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Promote on-going dialogue and learning about Aboriginal education within teacher organizations and the broader educational community. XWG5CC G 5G5CGENERAL QUESTION.G$sE What can we learn from the professional knowledge and experiences of Aboriginal (First Nations, Metis and Inuit) teachers who teach in public schools about how to better promote and support the success of Aboriginal education in those schools? <E5E5A  DEFINITIONS. G$sEProfessional Knowledge and Experience What counts as  professional is related to the way in which teachers relate to other people (students, colleagues, parents) and the responsibilities, attitudes, and behaviors they adopt as well as the knowledge they use which are, more or less, outside themselves. (Beijaard, Meijer, & Verloop, 2004, p.125) x&:GVMGVM GVM C G5G5G5G5 G 5$G$5 (G(5,G,50G054G458G85DFour Topics of Data Collection Professional Knowledge and ExperienceBEG s%G?ED  1. Philosophy of teaching 2. Integrating Aboriginal content and perspectives into the curriculum 3. Racism in education 4. Allies of Aboriginal education 2mZZ?ZZG5G5G5+ G 5G5!G5G5G5 G 5$G$5$(G(5,G,50C0  METHODOLOGY0 G$sE|Focused Ethnography How a group of people that share some feature or features (Morse & Richards, 2002, p. 53), see their own actions, others actions and the context (Punch, 2005, p. 150) EsGsE5w E 5E5.E5E5GsL C> CK ;Criteria for Participation F G sGG Aboriginal teachers self identified as First Nations, Metis or Inuit Had a minimum of 5 years of experience teaching in grades 4  8 Teaching experience in public schools with a presence of Aboriginal students  FG5G5=G5 G 5G5NG5G5C  Participants. G sE 59 Aboriginal teachers (49 female and 10 male) 9 groups of Aboriginal teachers [41-49] One third had twenty or more years of teaching experience One third had ten or more years of teaching experience Half of the participants were graduates of Aboriginal programs  ZZ.G5G5(G5 G 5;G5G57G5G5> G 5$G$5(C(<Data Collection.G sETwo methods of data collection Open-ended questionnaire [individual and writing] Focus group interviews [audio-taped] One full day of data collection per groupGVMG5G53 G 5G5&G5G5+G5=Analysis of Data @G sEsE Techniques of  grounded theory (Miles & Huberman 1994; Charmaz, 2006). Initial Coding Focused Coding oE5E5E5 E 5E5(E5AA E 5$E$5(E(5,E,50A04A46"  - HALLIES*G$sAf1. Describe the professional and personal qualities of a non-Aboriginal colleague who you found to be effective in supporting your work as a teacher. 2. Describe the strategies of non-Aboriginal colleagues and/or administrators who you regarded as supportive and generally making the school an affirming place for Aboriginal teachers, students and families.BgZE5E5E5IWhat is an ally?,G$sC$ Is a member of a dominant group [race, class, gender etc], who acknowledges and uses their position of power and privilege to create institutional and cultural change (Broido, 2000; Reason & Broido, 2005; Jenkins, 2009; Kahn & Ferguson, 2010; Lopes & Thomas, 2006). AE5YG5 G 5E5E5G5C,HJWhat do allies do?,G$sC$ They learn about patterns and effects of oppression, including unlearning the invisibility of privilege as well as making connections between multiple forms of oppression (Adams, Bell, Griffin, 1997; Bishop, 2002; Hermes, 2005; Kaomea, 2005). ZZE5E5E56 G 5G5G5AA LAlliesG$s Acknowledge that unlearning oppressive beliefs and actions is a lifelong process (Adams, Bell, Griffin, 1997; Bishop, 2002; Rogers & Jaime, 2010). QE5E5E5 E 5G5G5G5G5@ G 5$E$5(A(KAllies*G$sA Inspire and educate dominant group members to unlearn oppression (Bishop, 2002; Broido, 2000; Jenkins, 2009; Reason & Broido, 2005). ~CE5E5E5D G 5E5A,U  MAlliesG$sTake risks,stepping outside their comfort zone (Adams, Bell, Griffin, 1997; Bishop, 2002, Kahn & Ferguson, 2010; Rogers & Jaime, 2010) ZZ/E5E5E5 E 5E5WG5E5E5NAlliesG$s Are actively self-reflective and admit to and willing to learn from mistakes (Adams, Bell, Griffin, 1997; Kahn & Ferguson, 2010) !E5E5E5 E 5E5E54G5E5 E 5OAlliesG$s