Students are given an overview of the history of Aboriginal Education in British Columbia and
Canada. The course focuses on effective teaching and learning practices for Aboriginal students
including developing relationships with parents and extended family members. Teacher candidates
examine how to enrich the regular school curriculum by adding Aboriginal content and including
the cultural background of their Aboriginal students. The class format is presentation and
discussion based on articles and videos provided by faculty, presentations from other Aboriginal
educators, community members, and teacher candidates. Virtual field experiences could include
visits to local band-operated schools, Aboriginal museums, residential schools and/or Aboriginal
After successfully completing this course, you will be able to:
- Discover the Secwepemc people and the territory of the student's respective regional and
- Outline the history of Indian residential schools in Canada and British Columbia.
- Develop and use effective strategies to learn and teach Aboriginal content.
- Identify, evaluate, and use Aboriginal learning resources.
- Develop and identify indicators of student success.
- Identify effective strategies to address contemporary challenges and opportunities in
- Outline contemporary policies in Aboriginal education.
- Describe the relationships among Elders, parents, and community members and the traditions
and protocols of your students' respective regional and cultural context.
Course topics will include, but are not limited to:
- Weikt-Welcome to Secwepmecul'ecw
- History of Aboriginal Education
- Indigenous Pedagogy
- Aboriginal Learning Resources: Research and Implementation
- Contemporary Challenges and Opportunities in Indigenous Education
- Aboriginal Policy Today
- Relationships with Aboriginal Elders, Parents, and Community Members
Required text and materials
This course does not require a textbook.
To successfully complete this course, students must achieve a passing grade of 50% or higher on
the overall course, and 50% or higher on the final mandatory project.
|Assignment 1: Critical Reflective Writing and Research
|Assignment 2: Historical Chronology of Aboriginal Education
|Assignment 3: Critical Reflective Writing
|Assignment 4: Part A - Quality Learning Resources
|Assignment 4: Part B - Quality Learning Resources
|Assignment 5: Critical Reflective Writing
|Final Project *
Open Learning Faculty Member
An Open Learning Faculty Member is available to assist students. Primary communication is
through the Learning Environment's "Mail" tool or by phone. Students will receive the necessary
contact information at the start of the course.