Resources for Teacher Education Instructors & Teacher Candidates
The Deepening Knowledge Project has delivered presentations to teacher candidates, teachers and students across the GTA since 2007. Currently, DKP is available to consult with OISE Master of Teaching students and instructors on better ways to include more Indigenous content into your classroom and courses.
We are no longer booking public presentations at this time.
For OISE Master of Teaching (MT) Students and Instructors: The Deepening Knowledge Project is happy to announce that Aliesha Arndt and Angela Nardozi are both available for a limited number of 45 or 60 minute one-on-one consultation meetings about Indigenous education.
They are happy to meet and:
- Address concerns or questions about lessons you have already developed
- Brainstorm ideas as you prepare to create a lesson
- Answer questions you might have about Indigenous histories and current events
- Anticipate questions which students might have
Aliesha Arndt is Kanienkehaka of Six Nations of the Grand River and was born to the Bear Clan. She received her Bachelor of Arts in 2014 from the University of Toronto and graduated in June of 2016 with a Master of Teaching. Aliesha has worked with Canadian Roots Exchange facilitating workshops with youth and various organizations across Canada on the process of healing relationships and reconciliation. Aliesha also works closely with the Feathers of Hope initiative that brings together First Nations youth from across Ontario to discuss and present issues in their communities and the role young people can play in facilitating healthy positive change. She currently works with Teach For Canada supporting educators in Northern Ontario. Aliesha can be reached at alieshaarndt [at] msn [dot] com.
Dr. Angela Nardozi is a guest on Turtle Island, whose family came to this land from Italy. In April 2016, she completed her PhD at the Ontario Institute for Studies in Education with a focus on Indigenous content in teacher education. She has worked in and in solidarity with Indigenous communities in Ontario since 2008. For five years, she was the Project Manager of the Deepening Knowledge Project, which gave her and her colleagues the opportunity to work with over 6000 teacher candidates around Indigenous histories and current communities. She currently works as a Consultant and Coach. She can be contacted at angela.nardozi [at] gmail [dot] com.
Indigenous perspectives on history From Time Immemorial - 60s Scoop.
This presentation covers topics including the Indian Act, the Residential School System, the Pass System and many more. It is interspered with discussion on stereotypes, and suggestions to teach these topics.
History of Education of Indigenous Peoples
This presentations focuses specifically on the history of colonial education for Indigenous peoples in North America. It begins with an exploration of the philisophical and theological justification of the subordination of Indigenous peoples and ends with a discussion of contemporary struggles in education in Canada.
Truth and Reconciliation
This presentation explores the Truth and Reconciliaton Commission, and has participants brain storm personal and general responses to survivor testimony. This presentation includes video of survivor testimony.
Indigenous ways of knowing/Western Science
This presentation explores the similarities and differences between Indigenous ways of knowing and Western science. It includes video of Indigenous peoples speaking of their methods, and an exploration of lesson plans that teachers can use/adapt to their own teaching.
Presentations for Elementary and High School students
We have presented to many groups ranging in level from K to 12. Depending on the school's needs and student interest we cover a variety of topics. For the youngest children we focus on object based discussion, and bring in a variety of present day objects to spark their imagination and learning. We begin on presentations with a smudge ceremony.
Including Aboriginal Worldviews and Ways of Knowing in Teacher Education
The pilot lessons included in this section were written by Dr. Nicole Bell in her role as consultant to the Deepening Knowledge Project. Dr Bell is Anishnaabe from Kitigan Zibi First Nation and is from the Bear Clan. She is presently living in Burleigh Falls, just north of Peterborough. A grassroots community worker and the founder of Anishnaabe Bimaadiziwin Cultural Healing and Learning Program, (an Anishnaabe culture based school for Aboriginal children from Kindergarten to grade 12), she is also the mother of five boys. Dr. Bell is p
rofessor of education at Trent University. These lessons were developed using the course expectations for both Foundation and Curriculum and Instruction Courses of the Initial Teacher Education programme at OISE.
Video of Dr. Nicole Bell, Professor of Education, Trent University (48:15 mins).
Dr. Bell's chart of Indigenous Infusion at OISE can be found here.
Lesson purpose: "To assist Teacher Candidates in understanding the historical trauma experienced by the First Peoples of Canada and its effects on their contemporary lives. A specific examination of ‘ethnostress’ provides insight into the needs of First Nation, Métis, and Inuit students in public schools."
Lesson purpose: "To assist Teacher Candidates in understanding the Anishinaabe perspective on human development. To challenge Teacher Candidates to appreciate that each culture has teachings/theories about human development and that for Indigenous people it is often articulated with circularity. This lesson must occur after other human development theories/models have been explored."
Lesson purpose: "To assist Teacher Candidates in understanding the Anishinaabe perspective on restorative practice. To challenge Teacher Candidates to appreciate that each culture has teachings/theories about human interaction and that for Indigenous people it is often fundamental to ensure healthy relationships are maintained or restored."