Work collaboratively and in alliance with oppressed groups (Adams, Bell, Griffin, 1997; Broido, 2000; Jenkins, 2009; Kaomea, 2005; Lopes & Thomas, 2006; Reason & Broido, 2005) =ZZyZZ<E5E5E5 G 5G5^G5G5G5 A $A$(A(>^' PAlliesG$sp Listen closely to the wisdom of oppressed groups (Adams, Bell, Griffin, 1997; Bishop, 2002; Kaomea, 2005). p2E5E5E5 E 5E59G5E5Aa QAlliesG$s` Avoid the trap of knowing what is good for marginalized groups (Bishop, 2002, Kaomea, 2005)zaAE5E5E5 G 5G5E5SRAllies of Aboriginal Teachers , G$VMC$7Allies Are Difficult To Find often alone (47) E?E?E? E ?E5E5E5E5 E 5$E$5(E(57 d  Cannot find colleagues who can think outside the box (48) Encounter colleagues who just didn t care(46) oE5E5=E5# E 5E5 E5Am oNo One To Connect With$$? Maybe it s getting late in the day, but it s almost like our Native students are like shadows. They come and they go, they re invisible, they are usually not behaviour problems, they come and they go, they either do their work, or they don t do their work, they re in school, and they are not in school, the connections aren t there. (43)T E5E5!E5 E 5OE5E5tE5E5 E 5$E$5>(E(5,E,50E05S U J Encounters With Negative Non-Verbal Communication Colleagues who say all the right things, they know what to do, .. but it s  the look , the body language (46) @2sE51E?E5 E 5@E5E5E5E5 E 5$E$5(E(5,E,50E054E458E85E?AE5 E 5E5 E5E5=E5 E 5R$E$5.@p g)Being a Professional and Being an Ally "*( VMv Being a professional involves relating to: Aboriginal people: students colleagues parents/communityw?*?5  5555 5  5 $$5((5,,5005i)Being a Professional and Being an Ally "*( VM] Being a professional also involves: Responsibilities Attitudes Behaviours Knowledge ^#?5  555 55  5$$5D hAllies of Aboriginal People"$VMget to know us as people first (48) take the initiative to get to know us (49) have a passion for Aboriginal culture (46) support First Nations period (45) you don t have to ask them. They just come and do it (43) vRZZ+ZZ#ZZ;ZZ#G5G5G5, G 5G5+G5G5#G5 G 5$G$5(G(52,G,50G0544 ] N Allies are people who recognize the humanity of Aboriginal students Develop that friendship.. [your Aboriginal students] are little human beings. They understand when they are wanted. I think that s the missing part in our education, the connection between the teacher and the student (42). (E5CE?E5 E 5E5E5E5_E5' m5 Allies are open, positive, listeners and learnersX6$?$?$?  $?2$? Z  Allies are people who are learners and not just teachers; they are individuals who get to know children and families. It s not just  another September and we file another group through the room and they ll leave, and then  next September comes. Instead these teachers can actually tell you about each of those kids, they are people who themselves listen, ask questions and listen some more, they will challenge themselves and challenge you as well. (48) ZG5E?G5 G 5fG5G5 G5G5 G 5$G$54(G(5,G,50G054G458G85Allies collaborate and cooperate We learned a lot of valuable stuff together (43). We give our [non-Aboriginal] ally ideas and she ll fly with it (48).  G?G5G5 G 51G5G5G5G5/ G 5$G$5(G(5,G,50C04C4 |;  I can think of a Principal who helped with the Aboriginal program . . . [He] was not in full view, but he was always behind, making sure everything was in place. You did not have to run and get this or that; if you were looking for something; he would be there and he would have it. He just made sure that whatever you were doing for your program went smoothly; he was like the little gopher. You always need somebody like that. He wanted it to be successful and he knew we did not have many hands, and so he managed that way. (41) G5G5G56 G 5G5G5C,   {: F Allies: Want to see me succeed as an Aboriginal educator. They are going to do whatever they can do to help further Aboriginal education, to help you bring up the issues. However, they know is it is your voice that needs to be heard and not theirs. And so they do whatever they can to lift you up on their shoulders. (47) FZZG5G?G5 E 5E5E5TE5A C F }< u Aboriginal teachers are