Update: Aboriginal Literacy and Essential Skills (ALES) Pilot Project

Established in 1988 as a not-for-profit society, Literacy Victoria works with a diverse community of learners who are 19 years of age or older. Literacy Victoria offers learner-centered literacy and essential skills services and programming for adults on southern Vancouver Island free of charge. 

From February 2010 to February 2013, Literacy Victoria implemented the Aboriginal Literacy and Essentials Skills (ALES) Pilot Project. A three year initiative funded by the Office of Literacy and Essential Skills, Human Resources and Skills Development Canada.

Through the ALES Pilot Project, Literacy Victoria assisted First Nations communities on southern Vancouver Island in British Columbia, Canada and their citizens in developing a learning vision and set of pathways that are culturally-relevant and reflective of customized community literacy and essential skills needs, interests and priorities.

Specifically, Literacy Victoria worked with five southern Vancouver Island First Nations communities as pilot sites (representative of urban and remote First Nations communities) that used the Canadian Council on Learning's First Nations holistic lifelong learning model and sought advisory support and guidance from the WILNEW Committee and other First Nations community learning champions.

The ALES Pilot Project is recognized as the first comprehensive First Nations literacy and essential skills planning process on southern Vancouver Island.

The ALES Pilot Project Final Report and resources are now available at

http://www.literacyvictoria.ca/aboriginal-literacy-and-essential-skills-pilot-project

Literacy Victoria welcomes the opportunity to engage in discussing, sharing and mobilizing knowledge about community-driven adult literacy planning and partnerships between Aboriginal communities, various levels of government, academia and literacy organizations across Canada.

For more information about the ALES Pilot Project, please contact

Literacy Victoria

930A Yates Street

Victoria, British Columbia  V8V-4Z3

Telephone/Fax: 250.381.3755

Email: info@literacyvictoria.ca

Website: www.literacyvictoria.ca

Thank you/Hych'ke/Huy ch q'u

Defining, sharing and celebrating community-based success – An Aboriginal perspective

Through Literacy Victoria’s Aboriginal Literacy and Essential Skills Project (ALESP), Aboriginal communities have expressed the importance of identifying and celebrating community-based achievements as an important component of advancing adult literacy for individuals and their broader Nations. Through the ALESP community learning plan process, Aboriginal community members have the opportunity to continue to define themselves in terms of who they are and who they want to become in their family and broader society, the identification of positive community champions provides them with valuable insights and lessons learned about literacy, essential skills, the labour force and the necessary competencies that are needed for various professions.

Brian Calliou (Director of Indigenous Leadership and Management at the Banff Centre) offers insights in the below October 15, 2012 Globe and Mail article about the importance of sharing indigenous success stories.

Let’s hear more indigenous success stories

Brian Calliou

The Globe and Mail

Published Monday, Oct. 15 2012, 2:00 AM EDT

Last updated Monday, Oct. 15 2012, 3:26 AM EDT

http://www.theglobeandmail.com/commentary/lets-hear-more-indigenous-success-stories/article4610389/

Ask your average Canadian their impression, right now, of this country’s indigenous people and their hopes for prosperity, stability and success in their communities. In all likelihood, you will hear about a story they read recently involving an aboriginal community’s struggle with housing, education, youth motivation or even a rising rate of suicide.

What you probably won’t hear is an answer that demonstrates even a basic knowledge of Canada’s indigenous people’s involvement in the economic growth of this country; the initiatives they have under way for preparing the large numbers of indigenous youth poised to enter Canada’s labour force; or even the names of two or three aboriginal organizations achieving remarkable success with their enterprises.

Here at the Banff Centre, we have spent the past two years in an intensive investigation of just what makes an aboriginal community successful. “What are the wise practices that lead to success?” we asked as we set out with a team of applied researchers, shadowed by a video crew and a group of highly engaged and eager aboriginal youth, to visit enterprises operated by four indigenous communities in Alberta. The resulting case studies, the details of which are now available to any and all interested in learning from them, were developed from research and conversations with the Mikisew Group of Companies, Métis Crossing, the Alberta Indian Investment Corp. (AIIC) and Blackfoot Crossing Historical Park.

