Ke Alahou, Volume I, Number 8, 1 Iulai 1980 — the Native Voice Indian Curriculum Helps Native Children [ARTICLE+ILLUSTRATION]

the Native Voice

Indian Curriculum Helps Native Children

Official organ of The Native Brotherhood of B.C.

By Joyce Anderson (from Native Voice May-June 1980) This was not a Conference I was looking forward to with great anticipation. I went Because I'm convinced of the needs of this large group of students — a significant number of them in my school. I went because I feel that I have not been able to get at the core of what these needs really are, nor how 7 to meet them "if I knew. I also knew that my previous frustrating experiences in trying to work in this field would likely continue. In spite of all. I'm glad I was there. t Mr. Jim Carter of the Department of Education presented a "Policy statement on Indian Education." He emphasized in his opening talk that the Statement on Indian Education was "a place to start" and that it will continue to change and grow. But it lays out very clearly the expectations of the Ministry and thus our responsibility in making them happen, it is interesting fo. note that t at the beginning of the 70s there were more Native Indians living in Urban Areas than nonUrban, it becomes even more so as we move into the 80s hence the emphasis in the conference on Urban adjustment, educationally and otherwise. During the Workshops we found that a variety of Indian curriculum materials are being developed throughout Canada and the U.S. These aide's are helping Native children "achieve parity" academically, as well as increasing their awareness of Native Culture. One of these aides is the Indian Reading series developed at the University of Oregon — an excellent resource. A variety of Alternate Programs and inschool activities were also presented so we had a chance to learn from others' experiences. Much interest was shown in our own Native Indian Cultural Enrichment Program which is in its first year at Seymour and Britannia Schools here in Vancouver. Bob Sterling, a Native Teacher and Researcher, did an outstanding job of opening and closing the Conference. I agree with his summation that it was a "working conference." The recommendation for future action that were brought to the floor on Saturday morning attest to that. It was also a conference dealing with reality. It was no "pie In the sky" - "let someone else do it" approach. The factors and components which make learning difficult for the urban Native child were recognized as real. But at the same time this was a group of people who were committed to making it possible for the Native child to learn to cope in technological world while still keeping his identity intact.