Resources for Learning: In and Out of the Classroom

There are many sources available that can be used in a class to bring Indigenous voices to the forefront. Here are ten resources and how they could be used to in learning opportunities for staff and students:

• Akiwenzie-Damm, K., Assu, S., Mitchell, B., Qitsualik-Tinsley, R., Qitsualik-Tinsley, S., Robertson, D. A., James Sinclair, N., Storm, J., Van Camp, R., Vermette, K., & Vowel, C. (2019). This Place: 150 Years Retold Novel. Portage & Main Press.

This anthology covers many different Indigenous stories across Canada. Some stories focus on traditional teachings, such as dealing with a “wendy boy”. Other stories tell history from an Indigenous perspective, such as Francis Pegahmagabow’s experience during the First World War and the unjust treatment he faced upon his return. This specific story can help demonstrate how white soldiers and Indigenous soldiers were not given equal treatment in Canada, which goes against the myth of generosity put forward by the Canadian government. This book can be used within NBE (A2) to go through different stories and lay the foundation for a research project as each story has a timeline before it. Its graphic novel format can make it accessible to students who may not enjoy reading. Additionally, there is also a podcast version which will make the stories accessible to students with reading difficulties, as well as help with the pronunciation of names.

• Johnston, A., Van Camp, R., Qitsualik-Tinsley, R., Qitsualik-Tinsley, S., Anguti Johnston, T., & Kempt, R. (2019). Taaqtumi: An Anthology of Arctic Horror Stories. Inhabit Media.

Sometimes traditional knowledge is about what goes bump in the night, or in the case of the anthology Taaqtumi, what hides out in the snow. Using this anthology, teachers are able to select short stories that can assist in the NBE course for strand C1, as a way to analyse the information, themes, ideas, and issues of Inuit cultures, and explain how various aspects of the texts present this traditional knowledge. Additionally, there is a fair amount of Inuktitut language in the book.

• Joseph, B. (2018). 21 Things You May Not Have Known About the Indian Act: Helping Canadians Make Reconciliation with Indigenous Peoples a Reality. Indigenous Relations Press.

This book breaks down the Indian Act and shows how it was used to limit and control Indigenous people, with its uses still being present today. It can be used to debunk myths on why certain stereotypes exist and why self-determination is a difficult thing to achieve when the one thing granting you any sort of power, is also the same thing limiting you. Within CHV2O, this book can be used for strand B2, “explain, with reference to a range of issues of civic importance, the roles and responsibilities of various institutions, structures, and positions in Canadian and Indigenous governance systems, treaty relationships, and other Crown-Indigenous relations.” It can also be used as a starting point for PD as the 21 effects of the Indian Act and layed out plainly, and even grouped together. This book is a good place to start if one does not have much knowledge on the Indian Act.

• King, T., & Donovan, N. (2023). Borders. Ernst Klett Sprachen.

This short story turned graphic novel aides in demonstrating the forced suppression of Indigenous identity in place of a Settler-National one, especially in cases where the Indigenous identity should be protected. Where it would have been easier for the mother to accept she was Canadian, she challenged the narrative by claiming she was Blackfoot instead. Within CHV2O, this story can be used as an intro point to C1. Civic Contributions, Inclusion, and Service, where students explore how various actions can contribute to the common good, and the importance of taking pride in one’s nation.

• Merasty, J. A. (2022). The Education of Augie Merasty: A Residential School Memoir. University of Regina Press.

Unfortunately, there are residential school deniers, or those that argue that good things came from the schools. If you have read Indian Horse by Richard Wagamese, this book is a step up in the amount of detail about the horrors of residential schools, as told by someone who lived through it. In its details, you will read the real-life account. This is not a work of fiction. It is an important read, but may not be suitable for student use and should be left for PD. Please note this book can be very triggering as it explicitly speaks about child abuse and sexual assault.

