Advertisement

Raven’s Story About Indigenous Teacher Education

  • Jo-ann Archibald Q’um Q’um XiiemEmail author
Living reference work entry

Latest version View entry history

Abstract

In 2017, the Native Indian Teacher Education Program (NITEP) at the University of British Columbia (UBC), Canada, continues its 43rd year of offering an Indigenous-based teacher education program (kindergarten to grade 12) that includes partnerships with Indigenous communities/organizations and other post-secondary institutes throughout British Columbia, Canada. NITEP is a Bachelor of Education (BEd) degree program option for people of Indigenous ancestry, within the UBC Faculty of Education. This program has a rich history of Indigenous leadership that has shaped NITEP’s purpose, philosophy, and structure. Four values have also guided NITEP’s development and program revision over a 40-plus-year time period: (1) a sense of community/family within the student body and faculty/staff, (2) community-based relationships, (3) the importance of Indigenous knowledge systems for teacher preparation, and (4) good quality teacher preparation.

These values have become the core identity of NITEP. Throughout the years, the practices, program delivery, and program requirements have changed, but the core values/identity of this program has become even stronger. Another steadfast part of NITEP is the Indigenous trickster, Raven. The NITEP founders who were mainly Indigenous teachers chose a traditional story of the Raven and Sun to guide NITEP’s vision and purpose. This chapter is based on Indigenous Storywork principles of respect, responsibility, reverence, reciprocity, holism, interrelatedness, and synergy. Both traditional and life experience stories show how NITEP enacts the four values and its successes and challenges throughout its rich history.

Keywords

Indigenous teacher education Indigenous knowledge Cohorts Community-based education 