Rocky Sinclair, a principal with the AIIC, headquartered just outside Edmonton, was one of the representatives from the research communities presenting at an international symposium that convened at the Banff Centre last month.

Mr. Sinclair shared the struggles and triumphs that the AIIC has encountered since its formation in 1987, as well as its numerical and personal markers of success. This “developmental” lender has provided more than 800 loans worth some $53-million to Alberta’s aboriginal start-up businesses. Even more powerful: “We’re seeing generational success – we’re lending to the kids of people we loaned to 20 years ago,” Mr. Sinclair said.

The success stories depicted in these case studies – along with the positive, energetic and thoughtful dialogue of the symposium speakers and delegates from Canada, the United States, Australia and New Zealand – form a collective wisdom that we believe can and will help other indigenous leaders in shaping their communities’ futures.

The topic of youth and their involvement in the future success of aboriginal communities in Canada was never far from the top of the agenda at the symposium, with many speakers making note of the astounding potential for aboriginal youth to shape their communities and the country’s economic future. Canada cannot ignore the fact that more than 600,000 aboriginal youth will have entered the labour market between 2001 and 2026.

Roberta Jamieson, president and CEO of Indspire (formerly the National Aboriginal Achievement Foundation), spoke about the creation and support of a positive future for aboriginal youth throughout her keynote speech at the symposium.

“Canada cannot afford to squander the opportunity,” she said, adding that it will take more than political will to advance the prospects of aboriginal youth. “This is not a game to watch from the sidelines … If it’s going to impact Indian people, Indian people have to lead it.”

Another case study involves the Mikisew Group of Companies based in Fort Chipewyan, Alta., owned by the Mikisew First Nation. This highly diversified enterprise – with a hand in everything from sport fishing to energy services and transportation – not only seeks opportunities within the booming oil sands, but also trains and supports Fort Chipewyan youth as they seek careers that will keep them close to home and contributing to their community.

Applied research into the wise practices of Canada’s indigenous people is a long-term goal for us here at the Banff Centre. Our recent symposium demonstrated many examples of the positive, successful, extremely resilient and determined enterprises that exist today. It is our hope that these positive examples – and the wise practices we have begun to share – will not only inspire and educate our young indigenous population, but move them to believe they too can achieve great things.

Brian Calliou is the director of Indigenous Leadership and Management at the Banff Centre.

National Chief Shawn Atleo - Speaking notes Special Chiefs Assembly on Education

http://www.youtube.com/watch?feature=player_embedded&v=3wipMuJFoNE

Harmonizing Indigenous and Western Ways of Learning

A key “lesson learned” to date from Literacy Victoria’s Aboriginal Literacy and Essential Skills Project (ALESP) is the power and value of mutual respect, understanding and relationship building. Through the design and initial implementation of individualized community learning plans, Literacy Victoria and participating First Nations communities are endeavouring to (a) increase awareness and understanding of Aboriginal cultures in an educational setting; (b) increase the ability to provide culturally-competent direction for educational (literacy and essential skills) programming; and (c) enhance knowledge towards building a culturally-respectful and safe workplace.

On August 27 and 28/2012, the University of the Fraser Valley (UFV) held an event entitled, “Indigenizing the Academy.” This event brought together over 300 guests from Canadian colleges and universities to discuss how to integrate indigenous cultures and values into all levels and aspects of post-secondary education (beyond individual courses and special workshops).

Initiatives such as the UFV’s “Indigenizing the Academy” Gathering and Literacy Victoria’s ALESP are important initiatives as they demonstrate a willingness to “grow” relationships and develop cross-cultural awareness amongst educators in the pursuit of harmonizing both indigenous and western approaches in adult learning and skills development.

The following article from the Vancouver Sun provides further reflections on integrating indigenous ways of knowing into post secondary institutions (see below).

For further information about the UFV’s “Indigenizing the Academy” Gathering, visit http://blogs.ufv.ca/ita2012/

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UFV seeks to 'indigenize'

First-of-its-kind gathering looks at integrating First Nations values

By Shawn Conner, Vancouver Sun

August 30, 2012 7:39 AM

http://www.chilliwacktimes.com/news/seeks+indigenize/7165711/story.html

In a forum that pulled together topics ranging from mandatory courses to traditional longhouses, Canadian educators and administrators met this week in Chilliwack to look at ways to better integrate First Nations values and culture into post-secondary institutions.