allies I have to stand up for Aboriginal people in our country who do not have a voice. It is not something I would have chosen to do. I would rather not have to stand up and talk. However, it is something that I feel I have to do. I am passionate about it, because someone has to do it. It is about time somebody stops and listens to us. (43) ~vG5G?G5Q G 5G5Cu p { Racism directed towards Aboriginal people in Canada remains acceptable to Canadians. We have to say that it is NOT (47-5) 0|z55{ q  TITLE: A Study of Aboriginal Teachers Professional Knowledge and Experience in Canadian Schools PDF of the complete report can be found at: www.ctf-fce.ca/ Priorities/Aboriginal Education OR ABORIGINAL_Report2010_EN_re-WEB_Mar19.pdf NZZZ?  55595-  ?$$((?,,0044?88<<?+5  $b .V0/$ #$&6ABCDs39:;<=>?@ABCDEFGHIKMNQSTUZ[\]^_`abcdeP  ` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғq>9y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>>L0 H( SMNBDW    0l P  T Click to edit Master title style! !  s *   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  s * ``  >*  s *\  `   @*  s *D  `    @*B  s * ޽h ? 3380___PPT10.wd= $Blank Presentation0 |tP ( Y Ն   s *$ P   $ X*   s *$    $ Z* d  c $ ?  $  s *$  @ $ RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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X  C    Qx  3 Q @  Q  H  0޽h ? 3380___PPT10. w <0 x(  X  C    Qx  3 lQ @  Q  H  0޽h ? 3380___PPT10. w \H0 `l(  R  3    Q  C  Q @  Q zfWhat do you think these teachers said and what does the article say are qualities of an effective allyH  0޽h ? 3380___PPT10.kwZI0 tl (  R  3    Qr  # Q @  Q  H  0޽h ? 3380___PPT10.kwZJ0 tlp(  && R  3    Qr  # Q @  Q  H  0޽h ? 3380___PPT10.kwZL0 tl( {5P R  3    Qr  # Q @  Q  H  0޽h ? 3380___PPT10.kwZK0 tl( H '' R  3    Qr  # 8Q @  Q  H  0޽h ? 3380___PPT10.kwZM0 tl( +'P,' R  3    Qr  # IJQ @  Q  H  0޽h ? 3380___PPT10.kwZN0 tl(  R  3    Qr  # PQ @  Q  H  0޽h ? 3380___PPT10.kwZO0 tl@( & 2'G' R  3    Qr  # ܽQ @  Q  H  0޽h ? 3380___PPT10.kwZP0 tl`(  S'PT' R  3    Qr  # hQ @  Q  H  0޽h ? 3380___PPT10.kwZ^Q0 n(  a'F' R  3    Q  C Q @  Q |hOkay now I want you take a minute a write down two qualities of being an ally that are important to you?H  0޽h ? 3380___PPT10.kwZR0 tl(  R  3    Qr  # Q @  Q  H  0޽h ? 3380___PPT10.kwZU0 tl(  h'M' R  3    Qr  # ,Q @  Q  H  0޽h ? 3380___PPT10.kwZS0 tl@(  '{' R  3    Qr  # Q @  Q  H  0޽h ? 3380___PPT10.kwZzT0 @ (  '{'  R   3    Q   C Q @  Q bIf we were to abbreviate this quote, what are the points about the qualities of an effective ally?)9H   0޽h ? 3380___PPT10.kwZ_W0 o(  @'б' R  3    Q  C  Q @  Q }iAnd what can we learn from an ally in this narrative? 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University  .-@Lucida Grande-. 5 2 of .-@Lucida Grande-. 52  Saskatchewan     .-@Lucida Grande-. 5B2 I'Research Funded by CCL, CTF and member       .-@Lucida Grande-. 52 g organizations    .-n՜.+,D՜.+,8    On-screen ShowVerna St Denis0/ 6ArialＭＳ ＰゴシックCalibriLucida Grande Geeza ProBlank Presentations “Having the resolve and commitment to see change happen:” Becoming and being an ally of Aboriginal education PURPOSE GENERAL QUESTION DEFINITIONSEFour Topics of Data Collection Professional Knowledge and Experience METHODOLOGYCriteria for Participation ParticipantsData CollectionAnalysis of Data ALLIESWhat is an ally?What do allies do?AlliesAlliesAlliesAlliesAlliesAlliesAllies Allies of Aboriginal Teachers Slide 22No One To Connect With Slide 24 Slide 25 Slide 26Allies*Being a Professional and Being an Ally *Being a Professional and Being an Ally Allies of Aboriginal People Slide 316 Allies are open, positive, listeners and learners Slide 33 Slide 34 Slide 35Allies are positiveAllies seek goodness Slide 38 Slide 39 Slide 40 Slide 41 Slide 42 Slide 43 Slide 44 Slide 45 Slide 46 Slide 47 Slide 48  Fonts UsedDesign Template Slide Titles0 8@ _PID_HLINKSAhhttp://www.ctf-fce.ca/!_㐾 webupdatewebupdate  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Current UserSummaryInformation(PowerPoint Document(DocumentSummaryInformation8