Section II - Program Content & Instruction
Forward
Three points of concern that are crucial to the success of any Aboriginal
Family Literacy Program are discussed in this next session. The instructor must
provide Aboriginal content, be aware of sensitive issues, and create an
atmosphere that builds positive self-images.
Aboriginal Content
One of the goals of this program was to build self-esteem through cultural
pride. Although it is important for the instructor to have knowledge of
Aboriginal cultures, he/she must not assume that all Aboriginal people think the
same way about their culture. This is a common misconception non Aboriginals
make. An equivalent assumption: Every Canadian thinks the same way about
Canadian culture. All viewpoints must be respected. Since some Aboriginal
students are not interested or involved in Aboriginal spirituality, then the
cultural content must be chosen with consideration for these students as well.
No matter what the students' cultural viewpoints were, it was disturbing to
learn that so few of them felt pride in their Aboriginal heritage. One student
commented, 'Being an Indian never did me any good.' Another student expressed
embarrassment about being Aboriginal. These students, while in grade school,
had very few experiences, if any at all, where Aboriginals were represented in
text books with dignity and respect. This, added to the prejudice they
experienced in mainstream society, did nothing to build their self-images as a
valuable group of people, let alone as a valuable group of Aboriginal people in
Canada. Although the lack of cultural pride and self-identity is not unique to
this group of students, it must be stressed that this group, by no means,
represents all Aboriginal people. The literature in this program represents and
affirms the significance of this group in history and in present day Canada.
Since learning about Aboriginal cultures, histories, personal stories,
religion, politics, and family dynamics is a passion of the instructor, she was
excited to present a variety of Aboriginal literature to the students. It was
encouraging to see the enthusiasm and interest with which they selected reading
materials and wrote personal stories.
Another important cultural component to any literacy program, adult or
family, is that the literature be meaningful to the reader. Studies show that
children, as well as adults, learn best when they can read material with
familiar content. Until recently, most Aboriginal children were seldom exposed
to storybooks about their lives. The books they read were about "white"
families who ate different food, spoke a different language, and participated in
different cultural activities. These books had no meaning to the child on the
reserve.
The students in this program signed out storybooks for their children on a
regular basis and, although there were a variety of books, the books with
Aboriginal content were the most popular. Providing Aboriginal and non-
Aboriginal content, at various reading levels, is a key component to an
Aboriginal program.
Sensitivity
In any literacy program, certain subjects must be broached with care and
sensitivity. All of the students in this program had battled alcoholism, or
were battling it, either as an alcoholic, or as a child or spouse that was
living, or had lived, with an alcoholic. Some students had lost a child either
by death or through the foster care system. All of the students were single
parents and living on social assistance. The importance of the instructor
remaining non- judgmental and supportive throughout the program must be
stressed.
These and other experiences such as spousal abuse, child sexual abuse,
abandonment, and extreme poverty were topics discussed in some of the
literature. At times, these stories elicited discussions either in the group or
privately with the instructor. Although most students shared their personal
experiences, some more than others, it was important for the instructor to not
become a counsellor figure to them. Balancing between being understanding,
concerned, and supportive, while not becoming too involved with their personal
lives and wanting to help, was difficult at times.
It was equally important to respect those who did not want to disclose any
personal information. It was also important to be informed about community
agencies and support services available to students.
Building Confidence
Most of the people who entered this program did so, with the intention, to
make changes in their lives. Many had reached a level of frustration trying to
break the cycle of poverty in which they existed. Improving reading and writing
skills was seen as their only way to a better future. Their biggest obstacle
was their lack of confidence. It was realized, during the last month of the
program, how much the students' self-esteem and confidence had developed. This
was possible because each one was encouraged and his/her efforts, successful and
unsuccessful, were affirmed in a positive and non-threatening manner.
The most valuable outcome of this program was the increased confidence with
which the students discussed their future plans. One woman, who had struggled
through the adult upgrading program several years ago, felt she did not have the
skills to succeed in college. After participating in the Aboriginal Family
Literacy program, she reaffirmed her goals of college, and her enthusiasm
influenced her two adult daughters. One of them registered to upgrade in the
fall at Lakeland College and the other found employment.
Another student, who was at a grade three level of comprehension and skill
development, said she did not feel so stupid anymore. She said she knows she
can learn and she knows she will succeed in getting her grade twelve. She felt
her greatest accomplishment was that she did not give up when things were hard;
she completed the program.
A single parent of four children, who could barely look at anyone let alone
speak in front of a small group, also said she feels very good about her ability
to learn. She said that she can stand up for herself instead of allowing family
members to take advantage of her. Although finishing her grade twelve is still
scary to her, she knows she can do it. She said, 'Before they were just dreams.
Now I'm going to work on them to make them come true."
Another woman, who completed the program, said she has always wanted to get
her grade twelve so that she could give her children a better life. She now
feels that she can do it. She plans to attend college in Red Deer this fall.
The young man in the program, who can not read (Fetal Alcohol Syndrome),
said he never knew anything about his culture when he started. After being read
to by the tutor for several months and after telling stories orally, this
student learned that he can experience literature even though he can not learn
to read (professional diagnosis explained the damaged part of the brain and why
he can not read). He enjoyed the stories with Aboriginal content the most. He
became an active participant with his tutor, and he confidently expressed his
opinions about the stories they read together.
The relevancy of course materials, the nature and character of the
instructor, and the atmosphere in which learning takes place are all equally
significant to the success of an Aboriginal Family Literacy Program. |