Wampum

JOURNAL OF PERSEVERANCE AND ACADEMIC ACHIEVEMENT FOR FIRST PEOPLES VOL. 3


Journal of Perseverance and Academic Achievement for First Peoples.
Photo_Lancement_revue_22032019Roberto Gauthier, Director, Centre d’études universitaires de l’est de la Côte-Nord, Head of the Scientific Committee for the 3th edition of the Journal, Alexandre Cloutier, Vice-Rector, Partnerships and Executive Secretary, Marco Bacon, Director, Centre des Premières Nations Nikanite, Xuân-Lan Vu, Head of Service, Communications and Communities, Rio Tinto, and Daniel Dickey, Education Advisor, Youth, Employment and Education, Indigenous Services Canada.

Saguenay, March 22, 2019 — Volume 3 of the Journal of Perseverance and Academic Achievement for First Peoples was launched today by the Centre des Premières Nations Nikanite of UQAC and its partners: the Ministère de l’Éducation et de l’Enseignement supérieur, the Secrétariat aux affaires autochtones, Rio Tinto, and Indigenous Services Canada. This biennial publication stems from the presentations of the third edition of the Convention on Perseverance and Academic Achievement for First Peoples, which took place in October 2017, under the honorary chairmanship of Konrad Sioui, Grand Chief of the Huron-Wendat Nation.

The issues raised by the Convention and the Journal are society issues of great importance at the forefront of the news. The content covers a variety of topics that highlight a host of key factors driving student perseverance and success in First Nations learners. Among other things, it addresses the integration of cultural content into teaching materials, the particularities of second-language acquisition, and the implementation of strategies promoting the First Peoples’ holistic learning model. The Report on School Perseverance highlights the resilience and determination of recipients of the 2017–2018 School Perseverance Scholarships, while a brand-new section called Resources to Discover features tools and resources that can be used to teach or intervene with Indigenous learners.

4th Edition of the Convention

The Centre des Premières Nations Nikanite also took advantage of the presence of its main partners and collaborators to officially announce the 4th edition du Convention on Perseverance and Academic Achievement for First Peoples, which will be held on October 16-18, 2019, at Palais des congrès of Montreal, in unceded Mohawk Territory. It is under the theme Further Together that will take place this fourth edition, theme inviting us to think and act collectively and to go further in discussions to deepen student perseverance and academic success for First Peoples so that everyone, Indigenous and non-Indigenous, reflect on their role in this collective effort to improve the academic progress of First Nations learners in communities or urban areas. This biennial event is now established as an essential gathering. You have until March 29th respond to the call for papers.

Journal on Perseverance and Academic Achievement for First Peoples volume 3.

Journal of Perseverance and Academic Achievement for First Peoples volume 3 (printable PDF version)

Table of Contents

Introduction

Part 1 – Teaching Practices

For a More Equitable Assessment of Indigenous Students’ Needs: Knowledge Synthesis of Scientific Literature and two Atikamekw Communities
Corina Borri-Anadon, Marilyne Boisvert, Sylvie Ouellet and Nadia Rousseau
Teaching Historical and Contemporary Issues Through Indigenous Comic Books
Emanuelle Dufour
Pekuakamiulnuastsh-Specific Cultural Contents
Nathalie Larouche and Claudie Robertson
Tools for Teaching Life Narratives : Indigenous Skills in the Classroom
Constance Lavoie and Patricia-Anne Blanchet
Social and Emotional Learning Among Indigenous Students in Quebec: as Educational Tool Adapted to their School Realties
Patricia-Anne Blanchet
Design and Experiment of Bilingual (French-Anicinabemowin) Metaphonology Program in Anicinabe School Environnement for the First Cycle of Elementary Education
Nancy Crépeau and Carole Fleuret
The Complementarity of Speaking and Writing in the Teaching of Languages in Indigenous Environments
Robert Sarrasin
Development of Teaching Guides – Towards Teaching Practices Integrating Indigenous Cultural Knowledge
Emmanuelle Aurousseau, Christine Couture, Catherine Duquette, Claudia Néron, Élisabeth Kaine and Camille Perry
Enriching Science Education Through Indigenous Knowledge: Epistemological Reflection in Intercultural Dialogue
Françoise Lathoud
Towards a Unifying Model Integrating Indigenous Cultural Knowledge into Science and Technology and Social Universe Education
Christine Couture, Catherine Duquette and Shannon Blacksmith-Charlish

Resources to Discover

Community Literacy Agents
Libertox: an Educ-action Drug Prevention Approach
Tracer un chemin/Meshkanatsheu: A New Tool to Discover First Peoples Authors and to Work Their Texts in Upper Secondary and College Classrooms
Etap Manitu:  Teaching Through Arts Method with an Innu Cultural Dimension
Learning to speak : How to Help my Child?
Innu Language Apps and Web-Based Tools

Part 2 – Support Practices

Linguistic Factors in Algonquian Languages Influencing the Learning of French or English
Hélène Bodson
Customized and Culturally Appropriate Support Measures for Indigenous University Students: The case of Work Methodology Workshops
Roxanne Labrecque

Report on school perseverance

Petapan project

Part 3  – Collaborative Practices

Mamu Atussetau (Working Together). Provincial Strategy for Urban Indigenous Families: An initiative of the Regroupement des Centres d’amitié autochtones du Québec
Amélie Lainé
Secondary School and Post-Secondary Retention Among Indigenous Students: More Favourable Conditions in the Essipit Community?
Alexandra Mansour, Danielle Maltais, and Mathieu Cook
The Kicterimitisowin Committee : Action Research to Support High School Retention
Natasha Blanchet-Cohen, Giulietta Di Mambro, Geneviève Sioui, and France Robertson
A Positive Modelling Approach in Workshops to Foster Parental Involvvement from Preschool Onwards
Caroline Lajoie-Jempson
An Action Research to Contribute to the Professional Development of Elementary School Teachers Working in indigenous Environments
Christine Blaser, Martin Lépine, Julie Mowatt, and Marguerite Mowatt
The Contribution of Inuit Youth and Community-Driven Informal Eucational Programs to life-long Learning and Perseverance
Jrène Rahm, Shirley Tagalik, Kukik Baker, Gordon Billard, Jamie Bell, Eric Anoee, Vincent l’Hérault and Marie-Hélène Truchon

Part 4 – Special Reports

The Vocational Training Program in Protection and Exploitation of Wildlife Territories – First Nations Component: When Structures Adapt to Culture to Offer a Customized training
Patrica-Anne Blanchet
Reflections on the Academic and Social Trajectories of Kiuna Graduates: When the Feeling of Belonging and Pride of One’s Identity Propel Towards Fulfillment
Patricia-Anne Blanchet and Nathalie Carter