Realizing Learners' Full Potential While Instilling Proud Identity and Lifelong Commitment to the Community

• In Event: 61.046 - Reversing False Truths: Engaging Elders and Community in Supporting Increased Outcomes for Wikwemikong Learners

Abstract

Objectives
The first presentation will provide an overview to Wikwemikong Board of Education (WBE) deliberate and intentional ways that Anishinaabe Language and Culture are embedded to build a responsive and quality First Nation education system. The second will explore the WBE’s approach to system/school improvement.
According to the Portrait of First Nations and Education, compiled by the Chief’s Assembly of First Nations, there are 633 distinct FN communities and over 1.4 million Canadians, self-identify as Indigenous, and over 700,000 as FN, contributing as the fastest growing demographic group in Canada. Thirty percent of FN’s population is under 30 years, which reinforces why education matters (Chief’s Assembly on Education, 2012). Given the legacy of the Residential School System, it is important to support approaches to increase pride, educational outcomes and pathways for FN students. Justice Murray Sinclair sees education as a way forward.
The WBE is composed of four schools and multiple programs that offer learning opportunities from pre-school through adult education. WBE has established post-secondary partnerships aimed at supporting learning including career fairs and mentorships.

Perspectives
In this virtual field trip, in this component Elders and senior system leaders will share how the WBE provides outreach engaging community and Elders utilizing intentional traditional and evidence-based approaches/strategies to ensure that the WBE is grounded in Anishinaabe frame of knowing and doing; including work of the Anishinabemowin Resources and Curriculum Development Department. There will be discussion of Niishwaaswi Kinomaadwinan or the Seven Grandfather Teachings and how they are integrated into the educational system promoting “lifelong learning and academic success guided by Anishinabe world views”. “The early acquisition of literacy is foundational to school success and a strong predictor of school completion.” (Raham, 2009: 21). For FN identify, the commitment to language allows for the transmission of and maintenance of culture.
Methods and Data Sources
Data were gathered from a variety of qualitative sources, including five community input sessions, parental feedback and focus group sessions including students, teachers and other educational staffs, administrators, parents and community members and Elders. Additionally, several learning walks were held using observational data. The analysis shaped improvement planning and ongoing professional capacity building. Data were analyzed and organized by themes:
• Strengthening Roots- Actively including Elders in schools/classrooms to share wisdom and embed Language/Culture and History
• Developing opportunities for student involvement in Reconciliation and the impact of Residential schools
• Expanding opportunities for students to learn and use their Language
• Increasing experiential and culturally relevant ‘on the land experiences’
• Building teachers’ capacity for relevancy and authentic learning
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Results
With intentional strategies/approaches based on the feedback for WBE students:
• More reported engagement and participation of parents and the community,
• Elders are routinely consulted in the decision-making,
• Increased recognition and use of the Language
• Increased opportunities to embed and celebrate Language and integrate culturally-responsive pedagogical practices, making connections to the students’ lived experiences.

Significance
WBE’s experiences can inform other Indigenous peoples/nations in terms of effective and impactful practices to improve outcomes and close gaps.

Author

• Fay Zoccole, Wikwemikong Board of Education