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UBC Publications

Indian education newsletter Jan 1, 1975

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 Indian Education Resources Center
Room 106 - Brock Hall, U.BX,
Vancouver, B.C. V6T 1W5
VOLUHE 5 #3 & 4 - JANUARY & FEBRUARY 1975 J
PIASTER TUITION AGREEMENT
STEVE JOHNSON- EDUCATION CO-ORDINATOR
UNION OF B.C. INDIAN CHIEFS'
#
The purpose of this article is to inform the Indian people*
and the public in general^ about the Union of B.C. Indian Chiefs' investigation 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 cf a preliminary Brief, "The Master Tuition
Agreement in British Columbia", by the Union's Education Co-ordinator.
The preliminary brief recommended that tha Union investigate:
1) the MTA and its implications for Indian
control of Indian education specifically,
and the education of Indian people generally
and
2) 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 Wilson, George Watts, and Cecil Read. This
committee was charged with responsibility for implementing the investigation and preparing a report on the results of the research.
The three Chiefs' Council representatives on tha committee will be
responsible for suggesting specific recommendations on the basis of
this report. 2 -
The MTA is essentially a contractual transaction - 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 these
funds.
In Canada there are presently two methods being utilized for
this purpose.   ,   .
1. Master Tuition Agreements which involve the centralized transfer of funds from the federal government - to the provincial government, for an
entire province;
and,
2. Local Tuition Agreements which involve the transfer of funds from a DIA District or a Sand (where
Bands have assumed administrative control over
education program funds) and a local school district, for that school district alone, Master
Tuition Agreements are presently utilized in
three provinces: British Columbia, Manitoba,
and Nov/ 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 provided to Indian students.
A full investigation of the MTA is imperative. The status
Indian people of British Columbia are- not parties to the MTA: 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 agreements are
made without consulting and involving the Indian
people whose children are affected (pp. 5-6)." - 3
In Manitoba, the Manitoba Indian Brotherhood is a party to their MTA,
and was involved in developing its content. In_. New 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 administration of the HTA. The "Indian Control of Indian Education" policy
paper states that:
"The Indian people concerned...must review.all existing agreements for the purpose of making specific
recommendations for their revision, termination
or continuance (p. 5)."
In its present form, its appears that the MTA effectively
limits the implementation of Indian control of Indian education.
Basically, We are asking the question. Is the MTA. in the best interests of the status Indian people of British Columbia?
The investigation of the MTA is now under way and the committee 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 HTA as it now'stands in
light of "Indian Control of Indian Education"
policy,
2. the financial responsibility for specific education services (e.g., counselling,.transportation,
etc),
3. the delivery, effectiveness5 and evaluation of
education services;,
4. the 'on-reserve or Crown land only.' clause which
limits federal responsibility to status Indians
in this situation only;
L'  ' ... - 4 - ... 5.•■' the "average tuition" formula for payment, which
does not accurately reflect geographical variations in actual costs or the difference in cost
between elementary and secondary education,
6. accountability for the quality of services, the
delivery of services, and the utilization of
funds transferred to the province on behalf
of Indian peoples
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?)..
8. the negotiation process used by the two governments to reach an agreement over mutually
acceptable costs;
(Last year a concensus was not reached until
late September and the result was a "holding
t.   .  back,! of education funds in other budget areas
by the D.I.A. tc. ensure they would be'able to
meet their obligation to the province. Bands
administering education programs", and students
seeking support for post secondary and vocational programs were adversely affected by
these "hold backs".) ,
9. the affect of the MTA oh Bands and/or Districts
assuming control over their education;
10. the HTA in relation to capital (joint) agreements, between the D.I./\.,,and school districts;
(Capital agreements provide for the sharing
of .capital costs necessary to aak-mniodato status
Indian people in public schools. )
11. the legal basis for local-level negotiation between Bands and/or Districts and'school districts A'
regarding the education provided Indian people --.•:.
and parental involvement in the education process,
... - 5 - - 5 -
'1-2..  the Public Schools Act and B.C. School-.Trustees'
Association policy in relation to tte.1-j.TA and
the "Indian Control of Indian Education" policy
• papbr; and■"""---   . '•      ., .,•;-..
