Nov 17, 2000
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THE UNIVERSITY OF VICTORIA Nov 17, 2000 |
 Most Canadians are “seriously under-educated” about First Nations history, says artist/teacher
by Miguel Strother Although a born artist, Mary Longman says she’s always been compelled to teach. Longman began working with elementary school students while a fine arts student at the Emily Carr College of Art and Design. Seven years later, as she completes a PhD in education, Longman finds herself helping to shape First Nation’s curriculum for UVic education students. “The majority of Canadians are seriously under-educated about the original peoples of this land,” says Longman. “This is because of inadequate inclusion of First Nation’s histories at the elementary and secondary levels. The majority of our generation and the generations before us have a lot of catching up to do until European history is balanced with that of aboriginal history.” As a celebrated visual artist whose work has been shown around the world in galleries such as the Smithsonian Institution, art and teaching go hand-in-hand for Longman, as they do for many First Nations peoples. “I’ve been given some gifts and I believe my role is to share these gifts and contribute back to the community,” says Longman. The role of the artist was very different in First Nations communities before contact with Europeans, she says. Art was primarily created for family and community, documenting history, values, beliefs and traditions of First Nations cultures. Today, many First Nations artists still feel the need to retain a sense of commitment to their traditional communities, whether by raising awareness in those communities through art, or teaching, or both. One of the biggest factors contributing to the current demand for First Nations teachers, says Longman, are the strong ties First Nations peoples have to their families and community. Relocation is a deterrent to seeking needed training in urban centres such as Victoria. Therefore, new First Nations programming focuses on creating access through off-campus training and condensed summer courses. New First Nations programming includes a BEd with a First Nations focus, two years of which can be completed off-campus, and an internship middle school option, consisting of summer courses and a community-based practicum. In addition, the faculty of education is beginning partnerships with communities who want to pursue the Developmental Standard Term Certificate in First Nations Language and Culture, a program developed by the First Nations Steering Committee and the B.C. College of Teachers. The ramifications of these curriculum changes will be tremendous, as education shapes society’s perspectives, Longman adds. “It’s an opportunity to provide educators with the knowledge needed to teach all children about the original peoples of this land.” |