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Indian Education Newsletter, Vol. 5, no. 3/4 Indian Education Resources Center 1975-01

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Indian Education Newsletter Indian Education Resources CenterRoom 106 - Brock HallUniversity of British ColumbiaVancouver 8, B.C. VOLUME 5 #3 & 4 - JANUARY & FEBRUARY 1975 **************A-n*******11.******************* ******-41.********** , 'ASTER TUITION AGREEMENT STEVE JOHNSON— EDUCA^CO-ORDL.ATOF: UNION OF B.C. INDIAN CHIEFS' .************ ****** ********##*# *411.41****** ****** ****** ** ****** The purpose of this article is to inform the Indian people, and the public in general ; about the Union of B.C. Indian Chiefs' in- vestigation of the Master Tuition Agreement. It will, therefore, be printed in several Native Indian publications. On October 5, 1974, the Chiefs' Council of the Union of B. C. Indian Chiefs' provided a mandate for a full investigation of the Master Tuition Agreement (MTA) in British Columbia. This decision was reached following the presentation of a preliminary Brief, "The -aster Tuition Agreement in British Columbia", by the Union's Education Co-ordinator. The preliminary brief recommended that the Union investigate: 1)^the MTA and its implications for Indian control of Indian education specifically, and the education of Indian people generally and the specific wishes and feelings of Indian parents', band councils, and district councils regarding the MTA in light of the information resulting from the research. The investigation committee which was struck is comprised of Steven Johnson, Education Co-ordinator - UBCIC; Robert Sterling - A/ Director Indian Education Resources Center; and three Chiefs' Council representatives. Bill Nilson, George Watts, and Cecil Read. This committee was charged with responsibility for implementing the in- vestigation and preparing a report on the results of the research. The three Chiefs' Council representatives on the committee will be responsible for suggesting specific recommendations on the basis of this report. 2 2The MTA is essentially a contractual transact'on - the federal government (DIA) buys a service, i.e., the education of status Indian people in public schools, from the provincial government (Department of Education). This transfer of funds is necessary because the federal government retains the responsibility for the education of status Indian people. What we are investigating is the method of transferring those funds. In Canada there are presently two methods being , utilized for this purpose. 1.^Master Tuition Agreements which involve the . ten- tralized transfer of funds from the federal gov- ernment - to the vrovincial government;' for an . entire province; and Local Tuition Agreements which involve the tra►s- fer of funds from a DIA District or a Eand (where Bands have ,assumed administrative control over education program funds) and a local school dis- trict, for that school district alone, Master Tuition Agroements are presently utilized in three provinces: British Columbia, Manitoba, and Now Brunswick; while. local Tuition Agreements are utilized in all others. Under both types of tuition agreements the federal government assumes no control over the operation of provincial school districts, and is not involved in evaluating either the quality or effectiveness of the education pro- vided to Indian students. A full investigation of the MTA is imperative. The status Indian people of British Columbia are not parties to the MIA, nor were they involved in the drafting of its content in 1969. According to the "Indian Control of Indian Education" policy paper: "Master Agreements between federal and provincial governments violate the principle of. Local Control and Parental Responsibility if these aareomonts are made without consulting and involving iho Indian people whose children are affected (pp. 5-6)." 3In Manitoba, the Manitoba Indian Crotherhood is a party to their MTA, and was involved in developing its content. In Paw Brunswick, the Indian people-are not parties, but they were directly involved in establishing the agreements' content. Furthermore, various individuals, Bands, and Organizations have expressed concern that the MTA does not provide for the Indian Peoples' on-going involvement in determining the content and adminis- tration of the MTA. The 'Indian Control of Indian Education policy paper states that: "The Indian people concerned...must review.all ex- isting agreements for the purpose of making specific recommendations for their revision, termination or continuance (p. 5)." In its present form, its appears that the TA effectively limits the implementatiGn of Indian control of Indian education. Basically, we are asking the question. Is the MIA in the best in- terests of the status Indian people of'British Columbia? The investigation of the MTA is now under way and the com- mittee hopes to have a completed report ready for presentation to the Annual Conference in April. The major areas being researched are; 1. the legitimacy of the MTA as it now'stands in light of "Indian Control of Indian Education" policy; 2. the financial responsibility for specifie educa- tion services (e.g., counselling, transportation, etc)_ 3,^the delivery,. effectiveness and ,ovaluotion of education - services ; 4.