13.  alternative arrangements, both Local Tuition
Agreements and Master Tuition Agreements to which
Indian deopTW are parties, as they now exist
in other provinces (e.g.* Manitoba, Saskatchewan etc.)
The MTA Committee is being assisted in this.endeavour by Bands
and/or Districts throughout B.C., asrwell-^as' consultants from the National
Indian Brotherhood, other provincial Indian associationss the government
departments concerned ,''and other organfNations such as the B. C. Native
Indian Teachers/.Association, and tHC B.C.. Sfchool; 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 MTA or,in becoming involved in this investigation, to contact;
:   ■ ■. ■■ Steverx John-son ,., A A
Education Co-ord).nator.
Union of B.C. Indian Chiefs'
2140 West 12th Avenue
: -   ■. \        Vancouver, .B.C. V6K 2f(2.
or any of the other MTA Committee members.
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NOTICE:  NEWSLETTERS THAT HAVE BEEN RETURNED.; BECAUSE OF CHANGES OF
ADDRESSES WILL AUTOMATICALLY BE CANCELLED FROM OUR HAILING LIST.  [TOO
MANY NEWSLETTERS HAVE SEEN RETURNED.'].
... - 6 - ... .. 6 -
G E 0 R 6 E     W I L SON     S C HO L A R S H I P
The British Columbia Native Indian Teachers' Association has
been directed by its membership to proceed to estahlish an Educational
§£!?2!2E§bi.£ 'n memory of, and in tribute to George Wilson, Jr. who died
suddenly in 1974. George will be remembered by this scholarship, as a
leader in Indian Education who devoted his life to "Improving 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 people, spec! fi'cal ly in the
field of education.
In ofder to secure the perpetuity of this scholarship, all
funds collected will be turned over to the Vancouver Foundation in trust.
They will a lot.funds according to the direction of signing authorities.
The funds turned o^er 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 [less
a small percentage to the Foundation for administration].
The Vancouver Foundation will not administer a principal fund
of less than $5,000.00.  8CMITA must collect at least $5,000.00 to ensure the George Wilson Scholarship.  ;
... - 7 - ... 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 Conference!]  (Donations,
do  not qualify others for BCNITA membership.)
Donations from all points will be gratefully accepted for
this worthwhile tribute, and we urge all Indians and Indian organizations to rally together in making this scholarship a most successful
effort.
Donations, BCNITA membership or requests for information can
be directed to:
Indian Education Resources Center
U.B.C. - 2075 Wesbrook Place
jf 106 - Brock Hal 1
Vancouver, B.C. V6T Wxj
Cheques or money orders should be written out to the British
Columbia Native Indian Teachers' Associatioh and sent care of the above
address.
j-.'. j.......j....j.... j. ......... j. j. ............ j.
„e   '       j..^j..*.jf , .....
***"'   ' "  ""* * >""'•- .,,,,,,
it* *     *** ..-   .
NATIVE INDIAN EDUCATION:  The University of Victoria 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 t6 B.C. .A brief examination will be made of the history 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 major emphasis of th.e course.  These include such topics as
Indian control, of Indian education, bilingual and bicultural education,
curriculum for native children, methods o-f altering the Indian image within the public schools, Indian identity and education in Canadian society,
and innovations in native education in B.C.  (British Columbia - B.C.)
***t+++++++++i***       ... - a - ,,. OF MEEDS, IDEAS g 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 6 65,000 non-status Indians] we see a major need in defining the specific local problems that exist in providing a relevant
and useful educational service for our children.  I<j2 Indian Bends
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.
- BCAiJSI has 2 Education field workers to encourage and promote 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 government and university of British Columbia. - 9
- Native teacher assistants ar<^  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 Hanpower
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
enrichment.
- Indian Cultural Education Centers 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 Nass Valley officially recognized 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 makirig staff and programs available.