The first of its kind, the gathering Monday and Tuesday at the University of Fraser Valley's new Chilliwack campus in Canada Education Park hosted 250 guests.

In workshops and meetings, participants discussed what could be done to incorporate more First Nations perspectives in the curriculum, not just for indigenous students but for everyone.

"Indigenizing the academy is for everyone who comes into postsecondary education," said Shirley Swelcha-lot Shxwha: yathel Hardman, UFV's senior adviser on indigenous affairs.

"Part of that is acknowledging the traditional territory where we live and work and go to school," Hardman said. "It's more than just the curriculum. Students flourish when they see themselves reflected and included in the everyday life of the institution."

Many institutions have already added First Nations studies and support services. "But we're getting at that place where we're saying, now that we have students coming to the university, how do we implement these programs and services so they're seamless within the institution, as opposed to specialized programs or add-ons or one-offs?"

One way some post-secondary institutions are indigenizing is by incorporating First Nations cultural icons. The University of Fraser Valley, for instance, has built a replica of a Sto: lo longhouse with a capacity of 300.

The cost of indigenizing schools "can cost as much or as little as the institution has to put into it," Hardman said. "The Ministry of Advanced Education provided funding for the gathering place we built here, and I understand 11 institutions received dollars to build gathering places."

"These gatherings spaces help aboriginal students feel welcome," UFV vice-provost Peter Geller said. "Other things aren't monetary. The culture of the institution and how it embraces indigenous traditions and values-those costs are less tangible, but if we don't do them, that has costs as well."

The high school graduation rate in B.C. for aboriginal students has doubled in the last 10 years, Hardman said, and more aboriginal students are seeking post-secondary education. "It wasn't very long ago that two out of three aboriginal students didn't graduate from high school. The possibility of going to university was pretty small for the majority of aboriginal people."

Last year, 472 UFV students self-identified as aboriginal out of 16,000 students, though there could be as many as three times that, according to Anne Russell, media and communications co-ordinator. According to a ministry service plan report, 24,862 aboriginal students were enrolled in post-secondary institutions in 2011-12.

This year, the University of B.C.'s law program will for the first time make aboriginal rights and treaties in Canada a mandatory course for firstyear students. UBC has a plan in place to increase aboriginal content across the campus, said Prof. Gordon Christie, the director of First Nations Legal Studies at UBC.

UBC Law had 54 aboriginal students enrolled last year. "We've been working on that for the last three or four years," Christie said. "We see ourselves as leaders in this area."

The incoming class for the general law program is 180 students. "We like to have a certain number of aboriginal students if we can, because that creates a sense of community."

The university also has programs in place to help aboriginal students through tutoring and financing. "There's a perception in Canadian society that aboriginal students go to university for free, but that's far from being the case."

Christie said that there's a real need for more aboriginal lawyers. "There's an incredible amount of work to be done in every area-family law, treaty rights, treaty negotiations. We try to have a rich program so they can go back and be mentors and leaders in their communities

A connection to something bigger

A connection to something bigger

 

It was recently that my language turned spiritual not just by what I was saying, but how I was learning. First by oral teachings by family and friends, then by CDs and internet, then learning the international phonetics the strange looking alphabet that makes up any language including Nuu-chah-nulth, I could sound out words and understand what I was saying! I was going from culturally illiterate to oral literate. It was at that moment that I tapped into a strength that I had never experienced or could describe when you realize that a language practice is our connection to something bigger than us; it’s a way of life.

 

Our language also provides a connection to something that lives within us, and a new responsibility to honor it and speak our true language when and where we can. In today’s culture, more and more people are building and rebuilding our languages and creating language sanctuaries. This kind of spiritual practice is highly individual in that the power is not in the search for answers, but in the recognition that we already have them... We pray through our words and our language guides us to a place of health and true identity. Speak your language when you see me I will do my best to respond back let’s keep this culture alive with our words.

I could see the Invisible string of design...