^the '0nreserve , Or .Crown land- only' clause which limits federal responsibility t( status Indians in this situation only, 45.^the "average tuition" formula for PaYment 3 which does not accurately reflect geographical varia- tions in actual costs or the difference in cost between elementary and secondary education. acCountability for the quality of services, the delivery of services, and the utilization of funds transferred to the Province on behalf of Indi a n people; 7.^the use of a nominal roll in October as the basis for calculating the cost of educating status Indian people (e.g., how many of our students leave school •after October while the province is paid for the entire school year?), the negotiation process used by the two go,Vern- ments to reach an agreement over mutually acceptable costs; (Last year a concensus was not reached until late September and the result was . .a "holding back" of education funds in other budget areas by the D.I.A. to ensure they wculd be . able to meet their obligation to the province. Bands administering education prGgrams, and students seeking support for pOst secondary rya' voca- tional Prrqrhms were adversely affected by these "hol':! backs".) 9. the affect of the MTA on Bands and/or Districts assuming control over their education; Indian people in pubtie'Schooli.) 11.^the legal . basisfor local-level negotiation bet- ween Bands and/or Districts and'School districts regarding the edutation provided Indian pgwe and parental involvement in the education-process, 10. the MTA in relation to capital (joint) agree- ment& between the D.I. A any scho l districts; (Capital agreements provide for •the sharing.: of Lapital costs necessary to accOm atestatus vestigation to contact; Steven Johnson Education Cc -oklinator Union of B.C. Indian Chiefs' 2140 West 12th Avenue VdncouVer)^V6K 2R2 or any of the other MTA Ccmmittee meMbers. 12. the Public Schools Act and B.0 Scheol%Trustees' Association policy in relation to the TA and the "Indian Control of Indian Education" policy paper, and 13. al ternative arrangements both Local Tuition Agreements and Master Tuition Agreements to which Indian ileql a' are parties, as they now,exist in other provinces (e.g., Manitoba, Saskatchewan etc.) The MTA CoMmittee is being assisted in this, andeavour by Bands and/or Districts, thrrughout B.C., a s -vvol 17AS' Consultants from the National• Indian Brotherhood, other provincial Indian atsociations, the government departments ccnoerned, and other organiiations such as the B. C. Native Indian Teachers` 'Association, and the- B.C. Stboot Trustees' Association. A major concern of the committee is proviSion for'and encouragement of local input and involvement in this investigation. The MTA Committee ) invites all these interested in obtaining more information about the MIA on,in becoming involved in this in- * •* ****** * *^*** *****^*** ^****fir** * n 1*^**** NOTICE: NEWSLETTEAS THAT RAVE BEEN RETURNED , 'BECAUSE OF CHANGES OF ADDRESSES' WILL AUTOMATICALLY BE CANCELLED FROM OUR MAILING LIST. [TOO MANY NEWSLETTERS HAVE BEEN RETURNED11. ****** '* ** *^* *^* **** * * * ,' ' *^* * , *^******* ****** :._****** *****^****** **** 6 - 6GEORGE^ ILSON S HOLARSHIP The British Columbia Native Indian Teachers' Association has been directed by its membership to proceed to estahlish an Education] Scholarship in memory of, and in tribute to George Wilson, Jr. who died suddenly in 1974. George will be remembered by this scholarship, as a loader in Indian Education who devoted his life to "fmpi.dving educational opportunities.for Native Indians'." Full support for this scholarship is given by George's family through his wife Lillian who requested specifically that the scholarship be offered as a perpetual scholarship. Lillian will be a signing authority for this scholarship, which will be offered through the British Columbia Native Indian Teachers' Association, and administered by the Vancouver Foundation. The George Wilson Scholarship will be offered as a source of funds for Native Indians in British Columbia who wish to further their education for the purpose of serving Indian peopl ,:, specifi lcally in the field of education. In order to secure the perpetuity of this scholarship, all funds collected