- Some colleges and universities are prepared to establish
training programs, cross-cultural programs, native studies programs,
on their campuses.      *
- Many secondary schools 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 [Dep't Indian Affairs] purchases educational services
from the provincial government.
... - 10 - ... - 10 -
- The Minister of Education (Eileen Da Illy) 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 moke rccamncnda-A
tions to her in Indian Education.
- A Director of Indian Education and a team of assistants
is a forthcoming probability [working for the provincial' department
of education] and needs Indian recommendations on job description,
terms of reference and applicants.
BCNITA Indian Education Resources Center aAUBC and U/VIC
offers to schools, universities, Indian and non-Indian eommunities a"
variety of services, as follows:
- materials [books, pamphlets, a/v material,'etc.]
on loan or purchase.        •
- newsletters [free - send name s mat 1ing address]
- people resources - speakers, consultants, advisory
- native; 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,
- H16 is conducting an Education Workshop from February
23 - 26 at Mount Curr ie^BlC." It is intended'1 that, the number cf delegates be £mal 1 to fac i I i tate a fnore dynamic workshop,. However,
recommendations to the UBCIC wHl certainly .rifeafch. this workshop. UBC IC
will provide [on request] local Bands with transcrlpts of proceedings .
of this meeting. . ' ■-•-...
.:,  .,  ■ '      ...- n •• ...
a % u I -
- 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'Bi 1 ingual Bi'•cultural
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. This annual conference is usually
held in the United States.
- Indian Control cf Indian Education is still a utaj 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 key ind iv iduals,: any progr-im will die.
Indian participation in all of these is essential. Also NO single approach
will solve Indian Education problems.
** * **
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***!£'**Jrk
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NOTICE:    The University ol Victoria Native Student Union is sponsoring
a workshop on Home-School Co-ordinators on Thursday, February 6/75 at
2:30 p.m. in Room 168/ Elliott Building, University ol Victoria.    At
the Workshop Home-School Co-ordinators faom areas around the province
will discuss their work and theix rale in the community.    The public
is invited to attend.    For lurther   infarmation call, Janet P. Boston,
in Victoria at 477-6911  extension 864  {I.E.R.C. Satellite Center)
****** ****** •••      ' <■      • • •
*********
"fir*
*?* -12-
NLW BOOKS In THE RESOURCES CENTER
RATING SCALE: *****  Excellent. Would be a good additton to a school
or band 1ibrary.
****    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 Canada].
Books which attempt to acquaint teachers with some of the possibilities and problems of working with Indian & Eskimo children in classrooms usually fall into two categories. They are either so vague in their
suggestions that they are no more than collections of good wishes and meaningless cliches [a typical suggestion might be "make your teaching relevant
to the needs of the students"], or thsy are so specific that the activities
suggested can have nothing to do with any particular classroom or community setting ["have your students make totem poies out of papier-mache"].
Effective Teachers of Indian S Eskimo High School Students and Functions
of Language in the C1assroom are examples of a much needed type of book --
orient hat fa 11 s~ 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. Kleinfeld 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
i s espec ially good.
ADDITIONS TO THE RESOURCES LIST
A fo!lowing 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
5c 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. _,.,,
' * jI j, jw Jj .<*    .»- j. a **r j* *v
 * *  ... - 13 - ... CCla ■*"<* jAndre r.-n«ud
il^16 Indian Child  *„A   ,,
35 «•«.   20 page,   " 'nf tdl'^--a.
LCure and   the
4200
Canada.   Dept  or   Indian  anc.
; riorfcharr, M!£i«
U
ia  the  Statistics*  In-
Areatalogue of Data
' -formation Centre.
■ A  list of.statistical  information  available
frotn tha 'Department a>£  Indian Affairs.
1004    4301
^British Coluitifcia • Tasfe Force on  the
Coowunity.College ,        ■
Towards the Learning Comruinity.
1974.   14 pages.. B,£,»  i>spt :of  Education   '
A report of. a ;i4^is«®i3€r". task 'fores which was
to examine  the roles,   services,  governing,   aisA
financing of ccittmunity colleges An -B-C.