• Monkman, K. (2019, October 9). Casualties of modernity | Kent Monkman. YouTube. https://www.youtube.com/watch?v=Uz6Ozf6w-H8

In this art piece, Monkman’s drag persona, Miss Chief Eagle Testickle, visits the Modern Art wing in the Hospital of Fine Arts and remarks on how art has evolved. The tour of the wing begins with romanticism where Miss Chief Eagle Testickle comments on how the start of modern art comes from othering and infantilizing Indigenous people, as lesser than Europeans. Within the Art curriculum, using this piece can link to strand B1.3 “explain, with reference to particular works, both historical and contemporary how knowledge of an art work’s cultural and historical context, achieved through research, has clarified and enriched their understanding of the work’s intent and meaning.” Students will be able to identify different art movements, and also work through the commentary of how there is no Indigenous art in the wing of modern art (apart from Monkman himself), despite modern art being based off of Indigenous people. Students will have the opportunity to work through their biases of the lack of Indigeneity within the fine art world as they learn about Kent Monkman.

• Ore, J. (2022, July 14). Indigenous artists, advocates reviving traditional tattoo art nearly erased by Colonization | CBC Radio. CBCnews. https://www.cbc.ca/radio/unreserved/indigenous-artists-advocates-reviving-traditional-tattoo-art-nearly-erased-by-colonization-1.6430622

“Unreserved” has many fantastic episodes. This one specifically focuses on cultural appropriation versus cultural appreciation, with a focus on tattoos from a variety of Indigenous tattoo artists, both in and out of Canada. It also gives the listener an opportunity to learn about the cultural significance that comes from tattoos. Within NAC1O, with strand C3, students need to “identify and research some legal, ethical, and culturally sensitive practices related to various arts disciplines” as they need to “identify the differences between cultural appreciation and cultural exploitation, and avoid cultural appropriation in their own art works.” As tattoos are another form of artistry, this would provide an alternative art form outside of traditional fine art for them to examine, and how tattoos are often culturally appropriated.

• Ramsey, F., Warren, J., & Owerka-Moore, A. (2017, March 15). What I hear when you say. PBS. https://www.pbs.org/video/what-i-hear-cultural-appropriation-vs-appreciation/

This short video explains cultural appropriation, with examples of what cultural appreciation looks like. It offers three different perspectives, with all concluding that cultural appropriation is not okay. There is also one section of the video that gives an example of Indigenous cultural appropriation versus cultural appreciation within video games. These examples being directly side by side allow for a clear understanding of what makes the difference. As this video is relatively short, it can be shown within all courses that speak about culture, whether NBE, NDW, or even AVI.

• Thistle, J. (2022). Stars and Scars: Poems. Penguin Random House Company.

This collection of poems follows Thistle’s journey through life, and the incorporation of traditional knowledge for healing. One specific poem that I appreciate speaks about Indigneous people being on their own journey to reconnect with their own culture after cultural genocide tried to take it away-which may lead to slightly humours situations such as thinking a seagull feather as an eagle feather, until an Elder steps in to correct the mistake. The theme within Thistle’s writing is often that any effort to improve is still effort. Within NBE, the different poems and narrative segments can be used to meet strand C2. Understanding Form and Style. Additionally, the theme of improvement is a journey that may be a way to introduce the NBE course to students who are wary of their lack of knowledge, as they will improve their knowledge through the course.

• Vermette, K., Henderson, S. B., & Yaciuk, D. (2018). A Girl Called Echo. HighWater Press.

This graphic novel series tells Métis history through a teenaged time-traveller going back to be involved in different historical events. With its focus on a Métis perspective, it aims to move the narrative from a rebellion into a resistance as it combats the narrative often pushed by the government. There is traditional knowledge interwoven as Echo learns more about Métis culture through her journeys to the past. While this can be used in grade 7 and 8 history classes, within NBE, using this text can help students meet the A2 strand about deconstructing. Offering different viewpoints and looking at contradictions in how the Métis have been depicted in various contemporary, historical, non-Indigenous, and Indigenous texts, the examination of Métis history’s narrative will allow students to practice their critical thinking skills. Additionally, the graphic novel format will make the material more accessible to students as the visuals highly assist with meaning.