will be turned over to the Vancouver Foundation in trust. They will alot funds according to the direction of signing auhhorities. The funds turned over to the Vancouver Foundation will be called the principal fund and remains stable. The earnings of this principal [through interest ] will be the amount of the yearly scholarship fless a small percentage to the Foundation for administration]. The Vancouver Foundation will not administer a principal fund of less than $5,000.00. BCNITA must collect at least $5,000.00 to en- sure the George Wilson Scholarship. BCNITA membership has approved a membership fee of $10.00 per year to be applied to this scholarship. We will now welcome payment of these fees in exchange for BCNITA membership for those who are involved with Indian Education. [Membership is a must for BCNITA Members in order for expenses to be paid at any BCNITA Conferencel] (Donations, do^not qualify others for BCNIIA membership.) Donations from all points will be gratefully accepted for this worthwhile tribute, and we urge all Indians, and Indian organize tions to rally together in making this scholarship a most successful effort. Donations, BCNITA membership or requests for , information can be directed to:_ lhdian Education Resources Center U.B.C. - 2075 Wesbrook Place #106 - Brock Hall Vancouver, B.C. V6T 1W5 Cheques or money orders should be written out to the British Columbia Native Indian Teachers' Association and sent care of the above address. 't*********e■'**ie^(;*****J`* :4********* *********** **^ 1 .1 NATIVE INDIAN EDUCATION: The University ofViCtoria Summer Session 1975 will offer a credit course. In the Faculty of Education, entitled Native. Indian Education. (Education 480). The, course includes a survey of Indian. Education in Canada, from the time of European contact to the present with specific referenCe tO B.C. .A brief examination will be made of the his- tory of church and government policies, as they relate to the education of native people. Intensive study of'current issues in Indian Education will form the m -  ajor Emphasis of the course. These include such topics as Indian control. of Indian' education, bilingual and bicultural education, curriculum for native-Children, methods of altering the Indian image with- in the public schools, Indian identity and education in Canadian society, and innovations in native education in B.C. (British Columbia - B.C.) ***t+++++++++t*** SUMMARY OF i'EEDS, IDEAS & DEVELOPMENTS ON INDIAN EDUCATION IN B, C, R, W, STERLING With the estimated 115,000 Indians in B.C. today [some 50,000 status Indians & 65,000 non-status Indians] we see a major need in de- fining the specific local problems that exist in providing a relevant and useful educational service for our children. 192 Indian B a nds and 69 B.C. Association Non-Status locals exist to represent the needs of their people, and education is quickly becoming a major priority. It is estimated that close to 60% of our Indian population is under age 21 years and therefore of school attending age. We see some 63,000 Indians who could be receiving an educational service. We realize that only around 20,000 are enrolled in schools and that the majority of our school age Indians have opted out of schools for a wide variety of reasons. In light of these circumstances, it can be understood why a major concern is being voiced, and why a wide variety of activities and programs are coming into existence to meet needs. BCANSI has 2 Education field workers to encourage and pro- mote Indian involvement on the BCANSI local level. - About 60 Home School Co-ordinators are operating in various locations in the province doing liaison, counselling, catalyzing and resource work . A Native Indian Teacher Education Program is underway, intending to train Indians to become certified and competent teachers' in an alternative training program sponsored by the provincial govern- ment and university of British Columbia. 9- Motive teacher assistants are becoming important figures in many classrooms, - Indian Education Committees are being formed to bring concerned Indians into participating partnerhhip with local school staffs. - Native outreach workers are being hired by Canada Manpower Corporation to do fieldwork closely resembling Home School Co-ordinator work. - School diStricts are seeking and using innovative means to meet. Indian student needs in tutorial, remedial, and supportive work. - Indian content is being encouraged as part of curriculum enrichmen - Indian Cultural Education Canters are being established in some areas to record Indian cultural discipline, 'languages, legends, linguistics, philosophy, etc.] provide alternative training and develop materials. - School District #92 sees the Ness Valley officially re- cognized as a