4200 ■ • ' ■ ■••',."
ajtiitta^a. House of Cos3nor<3.
Standing.Committee of  Indian Affairs and
Northern Development.
jMlnutes Respecting tha Annual Reports of
the DIAKD  (1967-68 and 1968-69).
^wieiwrace    l971* 31 pages' QtleenS Prlncer-
Witnesses'"and evidence on the status of
Indian eiacatiotfwith 17 recommendations by the
eoBssit€ee>-'';-    ''-' '■■■
4200       '."'';""' A ;'
,Canada.  Dept of Indian Affairs  ^
'j5^e'.iai  Report:: l&bjg-iveg,
W0.   15fci»ges.-pl,een-s Printer."
4402
Deve
,Chief Buffalo tony  Lance
ilA>n<! Lanca."
n.d.     33 pages,  Xerox from -th«s book
Long i^pes;
The story o# Almighty Voice and tha so-called
"Oiick Lake  Rebellion,'1
2042     4007     flSOt
,_C«nada.  Cao.6' of Indian Affairs .and H,  pav.
{.Education  in the Wertr*.
-j r~, 1968.   54 pasjea.   Special  issue o£  Intiercog*.
^ryKJESEHCS^rttcler: on -:vh:caMv»  in  thp C..)-.adj.a.i Arci-Je-
preparad by  the Information Service's JJivision,
Department of  Indiai*. Affair;},.   ' ••■'--...
4200 2078 ■'-■■- -   '   • ■:-••■■
. ChriatengMsn,  Susan
.    . -.■rtAayentur«s ^ ir, British Columbia.
-'-,     ■•••-'•'■■■      1971..  32 pages,.   CV.dar Kerns* Publishing Ltd.
,,,-•".., ,.e?= storyboOK. and {_ izale^g&isie for grades 4-6
,£ocus&.iji9.,on, l^W-Oys.people,   events,   and places
in B.C.  history., .
4200
.Cajaaaa.   Pepfc'tof   I'nd'iar, Affairs  -and  ft, -t3<a\
(Indian KZi&lzf. Fac.Is and figures.   -.
1966.     49. pages.   Diaap,.
.*, bock of  statistics  on   Indians   in Canada-,-
popy la*, ten ,   administration,   etc .
430*     4402
■ ' •"■•       ^Cochrane,' William C. 'P'.nd John R.  Clonts
■.Jle.xican- Afflcrlcaw Workshop-.
lasts.   45 pages,, -Hudson Schncl District,  C«5
P.apDv: t.  an  a  C'^mpeeserory :.;;1ucation  Workshop  fe-
cusssik)  aa  Hoxi ea:i~Arv2 rics.i'i culture,   curii.cua.im,
self-concvj'c,   .ic-iq.i&a^,   and home-school communiea-
ti.or.. £uddy, Mary Lou and James J. Scott-.
jyritish Columbia in Books.
1974. 144 pages, j.j. Douglas Ltd. $<>.ni>.
An annotated bibliography of books on British
Columbia readily available to the public.
1004
.Hurst Theresa
.Vernon. An Illustrated.History.
1967. 112 pages. Ofcanacjan Hxst.oi-i.cai aoeiet
A ' isfory illustratea with photographs.  What
little there is on Indian life is often inaccurate.
2020 4005
^Erickson, Donald A. and Henrietta Schwartz
_     Ufhat Rough Rock Demonstrates.
*^r      1970. 6 pages. Prom Integrated Education.
tttsr mstMncE ' ~ , . " t
Tha Rough Rock Demonstration School is the
wost famous Indian controlled school.  In this
article it is compared with a local BIA schooJ»
a B*A boarding school, and a public school.
4200
tlndiaft and Northern Curriculum Resources
Centre, University of Saskatchewan.
Indians and Eskimos of North America!
A List of  Fictional and Reference Works,
ti.d.     24  pages. Mimeo.
" An area-by-area list of books on  Indians.