Lesson purpose: "For Teacher Candidates to 'identify and develop practices that reflect an equitable, inclusive approach to learning' (Social Studies course outline) by focusing on equitable and inclusive learning strategies for First Nation, Métis and Inuit learners through examining case studies. For Teacher Candidates to “critically analyze Social Studies resources and use appropriate resources to support instructional strategies” (Social Studies course outline) by exploring bias and its applications to resources about First Nation, Métis, and Inuit people."
This lesson includes discussion of a letter written by the mother of a First Nation child, in form of an open letter to her son's teacher. The letter originally appeared as an article the Northian Newsletter and is entitled, “Respect My Child: He Has A Right To Be Himself ”.
by Glen Aikenhead and Herman Michell, 2012.
A great resource for teachers of science who want to explore ways of incorporating Indigenous ways of knowing the natural world into their science curriculum.
Research Monograph #11, by Dr. Pamela Toulouse. This monograph is part of the research-into-practice series produced by a partnership between The Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education. It discusses how schools can support Aboriginal education.
Although this resource was developed for teacher educators in Alberta, and the knowledges that are used are particular to the First Nations and Metis groups of that land, many of the activities can be successfully used with teacher candidates and practicing teachers in Ontario. Lessons plans provided in Talking Together are supported by visual presentations in Walking Together.
STARS Anti-Racism and Indigenous Education Resource Blog: Becoming and Being an Ally of Aboriginal Education
By the Student Teachers Anti-Racism Society (STARS), Sunday, January 30, 2011. A summary of Dr. Verna St. Denis's research findings regarding the characteristics of Aboriginal education allies.
Summary from the document: This is the second installment in a two-volume set produced by the Aboriginal Healing Foundation. This volume contains personal reflections on the opportunities and challenges posed by the truth and reconciliation process, which was constituted in the 2006 Indian Residential Schools Settlement Agreement, to aid in the deliberation of work facing Canada's Truth and Reconciliation Commission.
Aboriginal Knowledge Infusion in Initial Teacher Education at the Ontario Institute for Studies in Education at the University of Toronto
By Angela G. Nardozi and Angela Mashford-Pringle
Journal abstract: Knowledge of the Aboriginal socio-political history in Canada has historically been excluded from public education. In Ontario, public school children learn about Aboriginal people at specific times in the curriculum. However, teachers frequently only teach the bare essentials about Aboriginal people in Canada because they do not have adequate knowledge or feel that they lack the ability to teach about this subject. The Ontario Institute for Studies in Education at the University of Toronto has implemented the Deepening Knowledge Project to provide teacher candidates with an increased awareness and knowledge about Aboriginal history, culture, and worldview for their future teaching careers. This article will provide insight into the project and the curriculum developed for working with teacher candidates.
A series of short videos featuring Susan Dion, hosting on the "Learn Teach Lead" site from the Ontario Ministry of Education. Featured topics include "What actions of non-Indigenous educators might have the greatest impact for students" "how should Aboriginal content be taught" and "Appropriation."
The State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success, Executive Summary
From the news release: "A new report by the Canadian Council on Learning (CCL) offers a ground-breaking way of measuring learning success in First Nations, Inuit and Metis communities across Canada.
The State of Aboriginal Learning in Canada: A Holistic Approach to Measuring Success presents a unique vision of learning that extends well beyond the classroom-encompassing learning from family, community, languages, traditions and cultures-and challenges years of negative stereotypes and bad-news stories."
From the PDF: "This project is the result of findings shared by our two regional organizations: the First Nations Education Council (FNEC) and the Federation of Saskatchewan Indian Nations (FSIN).
Our shared findings are that some information circulating on the heels of numerous consultations and various reports on the state of First Nations education is either totally or partially wrong, and requires clarification and context along with accurate information."
From the video: "Looking back to the 1950's and 1970's in remote schooling, teacher Chris Garner challenges the way we view success in Indigenous Education, making a powerful case for the role of the educator to evolve--bringing success to students and, ultimately, Aboriginal people's desired outcomes."
From the website: " The following guidelines address issues of oncern in the preparation of teachers who will be expected to teach students from diverse backgrounds in a culturally responsive and educationally healthy way."
From the website: The following standards have been developed by Alaska Native educators to provide a way for schools and communities to examine the extent to which they are attending to the educational and cultural well-being of the students in their care."
From the video: "Jo-ann Archibald, Professor and the director of NITEP (Native Indian Teacher Education Program) at the Department of Educational Studies (EDST), as well as the associate dean for Indigenous Education at the Faculty of Education at UBC, talks about what 'Indigenizing the curriculum' means and how it can be practiced."
From the resource: "Stewards of the Future provides funding and support for high school teachers and other educators to go on field trips, visit local sites of interest, and engage in stewardship projects in their communities. This guide has been created for teachers, leaders, and students to inspire and support them in becoming involved in hands-on, place-based explorations of their communities, and the stewardship issues relevant to them."