self-contained and separate School District operated and controlled by Nishga Indians. - Colleges and universities are becoming more receptive to the needs 'of Indians by making staff and programs available. - Some colleges and universities are prepared to establish training programs, crOss -culturaF programs," native studies programs, on their campuses. - Many secondary stheels have established native studies programs in co-Operation with local Indian Bands. - Union of B.C. Indian Chiefs Education Co-ordinators are available to Bands to discuss Indian Control of Indian Education. • UBCIC has provided a mandate to investigate the Master Tuition Agreement and its implications as a.contract by which the federal government [Deplt Indian Affairs] purchases educational services from the provincial government. 10^. - 10 - The Minister of Education (Eileen Dailly) has been very receptive and concerned in Indian Education and has encouraged the forma- tion of a Minister's Committee on Indian Education for the purpose of providing B.C. Indians' a line'of Communication t t --Q1co roc - mom:lo- tions to her in Indian Education. - A Director of Indian EduCatien and a team of assistants is a forthcoming probability [working for the provinciaf department of education] and needs Indian recommendations on job description, terms of reference and applicrnts. BCHITA Indian Education Resources Center aCUBC and U/VIC offers to schools, universities, Indian and non-Indian c'ommunities a variety of services, as follows. materials [books, pamphlets, a/v material, etc.] on loan or purchase. newsrett rs [free - send name & mailing address] peOple resources - speakers, consultants, advisory nativ: bursaries art contest - conferences & workshops National Indian brotherhood is staffed by Indian people and their education personnel are much involved in Indian Education in all provinces and territories across Canada. They work through the provincial Indian organization and are much in tune with all developments. - NIB is'condutting an Education Workshop from February 23 - 26 at Mount Currie;'B:C. 4t is intended` thatthe number of dele- gates be Small to facilitate a More dynamic workshop,. However, recommendations to the UBCIC will certainly reach: this workshop. UBCIC will provide ton request] local Bands with transcripts of proceedings of this meeting. 11 - - An Indian Education Conference is to take place in Saanich possibly in April.^If funds are available BCNITA will participate. Visitors are welcome to attend at , their own expense. - In May, In Calgary - Native American' Bilingual Bi cultoral Education Conference will be held. Particulars and information may be gotten from the Indian Association of Alberta. Delegates from all across North America will be in. attendance. Thjs annual conference is usually held in the United States. Indian Control^Indian Education is still a iaaj r issue with respect to the possible way by which Indian people can develop an involvement and a way of establishing improved educational services for Indians in Education. Please understand that these approaches enjoy only a varied degree of success. Continued success depends on the on-going involvement of its participants and also that a successful program depends very much on key individuals. Without k y individuals, any program will die. Indian participation in all of these is essential. Also NO single approach will solve Indian Education problems. ** * *** * ***** ,*** NOTICE: The Univeuity 04 Vict0itiot Native'.5tadentUnion'4:4 4pon4ojting a woakshop'on Home-School' Co-oAdinettou on Thauday, Feblutaky 6/75 at 2:30 p.m. in Room 168,'Etiiott Unive,sity o6 Victoitia. At . the Wotk6h0 Home-Sehoot Co-otdinatou prom ate around ;the p4pvinc4 dietos theiit work and theik note in the community. The pubt4 ins invited te attend. Pon 6u hen in0Amation,ca4,..JanetP, ; _8o6ton, in Vi to.' ^at 477 - 6911 exten4ion 864 (1.E.R.0 SateUite Centet) *******^* ** *** ****IT*** *^*** * * *?* - 12 - MN BOOKS I THE RESOURCES CENTER RATING SCALE:^***** Excellent. Would be a good addition to a school or band library. **** Very Good ***^Okay. **^So-So Poor ***** Effective Teachers of Indian & Eskimo High School Students. By Judith Kleinfeld. Institute of Social, Economic & Government Research, University of Alaska, Fairbanks, Alaska. [less than $5.00] ***** Functions of Language in the Classroom. Edited by Courteney Cazden. Teachers' College Press, $5.95 [slightly higher in Canadol. Books which attempt to acquaint teachers with some of the pos- sibilities and problems of working with Indian & Eskimo children in class- rooms usually fall into two categories. They are either so vague in their suggestions that they are no more than collections of good wishes and mean- ingless cliches [a typical suggestion