Tha books are riot described, but each is listed
as being suitable to grades 1-4, grades 5-1,, or
grade 8 and up.
1004    5000
% tfedsration of Saskatchewan Indians
nHamaersffiith,  Jerry
(Proposal  to  Integrate tha  Indian  Cuit.w
Center,   the  Indian and Northern  Sducation
Program,  and  the  Indian Teacher-Training
Program,   -9n<i bring all uod«sr  the direction
2CC control cf  the Indians of Saskatchewan.
A0Y UEFEBSIfCB   1970.   ^ pagea.  Miaeo.
4200     2066
,_Jridian and Northern Curriculum Resources
Centre, JJrsiveraity of Saskatchewan.
(Resource Material an  Eskirao and northern
Indian Cultures.
?p,Af>y fiFFTWNCE0*^*   -^ pages.  Mimeo.
An annotated bibliography of childrens books
and audio-visual materials.
1004    5000    2061    2078
Iteration of Saskatchewan  Indian*
tSoonias,  Rodney
^f rCl/l8n f°r  th» T*sk F°rce on
Indian Education.
I«d<™   rtSe3rf  Plan  to  3tudy «-,«  of   improving
Indian  education  in  Saskatchewan—its  oble-MvL
methods,   staff,  and  budget ^je.tives.
4200    2066
(Indian and Northern Curriculum Resources
Centre,  diversity of Saskatchewan
Resource Material on  the Early Explorers
of Canada  and  the United States,
n.d.   12  pages.   Mimeo.
A bibliography for pupils—everything fro«
carefully preparr-d reference books  to juvenile
fiction  for featertainsseat..
1004 4001
Federation of  Saskatchewan Indians
A,-Submission  to  the Director of  Indian,
Education in Canada.
■XDD 1970,   6  pages.   Mimeo.
siraEfrnnNCt
A. Task Force on Saskatchewan Indian Education
is proposed to research Indian education and to
advise the federal government tn policy making.
4200  2066
Jndian and Northern Curricula* Resources
Centre, .University of Saskatchewan.
Jtesource Material on the East Coast. Indian*
Rr^ny pnTPPwH?'4' 19 Pa8es- Mimeo.
An annotated bibliography of childrens books and
audio-visual materials.
1004 5000 2063 2064 2084 Radian and Northern Curriculum Fu.-Hources
Centre, ^University of Saskatchewan
Jiesource Material on the Plains Indians.
n.d. 16 pagea. Mimeo.
READY RRFEHENfX
Annotated bibliography ol books and audiovisual materials on the Plains Indians.  Lists
everything from juvenile fiction to adult non-
fiction.
1004 2062
Jjative Indian Teacher Education Program.
^University of British Columbia
■Report of the Dean's Committee.
3&     April 2, 1974. 15 pages. Mimeo,
*UD1 REFERENCE , .  .  ,. ,.   fha
An outline and proposed budget for the
Indian teachet. - train -ing program,
4200
^Indian and Northern Curriculum Resources
Ceatre,(University of Saskatchewan
(Resource Material on the Southwestern
Indians.
An annotated bibliography for pupils in
primary and secondary grades.
1004 2086
jtorthwest Territories. Dept of Education.
.Teacher Education Program Brochure.
4N      1972. 12 pages. Mimeo.
«EARY KEFERKSCE
Description of and application for the
teacher training program run by the Northwest
Territories Department of Education.
4200
parson    Richard G.  et al
, F&cisaj in Kindergarten?
"1.969.   S pages.   Frcs.i The Elementary School
Journal.
MrREFTRENCE „ ,_,
Kindergarteners wex« shown Pictures of blacK
and white children and asked "which would the tea
cher like bast?,' '-which is most like you," "Wh; ;h
likes school?,"  etc.  Slack anJ white children
answered these questions differently.
4200
tpkpik, Abe
jljswildered Hunters in the 20th Century.
_ 1966. 3 pages. From North.
nskPf ftKTTREMCT  "~
The change from traditional northern life,.
whers scattered families hunted in the bush, to
life in settlements where the hunting life is no
longer possible and the new life brings problems.
