BOOZHOO!
WELCOME to PART 3 of the
CAAS SPRING 2001 NEWSLETTER!

CONTENTS:

• CAAS Grows Up: Defining Our Focus
• CAAS Administrative Priorities for 2001 - 2002
• CAAS Program & Coordination Priorities for 2001 - 2002
• Making it Happen: Support & Resources for 2001 - 2002

CAAS GROWS UP: DEFINING OUR FOCUS
There are many individuals and organizations who are concerned with what Aboriginal students learn. Much of their focus is on what is taught, and how it is delivered, in Aboriginal-controlled settings, e.g. on-Reserve or in urban Aboriginal communities. Aboriginal-controlled schools are a vital alternative to Canadian schools, where far too many Aboriginal youth fail to thrive. However, an estimated 50% of Aboriginal children and youth attend mainstream Canadian schools - where by omission as much as content, the curriculum often demeans or at best fails to affirm Aboriginal cultures, heritages and worldviews.

In Canadian schools there are educators concerned with anti-racism or anti-bias education, and some of these committed teachers identify the need for a pedagogy which places awareness of Aboriginal perspectives, cultures and issues in a distinctly prioritized category. (Sadly however, this era of budget slashing and social scape-goating - when the future of public education seems endangered - has reduced the priority of anti-bias and equity pedagogy even for longstanding proponents.)

Widespread ignorance of First Peoples' histories, cultures and perspectives on contemporary issues has bred stereotyping, neglect and discord, thus allowing social and economic disadvantages to persist. Conversely, addressing the social, economic, cultural and intellectual marginalization of the First Peoples of Canada is essential for Canadians and for Indigenous Peoples. Success in addressing these issues will determine whether Canada can enjoy the 21st century as a secure, strong nation that can live up to its goals and image of respecting the rights and cultural diversity of all Peoples.

Changing what Aboriginal and non-Aboriginal youth learn about their shared history is the starting place for correcting these social imbalances and beginning the healing that is so important. CAAS works to inform educators at all levels that integration of Aboriginal-perspective content is important for students of all heritages in Canadian classrooms.

The most frequent obstacle to inclusion of this curriculum is the teacher's own ignorance about the subject (because she or he was poorly educated as a student). Therefore, CAAS's primary effort goes towards providing direct support to teachers to handle Aboriginal-perspective content in an appropriate and confident manner. In this way, CAAS fills a broad, national niche in the education community - one that is addressed by no other organization.

CAAS ADMINISTRATIVE PRIORITIES FOR 2001 - 2002 Administratively, CAAS's highest priority is to take the structural and legal steps to become established as an incorporated non-profit organization with charitable status. This will likely require dividing the research and public education function of CAAS from the intended advocacy role of the regional and local networks, as only the former purpose will qualify for charitable non-profit status.

As well, the CAAS is determined to make progress on the challenge of providing French language services and resources (see encouraging news above...).

Finally, while CAAS is essentially a 'virtual' or electronically-webbed nation-wide organization, part of its coming-of-age must involve establishing the organization in a real 'office', with a dedicated phone line, appropriate meeting space, etc.

CAAS PROGRAM AND COORDINATION PRIORITIES
FOR 2001 - 2002
CAAS plans to be involved in a range of projects and services during the coming year. Here are some of our major priorities:

• Ongoing outreach through print media such as brochures, correspondence, and our regular News-letters, as well as continued participatory or action research initiatives.
  
  
• Networking at the regional/local/cultural levels, via attendance at conferences, meetings of pertinent organizations, and other relevant events in regions across Canada (a minimum of one event each in the six major education regions over the next 12 months).
  
  
• Completion of the Student Awareness Study, which will open further discussion with education partners across Canada about both neglected areas that require attention and successful strategies.
  
  
• Maintenance and promotion of resources and services that can be accessed online, through the CAAS website as well as the Turning Point discussion forum.
  
  
• Co-sponsoring, with the Canadian Teachers Federation and other partners, a Spring 2002 national gathering (of educators, academics, Aboriginal traditional teachers, Elders, and other concerned individuals and groups), which will examine the theme of Strategies for Inclusion of Aboriginal-Perspective Content in Canadian Classrooms.

MAKING IT HAPPEN:
SUPPORT & RESOURCES FOR 2001 - 2002
Over the past year, CAAS has built a national network, developed online and print resources, initiated research, received many acknowledgements of its efforts, and put together a strategic plan. CAAS's overall theme for 2001 - 2002 is Strategies for Inclusion of Aboriginal-Perspective Content in Canadian Classrooms. The positive community response to CAAS indicates there are many opportunities to move ahead with this challenging work.

We recognize that we will not achieve our mandate quickly, so we are planning for the coming decade. CAAS relies on its network of academics, educators, parents and students to transform its mandate from goals to reality. Therefore, several key components of our 2001/2002 plan are designed to strengthen our local outreach and promotion through regional networks and volunteer involvement.

One of the specific projects identified for Summer/Fall 2001 is to design and implement a training program for CAAS workshops that will be suitable both for professional development of teachers and for "train-the-trainers" presentations addressing broader pedagogical issues.

The vibrant first year of CAAS demonstrates a growing social awareness that the longstanding issues between Indigenous Peoples and Canadians can only be addressed through informed dialogue. This dialogue, in turn, must rest on increased awareness and understanding. For many academics, classroom teachers, Aboriginal traditional teachers, and antiracism educators, CAAS provides hope that this pedagogical knot can be untangled appropriately and effectively. Like the Final Report of the Royal Commission on Aboriginal Peoples, our primary message is that - through public education across the Canadian education community - we can begin to enable our youth to resolve these grievances and mistakes.

Having put all these resources in place - or at least in motion - it is obvious that our success depends on finding partners who are willing to make a longer-term commitment to our success. Any ideas, support or suggestions along these lines are very welcome!

~ All My Relations ~