might be 'make your teachin=g relevant to the needs of the students'i, or they are so specific that the activities suggested can have nothing to do with any particular classroom or com- munity setting ['have your students make totem poles out of papier-mochel. Effective Teachers of Indian & Eskimo High School Students and Functions of Lan uae in the Classroom are examples of a much needed type Of book -- one thatails into the middle ground between the too vague and the too specific. They talk about teaching strategies in a way that is not vague but at the same time is not so specific that it cannot apply to a variety of settings. Judith Kleinfeld finds that two things characterize effective teachers of native students: they are able to create "a climate of emotional warmth" in the classroom at the same time they "present and press clear demands for academic work." Ms. Klein -Feld talks about the verbal and non-verbal cues that makes these things possible. The articles in Functions of Language in The Classroom  talk about the relationship of language use and learning in and outside the classroom. An article by Susan Phillips comparing activities in and outside the classroom on the Warm Springs Indian Reservation in Oregon is especially good. ADDITIONS TO THE RESOURCES LIST A following list is of articles and books recently catalogued. Those marked "reference" and "ready reference" do not go out-on-loan, but copies of the articles marked "ready reference" may be ordered for 54 per page. Other materials can be borrowed from the Center. Libraries may also buy copies of out catalogue cards for their own use; please write for details. ae *****^***** 13 - Oradshaw, Thecla and ‘Andre Pahaud She Indian Child and educ.2r_m -1.n.d. 20 pages. Canadian Home and Scbj and Parent-Teacher Federation.. In CWCRIMWMWAW:14 cnIture and white, culture and theschool.. 4200 Canada. Dept c Tneian and -iorthern Attaia..41 A Cataloicie of Data I,: the Statisticai Iie formation Centie. 1971. 4 pagea. Din.'RF.FUE A list of .statistical information available Iron the Depariment of InCiin Affairs. 1004 4301 tpritish Columbia Task orce -n the Comeunity College Towards the Learning Community. 1974. 14 pages.-B,C, ept of education, A report ofa14ebember'.taak for which was to examine the roles, ser'eices, governing, are', financing of community coLleges.in 4200 ,,Canada. Dept of Indian Affa rs end eru RePort. 1 96g -19694 .19 10. 156 pages,. -neen*s Printer,' 4402 .Canada. Cent' of Indian A'.7fil.resca N.://ev. -^. lEducatinn irt the i..1crth.' 1968. 34 pages, Specie...1 issue of Initercom, 'OYMETTOXSCrArticleo on0fIcation . in the-Conadlaa'Arctio •prepared by the InformatfOn SerMieee P -Lvidfon, Depaitment of Indfin Affalt..44. ••4200 2078 . S.anada. NoUse of Commons.standing Committee of Indian Affairs and Northern Development. Ipinutes Respecting the Annual Reports of the DIAND (1967-58 and 1908-69). 3 cy"^1971. 31 pages. Queens Printer.PrAoyeerfdlefiC& Witnesses "and evidrice on the status of Indian education with 17 recommendations by the committee. 4200 ,Chief Buffet, Lon Lance .411g Lairds n.d. 33 pages, Xerox from the. book Long Lance, .^, The story or Almighty voice and tip :-.co -called "Dnek Lake Rebellion.' 2042 4007 4501 • cFhristensarm Susan - t nsiventursa in British Colamhia. - 1971 - 2 Pag.es Cedar hotnse Publishing Ltd. 2 torybotik. and plzale,game for grades 4-6 f9.C.:u-skePn9. Po..p.IAO9r>, people, events, and places in S.C. ble.tory. 4200 t , ,Car.a.ii. Dept -ht . Iticliar Affairs and 3Lrk Affaire Facts and Finures. 1966. 48pag,ei• DTAi4D. /..c.ck of statistics O! Indians n Canada-- population, administration, etc. e!ochrane, William C. Pnd John R. dents Kejt.ican-AmericEns•workshop.. 1%6. 45 pages...-Uudsoln : Sehool District, Ced •- •^ A: nn a 47 -ompemst..tory rAucation Workshop fo-cussing^t.-1:- x4e-a -Ar-lric4n culture curriculum,self-conc.np , t,^an0 home-oc!iool communica-tion. 420 Enddy, Mary Lou and James J. Scott aritish Columbia in Books. 1974. 144 pager. J.J. Douglas I.td. $a.la, An annotated bibliography of books on laratish Columbia readily available to the public. 1004 ,Hurst. Theresa aarhon. An Illustrated. !story, 1967. 112 pages. Okanagan Historical ncciet A listory illustrated with photographs. What little there is on Indian life is often inaocarate 2020 4005 LErickson, Donald A. and Henrietta Schwartz !What Rough Rock Demonstrates. 1970. 6 pages. From Integrated Education, twriwmarlaThe Rough Rock Demonstration School is the mast famous Indian controlled school. In this article it is compared with a local ETA school, a B:A boarding school, and a public school. 