4001 4301 2061
tJ-ocks. Patricia
theoretical Construct of the rd^ai Sch.--i
System for Am*jr<Car» *rvH*„A " , =>ch..»i
through U fe.       ^^'     ^«*^ ^
IAD* HEFTRENrs 1973" 30 9&geS'   ERIC B0 C73900.
Indians that would utxUza education a* a 50ci^
instrument to reinforce tribal values are prc^
4200
.Pelletier..  Wilfred
gome Thoughts about Organization and Leadership.
196?-   3 pages,   Hideo.
T-tHV f?rPT*FAT
A comparison of  Indian culture and white
culture.
3002 4301
iMiaiaszek,  Lorraine
The.Culturat   Oiiersnu of  American  Indians
1963.   3  pages.   K=-»rint f torn Social. Edu-
catioru
Th» conflict of  Ir-iian values and white
values.     Oversimplified.
k 301
J>ell*tier, Wilfred
■Traditional Concepts of Organization.
Mimeo-
1 organization
by Indian
t of the conflicts
19670)- 3 pages
" '      ' "     A. comoarlson oi the traditions,
of Indian groups with that introduce
Affairs; problems arising ou
between the two systems
4301 3002 iJPooIe, D.G.
A (Discussion of Indian Objectives and Some
Practical Considerations "ward the
Realisation of These.
huur nrFKnifici1965' 26 Paee»- Mmeo.
A plan  to solve-  the  Indian  prubJ em.     Discusses organization,   ideelp&y.ia»d  religion,
education,  and  finances. . I
4302
university of British Columbia, Extension
Department.
Tha (Indian Child and his Education.
1967. 9a pages, UBC Extension.
Proceedings of a conference to "orient new
teachers to teaching Indian children and to let
experienced teschera discuss educational issues
and,innovations as tHey relate to the Indian child.
4S00
JLedblrd-Selani,  BeUkh'jn.veie andXeroy B.
Selatn
..Cultural Conflict in the Classroom.'
An article which attempts, to acquaint teachers with  Indian life and culture.
3Q
IP
iSferaon, P. E.
_^hat is Potential Ability?
1968,, 9apexes.   Reprinted from the Bulletin of   the British ?sychologicai Societ
, geace
4200
A discussion of  intelligence and  Intel!!
. testing and of  the education of  ianur«
insaigranta.
4200
,Renaud,  Andre
(Education  trom Within.
2.E6. "1964.   14  pages.  Mimeo. ■■'"■
REACT REFERENCE I ;--   .    .   «     .,     • _- .   -,,,•„*',',. „^>i,
"An experiment: in Curriculum Pevelopmffint -with
Children of  Indian background  in Saskatchevan.":
4200 2066
Jtehrhaftlg„ Albert L.'
. e.-J»i   " ...        r  V-
\M?t$a  and Outline for a Series of Article
on the American Indian:
Itotea  for. articles to be written for
'Ra.gipi.rC8 magazine. "'
4301
^Saskatchewan. J£<$u'tt-ol Apf>«at.
(Har Majesty the -'Rie<in, Appellant,  Arid       '   ,
Andt«*w' $$%mm%£f' Respondent,
IS70„ 8 ;pages.  M&seo. , .    - ,
The Appeals Court"'de"cide8  th'ar; -the **»edieihtC
chest" clause bf Treaty Mo.' 6 doefe->.ot mean  fehe'i
Indians are  to be given.frep medical   treatise-it  eri
that Swimmer was therefore guilty of *a crifeeein.'
not paying Saskatchewan »{Bdic;M  .shd.-hospltal .t^*xas .
4404  2066    . ' '
; -  v .J^i®11, Of. a»p, Indian Chiefs
; ■ .,; a. ,iPh«tI*and3.-**e, toSS. a aj a
1974. 278 pages. Union of B.C. Indian Chi.
A history o* reserve land policy in B.C. and
'&£ the lasds ,a'at<of£ frow reserves by the Mc cmna-
Mc£rid<» Commission of 1912-1916.
