - 10:15 a.m. Dr. Slade.II^"^2: 10:25 - 12.25 p.m. Dr. Pennock."^3: 1:30 - 3:30 p.m. Dr. Kuenzli.***************Remedial Reading - Education 476 (3 units)Monday - Friday 8:15 - 10:15 (lecture) Dr. Catterson."^10:25 - 12.25 (lab.)***************Guiding Reading Growth in Junior and Senior Secondary Schools - Educa-tion 472 (1 1/2 units).Developing Reading Programs for Junior and Senior Secondary Schools -Education 474 (1 1/2 units).Monday - Friday 10:25 - 12:25 p.m. Dr. Summers.For further information write to the Registrar, Universityof B. C. or the Indian Education Resources Center.*^*^** * ****************** ********* ******** * *RETURN ADDRESS:INDIAN EDUCATION RESOURCES CENTER.ROOM 196 - BROCK HALL, U.B.C.VANCOUVER 8, B. C.•sf,eciaA col,_Libtct.))cpvlpus,


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