4200 kik LFederation of Saskatchewan Indians Hammersmith, Jerry 4pdian and Northern Curriculum Resources Centre, LVdiversity of Saskatchewan. Indians and Eskimos of North America: A List of Fictional and Reference Works. n.d. 24 pages. Mimeo. Pf: Ana` prrrrItsT,7r.An area-by-area list of books on Indians. The, books are not described, but each is listed as being suit-able to grades 1-4, grades 5-7, or grade 8 and up, 1004 5000 ndian and Northern Curriculum Resources Centre,JJniversity of Saskatchewan. 4iP ADYREYERUICE Troposal to Integrate the Indian Cultnte Center, the Indian and Northern Lducatiod Progtam, and the indj.an TeaCler-T: -.aining Program, and bring all under the direction control of the Indians of Saskatchewan. 1970. 5 pages. Mimeo. tjResource Material an Eskimo and Aorthern Indian Coal toms.ar, rnFalaTn.d. 12 pages. Mimeo. An annotated bibliography of childrens books and ,audio-visual materials. 4200 2066^ 1004 5000 2061 2078 aaderation of Saskatchewan Indians , Soonias, Rodney jResearcb Plan for the Task Force onIndian Education. 2.58^1970, 17 pages. Mimeo,DYMITENCE A research plan to study mays of improving Indian education in Saskatchewan—its objectives, methods, staff, and budget, 4200 2066 Indian and Northern Curriculum Resources Centre, Waiversity of Saskatchewan alasource Material oa the Early Explorers of Canada end tae United States. al.d. 12 pages, Mimeo. A bibliography for pupils--everything from carefully preparr ,i reference books to juvenile fiction for entertainment. 1004 4001 Federation of Saakarchewan Indians 200 DYNOTREaCtA Task Force on Saskatchewan Indian Education is proposed to research Indian education and to advise the federal government in policy making. 4200 2066 Indian and Northern Curriculum Resources Centre,,Uaiversity of Saskatchewan. Resource Material on the East Co Erf. Indian:,..-Rreprr71,4 ,4e7p.d. 19 pages, Mimeo. An annotated bibliography of childreos books and audio-visual materials. 1004 5000 2063 2064 2084 A,Submission to the Director of Indian, Education in Canada. 1970, 6 pages. Mimeo. Indian and Worthern Curriculum Resources Centre,yniversity of Saskatchewan Jesource Mater -1.41 on the Plains Indiana. p- d. 16 pages. Mimeo,READY REFERFMCEAnnotated bibliography of hocks and audio- visual materials on the Plains Tndfans. Lists everything from juvenile fiction to adult non- fiction. 1004 2062 /Indian and Northern Curriculum Resources Centre, yniversity of Saskatchewan resource Material on the Southwe s tern Indians. REA( ilt7L7rr -Irlt:` d. 14 pages. Mimeo. An annotated bibliography for pupils in primary and secondary grades. 1004 2086 liative Indian Teacher Education Program, aniversity of British Columbia 3 1z^Ot.eport of the Dean's Committee.April 2, 1974. 15 pages. Mimeo, itior BETTRENCE An outline and proposed budget for the Indian teacher-frainng program, 4200 orthwest Territories. Dept of Education: :teacher Education Program Brochure. 4h4^1972. 12 pages. Mimeo. PEADYRETERENCE .Description of and application for the teacher training program run by the Northwest Territories Department of Education. 4200 Larson Richard C. et al ,Racism in Kindevgartn? 1969. 6 pages, from The Eiementarf Zohool Journal. ADYREFEA.ENcE Kindergarteners W0.27*: shown lictures of black and white children and ssked "which would the tea cher like best?, "^ hion is most like you,' "Who :;:h likes school?," etc.':31ack an.1 white children answered these questions differently. 4200 Lpooke. Patricia L4DYREPERENCr, 'Hypothetical educational models for AmerianIndians that would^education an a social instrument to reinforce tribal values are propose.' 4200 LOkpik, Abe Owildered Hunters in the 20th Century. 1966. 3 pages. From North.RrAnyFirrrsm7F The change from traditional northern life, where scattered families hunted in the bush, to life in settlements where the hunting life is no longer possible and the leid life brings prOblems. 4001 4301 2G61 Pelletier, Wilfred &me Thoughts abut Organization and Leader- ship. 1967,^Zttmeo. qr.71-N ;rrrrr A cnmparis n of Indian culture and white culture. 3002 4301 17:heoretical Construct of the Ideal School Systefe for American Indians, I:indergarten through Life. 1973- 31 pages. ERIC ED C73900. 2elIetier, Wilfred graditi.onal Concp.f. of Organization. 1967(?). 3 pages. Mimeo. PrAr'v A comparison of the traditional organisation of Indian groups with that introduced. by idian Affairs; protaems arising out of the conflicts between the two systems. 4301 3002 IMielaszek, Lorraine The.Culturat^of Amertr:an Indians 1969.^pages, R , nrint from cation. sFrr''—r-F conii ict of Iruiau values and white values. Oversimplified. 4301 ,Poole. A.Discussion of Indian 0h;er:tives and Some PrActical Consideretione 7-vard the Realization of These. LAC./ tiffEil - 1965. 26 pages. mimeo. A plan to solve the Indian oroblem. 01:3 - cusses organization, idetapgy) ad reliijon. edncation, and finances. 4302 Wniversity of British Columbi, ^°nOion Department. The gadi.5u1 child and his Education. 