4403 "4304- ••--.•••-
(Sterling, "Rqfcert'W-.   ■   -.
JJC ilatlve  Indian Teachers'   .'.sswciat.--.on
J'he Home'School Coordinator.
i974.   128--pafees. "Mimeo.   $2.50.
A general r<a'por£ an th* liorae school coordinator—his role, authority, services, etc. feiso,
how  to  get a home school  coordinator  in voar  e,r<-a
4200
jWilson, George ,
^iejpingeNative Indians.
^W      1974. 1 page. Reprint from 0£gn Line-
'•-AOY.ICFtl'racS  • .„ - '!
v   "■ '"'me  lit* airectQX of Indian -education for the
.,-• .--. B.C. Dept of, Education gives his views on Indian
education in the province,
4200 - 17
INDIANS OF BRITISH COLUMBIA BOOKLIST 8 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 relationships 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 survival, such mis-education about a large and important part of this
society is unacceptable.
Janet Boston* Barbara Higgins, Nella Nelson and
Muriel Roberts5 working at the University of Victoria
Indian Education Resources Center, have put together
a model School ..Package of recommended books, as well
as a BockTIst'antl'Toacher's Guide which teachers and
schooT-!lTitrTcts"can"uIe~lo"pui'"together their own
packages of books on Indian life.
Few of the books in the Indians_of_BMtish^^
Package are actually written by Indian people, but all the materials deal
with Indian history and/or culture. Many of the Horth American Indian
culture groups are represented in the selections for primary and intermediate 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 cf the B.C. Indian groups are not as well represented
as others; there is a noticeable lack of materials nn 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
..  18  ... 13
Integrated and Supportive Services, B.C. Department of Education, who
we hope will approve the package fore school use and make it available. .'
The Bcgk_List_&_Teacher^s_GUide is n:6w aVaifable.' it contains
127 titles divided into six sections: 1) Books rated as excellent and "
recommended for acquisition as class* sets, far use in primary and secondary
grades, 2) books containing specializes! .information best used at the
secondary level. 3) books Jiavin'j a special visual appeal useful in any
classroom; 4) arts and crafts r$fat*e«cer§ and materials; 5) supplemental
readings, mostly fictional; and 6) books with misleading factual information to be used only with teacher guidance. * A list of publisher and distributor addresses is also included. The books listed can be used not
only 1n social studies,Abut also in langua-ge.arts =r<d 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^ Aud1o-visu3al materials are hot
reviewed, -..        ..,,
■   T
Each book in the tfst has been designated for usev^aceoi^ding
to grade levels.' VJe did not Intend tc Impose limitations on the use of
the materials, but felt some guidance would be useful and convenient;
The designations are purposely broad SO that the materials can be available to as many pupils as possible.
The Bggk_List_|_Teacher^s_Guide is now ;|ya11al|le from:
Indian Education Satellite Resources Center
. i   Hut 'G,'  - P..Q..BOX 1700 .
University of Victoria, Victoria,. B.C.    V8W.2Y2""
The cost is $1.00 per book 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 thev
lDdian_Mucat|on^News.letter.
...      19      ... 19
It is hoped that through intelligent and creative use of
the §chool_Package„aQd_Bock_List_and_Guide constructive action will be
taken towards improving the educational situation of all British
Columbia.