References

  1. Absolon K (2011) Kaandossiwin: how we come to know. Fernwood Publishing, HalifaxGoogle Scholar
  2. Archibald J (1986) Completing a vision: the native Indian teacher education program at the University of British Columbia. Can J Nativ Educ 13(1):33–46Google Scholar
  3. Archibald J (2008) Indigenous Storywork: educating the heart, mind, body and spirit. UBC Press, VancouverGoogle Scholar
  4. Archibald J, Hare J (2016) Thunderbird is rising: indigenizing education in Canada. Paper presented at the sharing the land, sharing the future: a national forum on reconciliation- marking the 20th anniversary of the Royal Commission on aboriginal peoples, Nov 2016, WinnipegGoogle Scholar
  5. Association of BC Deans of Education (2017) Aboriginal teacher education in British Columbia: accomplishments, plans & prospects. http://www.educ.sfu.ca/abcde/aboriginal.html. Accessed 3 Nov 2017
  6. Association of Canadian Deans of Education (2010) Accord on indigenous education. Author, OttawaGoogle Scholar
  7. Battiste M (2000) Reclaiming indigenous voice and vision. UBC Press, VancouverGoogle Scholar
  8. Battiste M (2013) Decolonizing education: nourishing the learning spirit. Purich Publishing, SaskatoonGoogle Scholar
  9. Beynon J (2008) First nations teachers: identity and community, struggle and change. Detselig, CalgaryGoogle Scholar
  10. Brant Castellano M (2000) Updating aboriginal traditions of knowledge. In: Dei G, Budd H, Rosenberg D (eds) Indigenous knowledges in global contexts: multiple readings of our world. University of Toronto Press, Toronto, pp 21–36Google Scholar
  11. Cajete G (1994) Look to the mountain: an ecology of indigenous education. Kivaki Press, DurangoGoogle Scholar
  12. Cajete G (1999) Igniting the sparkle: an indigenous science education model. Kivaki Press, DurangoGoogle Scholar
  13. Castagno A, Brayboy B, Chadwick C, Cook L (2015) ‘Learning to teach’ in and for Indian country: the promise and paradox for preparing culturally responsive teachers for schools serving indigenous students. In: Reyhner J, Martin J, Lockard L, Gilbert WS (eds) Honoring our elders: culturally appropriate approaches for teaching indigenous students. Northern Arizona University, Flagstaff, pp 61–74Google Scholar
  14. Council of Ministers of Education, Canada (2015) Aboriginal educators’ symposium summary report, Toronto, Ontario. June 2015. http://cmec.ca/Publications/Lists/Publications/Attachments/359/CMEC-Aboriginal-Educators-Symposium-2015-EN.pdf. Accessed 3 Nov 2017.
  15. Faculty of Education, University of British Columbia (1974) A proposal for a native Indian teacher program. Report of the Dean’s committee on a Native teacher training program [unpublished]. Author, VancouverGoogle Scholar
  16. Hare J (2015) All of our responsibility’: instructor experiences in the teaching of required indigenous education coursework. Can J Nativ Educ 38(1):101–120Google Scholar
  17. Hawthorn H (1967) A survey of contemporary Indians in Canada, vol 11. Queen’s Printers, OttawaGoogle Scholar
  18. Kirkness V (1986) Native Indian teachers: a key to progress. Can J Nativ Educ 13(1):47–53Google Scholar
  19. Kirkness V, Archibald J (2001) The first nations longhouse: our home away from home. First Nations House of Learning, VancouverGoogle Scholar
  20. Kirkness V, Barnhardt R (1991) First nations and higher education: the fours R’s – respect, relevance, reciprocity, responsibility. J Am Indian Educ 30(3):1–15Google Scholar
  21. Kovach M (2009) Indigenous methodologies: characteristics, conversations, and contexts. University of Toronto Press, TorontoGoogle Scholar
  22. Martineau C, Steinhauer E, Wimmer R, Vergis E, Wolfe A (2015) Alberta’s aboriginal teacher education program: a little garden where students blossom. Can J Nativ Educ 38(1):121–148Google Scholar
  23. More A (2015) Building NITEP: the native Indian teacher education program at the University of British Columbia, 1969-1974. Can J Nativ Educ 38(1):21–38Google Scholar
  24. National Indian Brotherhood (1972) Indian control of Indian education. Policy paper presented to the Ministry of Indian Affairs and Northern Development. National Indian Brotherhood, OttawaGoogle Scholar
  25. NITEP News (2014, Issue 40) 40th anniversary edition, 1974–2014Google Scholar
  26. Office of the Auditor General British Columbia (2015) An audit of the education of Aboriginal students in the B.C. public school system. Author, VictoriaGoogle Scholar
  27. Royal Commission on Aboriginal Peoples (1996) Gathering strength: the report of the Canadian Royal Commission on aboriginal peoples, vol 3. Canada Communications Group, OttawaGoogle Scholar
  28. Sarris G (1993) Keeping slug woman alive: a holistic approach to American Indian texts. University of California Press, BerkeleyGoogle Scholar
  29. Silko L (1981) Storyteller. Seaver Books, New YorkGoogle Scholar
  30. Sioui G (1992) For an Amerindian autohistory: an essay on the foundations of a social ethic. McGill-Queen’s University Press, MontrealGoogle Scholar
  31. Smith LT (1999) Decolonizing methodologies: research and indigenous peoples. Zed Books, LondonGoogle Scholar
  32. Tanaka M (2016) Learning & teaching together: weaving indigenous ways of knowing into education. UBC Press, VancouverGoogle Scholar
  33. Truth and Reconciliation Commission of Canada (2015) Truth and reconciliation Commission of Canada: calls to action. Author, WinnipegGoogle Scholar
  34. Wilson S (2008) Research is ceremony: indigenous research methods. Fernwood Publishing, HalifaxGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Faculty of EducationUniversity of British ColumbiaVancouverCanada

Section editors and affiliations

  • Sharon Nelson-Barber
    • 1
  • Zanette Johnson
    • 2
  1. 1.WestEd,CaliforniaUSA
  2. 2.Independent ResearcherHawaiiUSA

Personalised recommendations