1967. 98 pages, UDC Extension, Proceedings of a conference to "orient new teachers to teaching Indian children and to let experience-a teachers discuss educational issues anclinnovatons as they' relate to the Indian child. 400 Cultural Conflict in te tlassroov. Y -,73Q^1972. 7 •pages. From Social, Ethication.READ arroto An article which attempts to acgUaiat te4ch - 'eta with Indian life and culture. 4200 ;,What in rotential Ability? 68. , 9 Tmges. Reprinted' from the Bul- letin of the British Psychological Society mritettor ' A discussion of intelligence and intelli-gence testing , and of the education of immigrants. 4200. ,Renaud, Ardre / Education from Within. ZEE^ 1964. 14 pages. Mimeo. READYREMENCt'An experiment in Crrriculum TozvelopMent ,wth Children of Indiou backgroune in SaskatchOcian." 4200 2066 JOIrhaftig, Albert L. etas and !Outline for a Series of Article on the Amerlean IndiAn PfAFFMNCE 1968, 28 pages. Mimeo. es for artic.les to be written for Ramparts magazine. 4301 .i.gaskitchavan. -^Appeal. Ler MAje^the )'1..t,on, Appelkart., , and AndieW" - $0immer, kespondent.' 970, , 08ges. Mimgo. RrAny nErrproci^, • The Appeals Court -decide tlEatt' t clause Of Treet*/ Indians are to be given_free medicrl that Swimmer was therelOre -4,NiltY'of'o orime,in not paying:tSasyatchewanmellicaf :nid-hospital1^. 4404 2066 &er jug, Robert W. Oltive in8tan Tetb?rs the Aame*:School C.vordnitor. 1974. 124 pa,c, s.Itifueo. $2,S0. A general report on the home c,cNool coo ,:d!- nator - his role, authortty, aetvic or etc. hist), hev to get a home senoel coordinator in vo r e- Reuben Uodon of-S.0 Indian Chiefs °Med 110 44e , LOS[t , 1974. 27r pages. Union of P.C. Indian Chi, A history ol reserve land pollcy in B.C. and f the lards plt„;off from reserves by the Mc. enna- McEride Commission of 1912-1916. 4403 4314 jelping, NativeIndians. 1974.'1 page. Reprint from 2pen Line.T 7ADiartRENCTThe late direCtor of Indian education for the B.C. Dopt of, ',..lucation gives his views on Indian ,..Ancatior , in the province. 4200 rased i , s ate n 4200 17 INDIANS OF BRITISH COLUMBIA BOOKLIST & GUIDE Most North American school curricula provide an incomplete and usually inaccurate picture of the Native people of this continent. While the non-Indian pupil is misled to the detriment of his relation- ships with the Indian people he encounters a school and will encounter in the work situation and in everyday life, the Indian pupil is confused and often angered as he sees his culture and history misunderstood and often degraded. In a shrinking world where co-operation and harmony between human beings is becoming increasingly necessary for cur comfortable sur- vival, such mis-education about a large and important part of this society is unacceptable. Janet Boston, Barbara Higgins, Nella Nelson and Muriel Roberts, working at the University of Victoria Indian Education Resources Center, have put together a model School Package of recommended books, as well as a Bock _ ant_ Teacher's_Guide which teachers andschool listricts can use tö put together their own packages of books on Indian life. Few of the books in the Indians of British Columbia - School Package are actually written by Indian people, but all the materials deal with Indian history and/or culture. Many of the North American Indian culture groups are represented in the selections for primary and inter- mediate levels since it is our feeling that young children must be made aware of the diversity among the Native cultures. Selections for the Junior and Senior Secondary levels deal with the Indians of B.C., except for only a few excellent titles which are of a broader nature. It is regrettable that some of the B.C.Indian groups are not as well represented as others; there is a noticeable lack of materials en the Interior groups. A solution to this problem would be an entire series of books and materials for use in all subject areas, by and about the Indian people of this province. The School Package is now being reviewed by the Division of 16 la Integrated and Supportive Services, B.C. Department of Education, who we hope will approve the package for school use and make it available. The Book List & Teacher's Guido is new avtliTable.