******
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**********
**      **
J.J.-   ju   AAA'AA AAAAAA AA    jl.   jl^
*** ***
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* •■••■*
**XXXXXXXXXXXXXXX£*
* *
*************
A SUGGESTED BOOK LIST FOR DAY CARE CENTERS
Janet P. Boston - lERC/U/ViC
Not all of the following books deal excjuslvely w5th Northwest native cultures and peoples - those that do will be marked with an
'*',    Teachers.should note that not al> North American Indians share
the, same cultural ,traits and should take care in explaining this to the
youngsters.  [A,good reference book, for teachers is [ndians^gf_Hgrth
Amenca, second edition by Harold Driver, University of Chicago Press
$6.35 p.]. : ' :'••
1. *McConkey, Lois Sea and. Cedar, J.jADouglas Ltd., 3^5 McKechnie
Avenue, Vancouver, B.C.  $^.95-       .-., ;    \ , ■•:
2. Available through Fitzhenry and Whiteside Ltd., 150 Lesmill Road,
Don Mi lis , Ontario:
Bench ley, N. Small Wolf, $3.40,
Benchley, N. Red Fox and His Canoe,. $3-^0,
Baker, Betty Li ttle Runner of the Longhouse, $3-40
Hoff, Syd Little Chief, $37^0
Jones, Hettie The Tree Stand Shining, $5-70,     A*
Parish, Peggy Let's Be Indians, $*s.55 [crafts & games].
20 - 20 "
3.  Available through Longman Canada Ltd., 55 Barber Greene Road,
Don Mills, Ontario:
^Houston, James  Ghost Paddle, $4.95
*   "    "   Eagle Mask - Arrest Coast Tale, $3-95,
"    "    Songs of The ,^ream People [contains some Northwest songsj , $6.$i5.
U.       Available from G.J. McLeod Publishers, 73 Bathurst Street, Toronto
Ontar ior, Mv5 2P8:
"Shannon, Terry        Tyee's Totem PoI e [approx. $5.00]
D'Amato, Alex £ Janet   Indian Crafts [approx. $5-00}
5. Available through Oxford University Press, 70 Wyriford Drive,
Don Mi 1Js, Ontario:
*Toye, William [pictures by E. Cleaver] The Mountain Goats of
Temlaham, $6.50,
*Toye, William [pictures by E. Cleaver] How Summer Came To
Canada, $6.50.
The*e are %  exceptionally beautiful books - and kids love them.
6. Available through Children's Press, 1224 W. VanBuren Street,
Chicago, Illinois, 60607:
Priskey, Margaret  Indian Two Feet and His Eagle 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, $5-95.
8. A Series available from Pegius Publishers, 462 Hargrove Street,
Winnipeg, Manitoba. R3A 0X5
The Snare       Helping Mother uncertain of price,
The Nsiw baby     Gr.indma Knows but would guess -
Jackln'd Jet" ,  Th.-; Li tt l"~Mouse $12.00 - $18.00 for
Here I Go       Tin. bang Look series.
®Pe®&e .w:';eA^ ■"
In These books -the Native culture is not mentioned directly, but
the stories the settings, and the concepts and pictures are very agreeable.
- 21 - -  2| ~L  '
For more   information on  tha establishment of day care khd-^re1-
school  centers,  please refer  to  the article by Janet  Boston on the
subject   in  the January,   1974  Indian  EdUcation.Nfewslej;ter/  ^    •"   r-
The UBC   Indian Education Resources Center fiastwo books on day
. " - *.*.i ' ;    A'       eat :    '..:>:■.:   It' ~>        '\   a.    -A-.e. -
care and  pre-school  available on  loan:
1.
2.
"Together,  A Pre'School  Handbook"     [A basic; guide :%Q. ^establishing
and  running, a day-care c,enter written by  the Nelson & District
Family Day [Gare* Association].. . '       ;    r,       >   , ..
"Pre-School  Centers for ^lod ian Chi ldron   tn.rBriti$h Cj&iumbi^'A-   ,
[A  1971   report on what was happening   in s'ome of  the" pre!*schoo1
centers run by  local   Indian Education Committee?, and, -^he Department o% Indian Affairs:    written by Jan Summerton];'
*******
•'**''
,** '**    "*   .
*■*•-*      *
***** *****   a
*********************
*********        *********
.,*;.
•arii
RETURN ADDRESS:  A a       a a;:a
INDIAN EDUCATION RESOURCES)CENT£R;
UBC -  2075 Wesbrook Place
#106 -  Brock Hall
Vancouver,   B.C.    V6T  1W5
SPECIAL   COLLECTIONS
THE   LIBRARY
CAMPUS   J   B   C
DlV
24-
0066801

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