First Nations, Métis & Inuit

First Nations, Métis & Inuit

Bear and Two Ravens by Joe Wilson.

Naming is an important part of our identity. Our names help to shape our sense of self and develop our identity. In our culture and that of the First Nations, Métis and Inuit people, traditional names help to tell the stories of a family's ancestry and carry on their history for future generations. For example, my parents were both named after their grandparents, as were my brother and I, except we have our grandparents' names as our middle names.

Click the image for a great resource with classroom activities on First Nations in Canada.

Therefore, being conscious of what is in a name, and how naming can lead to identity determination, is integral to promoting a safe learning environment that will allow all students to flourish. In the article, What's in a name? The politics of labelling and Native identity construction, Retzlaff (2005), analyzes "how Native people are defined and classified in Canadian society and in turn define themselves." First, Retzlaff describes how the image of the "Indian" as either the savage or noble savage, where they were portrayed as violent and barbaric, or as a Romanticized figure, respectively. Additionally, there are prominent stereotypes still associated with "Indians" today, such as "poor, assimilated, as substance users, gamblers or militants." There is no doubt that these negative identities and connotations of First Nations, Métis and Inuit people impact student learners that self-identify. Therefore, it is necessary for educators to learn about proper naming and labelling of First Nations, Métis and Inuit people, and to teach students to analyze and understand a label before using it.

Below are two informative videos by Wab Kinew that can be used in a classroom to discuss this topic:

Teachers should study the Ministry created supplementary policies and documents that are available to them, such as the Ontario Ministry of Education's First Nations, Métis and Inuit Education Policy Framework, which highlights the focus on closing the gap in achievement to boost Aboriginal student achievement, as well as promoting school cultures that encourage students to truly be themselves, specifically to welcome First Nations, Métis and Inuit students to self-identify and be proud of their heritage. Also, teachers must consider the Truth and Reconciliation Commission of Canada (TRC) to learn more about the journey of truth and reconciliation in Canada and to make use of resources that are available to help prompt these discussions. Aboriginal Perspectives: A Guide to the Teacher's Toolkit can help educators navigate these policies and documents to best implement the outlined practices into their classrooms. 

In Kitchen et al.'s (2009) article, Aboriginal Education as Cultural Brokerage: New Aboriginal Teachers Reflect on Language and Culture in the Classroom, the emphasis to teach culture is clear. Aboriginal teacher candidates, they note, "have the potential to play a crucial role in the preservation and renewal of Aboriginal learners and culture." Correspondingly, I believe that teacher candidates that label themselves as allies also have the potential to play a crucial role in teaching about culture and promoting mutual respect for all learners and their heritage. The new Ontario curriculum is creating for opportunities for all students to promote a positive self-image and achieve academic success in their studies. As future educators, we are tasked with the duty to uphold these expectations and sustain productive and positive learning environments for all students.

References

Kitchen, J., Cherubini, L., Trudeau, L., & Hodson, J.M. (2009). Aboriginal education as cultural brokerage: New aboriginal teachers reflect on language and culture in the classroom. McGill Journal of Education, 44(3), 355-375.

Retzlaff, S. (2005). What's in a name? The politics of labelling and Native identity constructions. The Canadian Journal of Native Studies, XXV(2), 609-626.