^ContSins 127 titles divided into six sections: 1) Books rated as excellent and' recommended for acquisition as class sets fur use in primary and secondary grades^2) books containing specialized information best used at the secondary level, 3) books haVihU a specia1 visual appeal useful in any classroom; 4) arts and crafts raferences and materials; 5) supplemental readings, mostly fictional; and 6) tOoks with misleading factual informa- tion to be used only with teacher guidanae. A list of publisher and dis- tributor addresses is also included. The books listed can be used not only in social studies Fut also iiilangudge.arts and literature, art, science, history, and geography. Native Indian language materials have not been included, but the teaching of local native languages in the schools is .supported and encouraged Audio-visual materials are hot reviewed. Each book in the Ltst has been designated for use according to grade levelt.' We did not intend `to impose limitations ow the use of the materials,,but felt sme guidance would be useful and convenient: The designations are purpOsely broad so that the materials can be avail- able to as many pupils as possible. The Book List VTeacher's Guide is now available from: Indian Education Satellite Resources Center Mut 1 G 1 - P.O. Cox 1700— University^Victoria, Victoria,,B.C. V8W,2Y2 The cost is $1.00 per bunk list. It is available without , charge to members of the B.C. Native Indian Teachers' Association. When the total book Package becomes available; it will be announced in the India). _ p54.02Ltiw§letter. 19 19 It is hoped that through intelligent and creative use of the School Package and Book List and Guide constructive, action will be taken towards improving the educational situation , of all British Columbia. *********^******* **** * * * * * * * * *************^** *XXXXXXXXXXX XX**** * ***** ************************ *xxxxxxxx)cxxxxx4**^************** A SUGGESTED BOOK LIST FOR DAY CARE_ CENTERS Janet P. Boston - IERC/U/VIC _ Not^fall of the ollowing books deal exclusively with North- west native cultures and peoples - those that do will be marked with an 'eo, Teacher.s should note that not are worth American Indians share the same curltural traits and should take care in explaining this to the youngsters. (A ,goad reference book for teachers is Indians of North America, second edition by Harold Driver, University of Chicago Press $6.85 p.]. 1. *McConkey, Lois Sea and Cedar, J.J.;Douglas Ltd., 9645 McKechnie Avenue, Vancouver B.C. $4.95. 2. Available through Fitzhenry and Whiteside Ltd., 150 Lesmill Road, Don Mills, Ontario: Benchley, N. Benchley, M. Baker, Betty Hoff, Syd Jones, Nettle Parish, Peggy Small 1101f, $3.40, Red Fox, and His Canoe, $3.40, Little 'Runner of the Longhouse, $3.40 tittLeChief, $5:-A7), The Tree Stand Shining, $5.70, Let's Be Indians, $4.55 fcrafts s games}. 20^... 20 3.^Available through Longman Canada Ltd., 55 Barber Greene Road, Don Mills, Ontario: *Houston, James *^H^*1 'I west songSJ, 4. Available from G.J. McLeod Publishers, 73 Bathurst Street, Toronto 'Ontarici, MV5 *Shannon", Terry ^Tyee's Totem Pole [approx. $5,00] D'Amato, Alex S Janet ^Indian Crafts [approx. $5.00) 5. Available through Oxford University •Press, 70 Wynford Drive, Don Mills, Ontario: *Toye,^(pictures by E. Cleaieri The Mountain Goats of Temlaham, $6.50, *Toye, William (pictures by E. Cleaver) How Summer Came To Canada, $6.50. These are 2 exceptionally beautiful books - and kids love them. 6. Available through Children's Press, 1224 W. VanBuren Street, Chl'cago, Illinois, 60607: rriskey, Margaret^Indian Two Feet and His Ea le Feather (approx. $3.00] Indian Two Feet and His Horse approx. $3.00] 7. Available through Tundra Books, Montreal 107, Quebec: , *Blades, Ann A Boy of Tache, $5.55. 8.^A Series available from Pegius Publishers, 462 Hargrove Street, Winnipeg, Manitoba. R3A 0X5 The Snari],^Helpin Mother^uncertain of price, The New Baby ^Grandma Knows but would guess - Jack and Jet The Little Mouse^$12.00 - $18.00 for Here I Go^The ban book series, Ghost Paddle, $4.95 Eagle Mask - 04est Coast Tale, $3.95, Songs of The Iream People [contains some North- In These books .the Native culture is not mentioned directly, but the stories the settings, and the concepts and pictures are very agree- able. 21 - SPECIAL COLLECTIONS DIV THE LIBRARY^24- 0066801CAMPUS J^C For more infOrMatidnen^establ ishment of day care'and'ii're'-' school centers, please refer to the article by Janet Boston on the subject in the January, 1974 Indian Education;..Nialetter.'''-' .*. The tJbC Indian EducetrOn P.'esop-r-c4s CenIer 4.4is,:two books on day care and pre-school available on loan: 1. "Togeth,er, A Pre-School Handbook" EA basiP'. gl4;*•t ,P -psnolishing and running, a day-care center written by the Nelson & District Family Day ,Carg''Associtiolib:;, 2. "Pre-School Centers for ,Indian Chi ldnan yl^t 411 Lolumbi4" [A 1971 report on what was happening in Some of the pre school centers run by local Indian gducat ion Committe g, and .the Depalt ment of. Indian Affairs ^written by Jan Summertonl. * *** * * *^* *.*******_ * * ^ #'^**^* ***** r ********* *'',.*********;4^;,*c*^;r******** INDIAN EDUCATION, RESOLIACESCENTR, UFA - 2075 Wesbrook Place #106 - Brock Hall Vancouver, B.C. V6T 1W5


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