I remember this day well it was May 25 1988 the time was 3:30 in the afternoon it was a pleasant warm day and I was helping my grandmother down a few stairs just five steps to go in to my basement suite, “Grandson what till you’re my age to feel what it is like to be my age”

I sat in the living room thinking of what she had just said; the five steps that changed my life; what I started to realize what she was teaching. Everything she said was laced in traditional knowledge, what she was saying had a secret teaching woven deep in the words an invisible thread that held everything together.

It was like how she beaded a glass ball, you could see the design but it was the strings that keep the bead in place so you could see the design. She came and sat on my couch and began to tell a story; when I was just a little girl my grandparents would tell stories every night by the wood stove some stories made me laugh some were scary but we always had stories.

 A longtime ago people in our village were hunting and gathering fishing and whaling we worked together everyone had a roll and a place in our community, even the old like me she said with a smile and a chuckle then she interrupted her story “Grandson I can’t wait to go home” again I could see the strings of her design; let me get back to my story she said.

The children played and the young ones played older kid games; it was a nice pleasant day much like today; then it was said a man came out of the woods he had a big belly that moved when he walked, “People I was in the woods and the land spoke to me gather your food gather what you can and go to the mountain” the children still played some stopped what they were doing and started to listen, some thought he was a not right in the head and continued to do what they were doing.

This man with the big belly spoke again; “Please hear me get ready for it will rain and rain the waters will raise and the village will be under water” He pleaded but he only got laughter from the people and some kids started to through rocks and stones at him; “We don’t believe you; you are a crazy old man with a big belly”.

A few of the elders got together and gave it more thought, “ He must be a seer” the elders said we better get ready; some of the elders got together  with the adults that also took the  man with the big belly words to heart, and they  got ready.

They gathered food things to make shelter, and extra clothes they were ready for anything; they were about to embark up the mountain; one to the elders said let’s try to convince the others to come with us; “People come lets go to the mountain before the village is covered in water, no one listened they continued to play games, and not prepare.

The ones that were prepared went to the Mountain and camped then it happened as the man with the big belly said it started to rain but this was normal and no one paid any attention to such things of Nature; and the ones in the village still went about their business. Then it started to rain more and more the rivers started to overflow the banks the water levels started to rise.

People who were not prepared panicked the water was rising so fast all some could do was climb trees but that was of no good as the water soon covered the tops of trees.

The only thing that did not have water covering it was the mountain; they’re the ones who had listened to the man with the big belly were safe with their supplies, the rain slowed and the water levels dropped and the ones that listened to the warring came down from the mountain….

Granny gave a little smile and a chuckle, got up and made her way outside I could see the stings that held the design together.

Social Media and Literacy

Social media such as blogs, podcasts, videos, photographs and networking sites aid in enhancing the diverse array of communication methods to connect citizens, organizations and communities to one another in an interactive format. Since its inception, the Aboriginal Literacy and Essential Skills Project (ALESP) has utilized social media as a resource tool by heightening awareness and understanding of literacy and essential skills for Aboriginal people and their families and communities on southern Vancouver Island.

The July 11, 2012 Canadian Press story outlined below highlights findings about Aboriginal people and their connection to social media from Anne Taylor’s 2011 report entitled “Social media as a tool for inclusion” prepared for Human Resources and Skills Development Canada.

Study showed aboriginal peoples embrace social media

By The Canadian PressJuly 11, 2012

OTTAWA - Research by Ottawa-based consultant Anne Taylor suggests that aboriginal peoples are embracing social media in surprising numbers. Her 2011 report for Human Resources Canada found:

— The tendency for aboriginal peoples to use social media was at least as high as for the general population.

— Exact numbers are hard to come by, but networks set up to serve local communities are quickly flooded by users of all kinds, especially youth.

— They use social media to keep in touch with remote friends and family, fight addictions, sustain endangered languages and practices, promote environmental stewardship, engage in politics and promote culture.

— Some elders and leaders are concerned that intense use of social media will erode aboriginal culture and language.

— Many remote communities still lack broadband access, inhibiting their use of social media.

Link: http://www.timescolonist.com/news/Opposition+parties+vowing+hundreds+procedural+hurdles+block/6600444/story.html