AUDIENCE: K-12 TEACHERS, PRINCIPALS, ASSISTANT PRINCIPALS, INDIGENOUS COACHES, AND OTHER SCHOOL LEADERS ARE ENCOURAGED TO ATTEND.
“Indigenous scholars suggest that a process of decolonization must be enacted in order to activate the process of including Indigenous Knowledge into Western [current] schools structures so that the balance between knowledge systems can be achieved." Garcia & Shirley, 2012
Join us for this interactive and informative webinar series! This 5-part series will focus on how to weave Indigenous Knowledge systems into our current teaching and learning practices. Each webinar will build understanding of what Indigenous Knowledge systems were and continue to be, as well as create an awareness of traditional Indigenous pedagogical processes and how they could be respectfully incorporated into current teaching practices. As we dive deeper into each session, we will build an appreciation of how weaving together Indigenous ways of knowing with current pedagogical practices can benefit all students.
Educational Synthesis: An Introduction to Indigenous Knowledge Systems
This Introductory session will focus on building an understanding and appreciation for Indigenous Knowledge systems. Participants will learn the importance of land, language, Elders, and relationships in traditional education and how to use these new understandings in synthesis with their current teaching methods. This session is designed to help educators understand that Indigenous Knowledge systems cannot live in contemporary schools rather they can inspire us to teach in varied ways that benefit all learners.
Creating a Culture of Belonging: Supporting Curriculum and Understanding Indigenous Learning Processes
The second session in the Weaving Ways series (part 2 of 5) will focus on creating educational environments that foster belonging. This session will introduce educators to three Indigenous themes that research has identified as successfully supporting a sense of belonging in classrooms, or as whole-school approaches. Participants will unpack ideas of belonging and brainstorm ways to weave this teaching into what they are currently doing.
Instructional Design: Supporting Curriculum and Understanding Indigenous Learning Processes
In the third session of the Weaving Ways series (part 3 of 5), educators will explore how Indigenous communities approach understanding in ways that are holistic, collaborative, and relational and consider how these approaches can enhance their current practices to support deep learning for students. Participants will be introduced to a variety of online resources with tools, examples, and templates to support their planning and thinking.
Pedagogy: Supporting Curriculum and Understanding Indigenous Learning Processes
This fourth session in the Weaving Ways series (part 4 of 5) will focus on historical forms of teaching in Indigenous societies. The goal of this session is to have educators become inspired to teach in alternate ways that benefit all learners. We will talk about the importance of people, places, and processes and discuss how we might weave these past teaching methods into current teaching practices.
Sharing Through Story: Supporting Curriculum and Understanding Indigenous Learning Processes
The fifth and last session in the Weaving Ways series (part 5 of 5). This session reveals how stories connect us to family, friends, the land, and even ourselves. These teachings have the potential to benefit our schools and help to support the curriculum implementation process by seeing stories as an extension or a foundation to our curriculum. Learn how song, dance, landscapes and art can be woven into the ways you currently teach or tell stories.
This learning opportunity is being offered through a grant from Alberta Education.
is currently seconded with the Calgary Regional Consortium to provide Education for Reconciliation and Foundational Knowledge of Alberta’s First Nations, Métis, and Inuit people. With 27 years’ experience as an Indigenous educator, Donna brings passion and also a deep knowledge of First Nations, Métis, and Inuit histories, the impact of residential schools, and the infusion of Indigenous ways of knowing into Alberta curriculum and organizational culture.Etienna Moostoos-Lafferty
was born and raised in Grande Prairie Alberta. Etienna's family is from the Sturgeon Lake Cree Nation in Treaty 8 territory. Etienna has 7 years of teaching experience both on and off-reserve, and also in public and Catholic school systems. Etienna spent 4 years working for an Indigenous perspective school with the Calgary Board of Education where she learned the importance of culture and language in Indigenous education.
Etienna has since moved back to Edmonton and has worked provincially as an Indigenous Education consultant helping to develop and implement workshops aimed at promoting reconciliation through teacher education. Etienna has created resources for the ATA and ARPDC that help teachers better understand topics such as Residential Schools, Metis Settlements, Inuit history, Myths and Stereotypes of Indigenous people, progression of the TRC, and treaty relationships.
Today, Etienna is an Indigenous Education Coach for Evergreen Catholic Schools and is completing her masters full time at the University of Alberta. Additionally, she works as an assistant researcher at the University and is learning a lot about provincial and local initiatives surrounding Indigenous education. She is a mother to a 4 year old daughter named Layla and her husband is also a teacher and works as an assistant Principal for Edmonton Public Schools.Krystal Abrahamowicz
is a Designer of Professional Learning with the Calgary Regional Consortium. In this role, she authored the Supporting High School Completion a Tool Kit for Success resource and had a key role in developing the Implementation and Planning Tool in the Government of Alberta Resource Working Together to Support Mental Health in Alberta Schools, as well as the ARPDC Weaving Ways resource which supports teachers in including Indigenous knowledge systems in their practice. Previous to this, she spent over 10 years as a Teacher, Student Services Specialist, and then Student Services Coordinator at Westmount Charter School. With extensive background and training in gifted education, and many years of experience in designing support plans for diverse learners, Krystal is a passionate believer that every student can experience success at school.
Request for cancellation or refund must be received in writing (fax/email) at the CARC office a minimum of 7 FULL days prior to the event start, or registration fees will apply and refunds will not be issued. If you are unable to attend a session and unable to provide seven FULL days’ notice, please feel free to delegate an alternate to attend in your place. CARC also reserves the right to cancel an event within the 7 calendar days due to unforeseen circumstances such as facility closures, terrorist threats, natural disasters or extreme inclement weather (-35 C or colder). Cancellation notices should be sent to firstname.lastname@example.org.
|Focus(es):||Education for Reconciliation|
Session will run from: 4:00 PM - 5:30 PM