Aboriginal Education

Aboriginal communities have developed and offer programs designed specifically for Aboriginal students and reflect the cultural and historical perspectives of Aboriginal people. UVic and the Aboriginal faculty, staff and students continue to work towards creating programming that is inclusive and representative of Aboriginal people’s heritage and concerns.

The goal of Aboriginal Education at UVic is to strengthen the faculty’s capacity to create an environment welcoming to Aboriginal peoples and their ways of knowing and being.

Aboriginal Education Initiatives

• Aboriginal Teacher Education
• Aboriginal Graduate Education
• Indigenous Language Revitalization Program Development
• Indigenous Research Projects

Aboriginal Teacher Education

Developmental Standard Term Certificate in First Nations Language and Culture (DSTC)

This is a laddered program that allows First Nations language learners and speakers to receive training and the opportunity to teach First Nations languages in schools and communities, and eventually earn a Bachelor of Education degree and a Professional Teaching Certificate.

Currently the Faculty of Education has one DSTC program pilot project offered in Campbell River for the languages of —Kwak'walla/Liq'walla, and the Coast Salish language of the Klahoose, and Homolco and Sliammon peoples. These students have completed the requirements for the First Nations Language Certificate and the Certificate in Aboriginal Language Revitalization and are working on completing requirements for the DSTC.

Development of similar language revitalization programs partnering with other local languages is under discussion.

Step one: Students take 9.0 units of First Nations language course work to earn the First Nations Language Certificate (FNLC). The goal of this certificate is to increase the oral fluency and literacy in First Nations languages. The First Nations Language Certificate (FNLC) was developed in partnership with BC College of Teachers, Campbell River School District, and First Nations Language Authority.

Step two: Students build on the First Nations Language Certificate with Aboriginal Language Revitalization courses to earn the Certificate in Aboriginal Language Revitalization (CALR). The Certificate in Aboriginal Language Revitalization (CALR), in partnership with UVic’s Division of Continuing Studies, Department of Linguistics and the En’owkin Centre, provides training that focuses on language revitalization.

Step three: In addition to language courses, students will take education course work that will provide a solid grounding in teacher education. On completion of this course work, students are eligible for the Developmental Standard Term Certificate (DSTC) issued by the BC College of Teachers, provides a solid grounding in teacher education. This certificate allows the holder to teach in BC elementary schools.

Step four: Students wishing to complete a Bachelor of Education degree will complete an additional two years of education course work at the University of Victoria. Students are eligible for a professional teaching certificate upon completion of the degree program.

Indigenous Language Revitalization Program Development

The Undergraduate Program in Language Revitalization and Teaching is under development.

Graduate Program for Indigenous Language Senior Instructors (proposal stage)

There is a need to provide training to Indigenous senior instructors of language revitalization programs who have expertise and fluency in their languages but require a background in teaching methods, linguistics, and curriculum development. By developing a Masters of Education Program for Aboriginal language instructors, we seek to address this need.

Indigenous Research Projects

Aboriginal Knowledge and Science Education Research Project

Statistics from the Ministry of Education performance data indicates that Aboriginal achievement patterns in British Columbia from years 1997 – 2004 shows that students of Aboriginal ancestry are under-represented in the sciences. This low participation rate of Aboriginal students creates barriers and limits their career and educational opportunities.

This research project will examine the current situation, hear from teachers, students, administrators, Aboriginal community members; explore the Indigenous knowledge of science and technologies. Share this knowledge with policy makers, Aboriginal communities, curriculum developers, teachers and counselors. This research project supports the development of the research capacity of Aboriginal Masters and Ph.D students.

Principal Researcher: Dr. Lorna Williams and Dr. Gloria Snively

Environmental and First Nations Science Education Graduate Research Program

The main purpose of this research is to determine why Aboriginal students are under-represented in high school science classrooms, and to find ways to significantly improve their involvement and achievement in both elementary and high school science leading to post secondary, and to encourage Aboriginal people to consider science related occupations.

The graduate student research will focus on topics such as:

The current state of participation and achievement of Aboriginal students in science related courses at the elementary, middle, and high school levels;

• Investigate why Aboriginal students are under-represented in science classrooms;
• Analyze ministry policies, school textbooks and resource materials and programs to determine the prescribed content and learning outcomes, and to identify how science is taught in schools;
• Describe the views of Aboriginal students, parents, and elders about how science is taught in schools, what is taught in science content,, and what Aboriginal knowledge can be integrated into the science curriculum;
• Describe the views and teaching practices of science teachers at the elementary and secondary levels;
• Develop a model of practice to address barriers and opportunities in bridging the gap between western science approaches to life sciences and the Lil’wat worldview and traditional knowledge.

It is intended that information obtained from the above research efforts will be used to develop culturally sensitive teaching strategies, materials, and programs for Aboriginal students in home communities, and eventually to develop culturally informed science materials for use in science classes across the province.

The results of the study will be used to inform the ministry, superintendents, post-secondary Seaweed institutions, parents, and students with important information that will guide curriculum policy and resource development, and guide teachers to develop culturally sensitive learning experiences.

Contact Us

Mailing Address

Aboriginal Education
Faculty of Education
University of Victoria
PO Box 3010 STN CSC
Victoria BC V8W 3N4
Canada

Physical Address

University of Victoria
MacLaurin Building
Rooms A264
3800 Finnerty Road (Ring Road)
Victoria BC
Canada

Phone: (250) 721-7826
Fax: (250) 721-7767
Office hours: Mon-Fri, 8:30 am - 4:30 pm.

Office Staff

Onowa McIvor
Swampy Cree Nation
Director: Aboriginal Education
MacLaurin Building A266
Phone: (250) 721-7826
Email: omcivor@uvic.ca

Dr. Lorna Williams
Lil'wat Nation
Canada Research Chair, Indigenous Knowledge and Learning
MacLaurin Building A264
Phone: (250) 472-5499
Email: lornawil@uvic.ca

Aliki Marinakis
Indigenous Language Programs Coordinator
MacLaurin Building: A267
Phone: (250) 721-7855
Email: aliki@uvic.ca

Vacant
Aboriginal Academic Advisor/Coordinator
MacLaurin Building A265
Phone: (250) 721-8379
Email:

Nancy Longphee
Administrative Assistant to the Director
MacLaurin Building A264
Phone: (250) 721-7826
Email: abeduc@uvic.ca

Links

Aboriginal Education Projects & Initiatives

The Pole Project
UVic Office of Indigenous Affairs
LE,NONET Project
First Peoples House
Indigenous Students Community
Native Student Union
Indigenous Governance Programs
Aboriginal Language Revitalization
First Nations Partnership Programs