I. General Information
School Name: Kwalikum Secondary School, Oceanside Elementary School, Pass/Woodwinds Alternate, Qualicum Beach Elementary, Springwood Elementary, Arrowview Elementary, Bowser Elementary, False Bay Elementary, Nanoose Bay Elementary, Ballenas Secondary School, Errington Elementary
School District: SD#69 Qualicum
Inquiry Team Members: Sarah Elson-Haugan: selson-haugan@sd69.bc.ca, Katie Marren: kmarren@sd69.bc.ca, Jessie Recalma: jrecalma@sd69.bc.ca
Inquiry Team Contact Email: selson-haugan@sd69.bc.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7), Secondary (8-12)
Curricular Areas Addressed: Applied Design, skills & Technology, Career Education, Language Arts – Literacy, Language Arts – Oral Language, Physical & Health Education, Social Studies
Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Community-based learning, Core competencies (for example, critical thinking, communication, problem solving), Growth mindset, Indigenous pedagogy, Land, Nature or Place-based learning, Social and emotional learning, Transitions
In one sentence, what was your focus for the year? As a team, we focused on the need for Indigenous students’ identity to be celebrated as a part of their learning journey.
III. Spirals of Inquiry Details
Scanning: The four key questions were asked as part of our scanning of students. Many learners felt that they were not heard in their learning spaces and/or were not cared for by their teachers. Many students did not feel that the school system demonstrated the responsibility of presenting Indigenous perspectives and important cultural pieces (Standard 9).
We focused on the FPPL through exploring the concepts of identity and the importance of Indigenous knowledge in all curricular spaces.
Focus: We selected this area because the students shared their experiences of classroom learning. They shared story after story where they felt disconnected from their identity, where they felt a teacher discredited Indigenous ways of being, and where they had to substantiate their cultural knowledge to match Eurocentric worldviews. Once these students shared these experiences, we knew we had to take action.
We were hoping to help support teachers to feel connected to their Indigenous learners, while working with Indigenous learners to develop their voice and identity as Indigenous youth. By doing this, we wanted to make changes to the learning environment that would help Indigenous youth feel valued and their knowledge supported.
Hunch: Indigenous leaners were often feeling that they had to substantiate their beliefs and knowledge for teachers to value Indigenous perspectives. Likewise, Indigenous leaners did not feel comfortable in some learning spaces and struggled with the structures of some classes and schedules. Some Indigenous learners shared that they often felt “given up on” because when they would miss class or be late, they felt that they were punished and not supported.
New Professional Learning: As a team, we continued our work with Dr. Dustin Louie – we explored relationships between stereotypes, prejudice, discrimination, power, and oppression. We also learned about the 3 parts of decolonization: challenging single viewpoints, disrupting expectations or requirements, and dismantling white supremacy.
We also used the FNESC resources as an easily accessible entry point for teachers to continue developing their connection with Indigenous worldviews and knowledge. Colleagues were particularly interested in further development of their learning when it felt safe and accessible. One school did the Blanket Exercise which resulted in great reflection and thoughtful practice.
Taking Action: Some of our strategies to take action included: hiring more Indigenous support people, enhancing Indigenous grade 7 transitions to high school, co-creating a Soft Alt’ program with the local First Nation, and offering professional development for all staff.
We were able to hire several more Indigenous support people, including an Elder to work on language development. This Elder has shared great teachings with Indigenous students and educators alike.
We created additional visits for Indigenous grade 7s to their future high schools. This day allowed for the Indigenous grade 7s from several feeder schools to meet one another, share a meal together, and get to know their future support people. This was the first “Indigenous Transition Days” for the district and they were a rave success.
We are working with a local First Nation to co-create a land-based alternative program for grades 9-12. The intention is for this to be an informed land-based and hands-on experiential learning space. It is not specifically for Indigenous learners, but we do know many Indigenous learners that would benefit from this form of learning. The Nation’s voice has been integral in making this possible and locally responsive. We began by meeting with First Nation families, meeting with First Nation students, and meeting with Chief of the local nation to co-design the learning environment and structure.
We worked with the local union to build relationship with their Professional development committee to help ensure that Standard 9 was at the forefront of the goals for learning. We offered to have 1/2 workshops with cultural knowledge keepers and Elders, brought in Dr. Dustin Louie, and used release time for additional opportunities for curricular development and exploration.
Checking: Some of the differences we have made have been very evident. For example, we have been able to see the comfort of the grade 7 Indigenous students as they developed friendships and community with their soon to be classmates.
Many of the changes or differences we are hoping to see are not available yet. For example, the new alternative program will be starting in the fall. However, it has been powerful to see First Nation students and families feel respected and empowered. We are hopeful that this will improve attendance and connection to school for some very vulnerable learners.
Reflections/Advice: What we learned through this inquiry is that the most important thing for learners is to feel cared for. Over and over again, students responded that they wanted teachers to notice them, be kind to them, and to respect them.
We plan to take this learning to continue developing our cultural programs across the district – carving, art, drum-making, language, etc. Likewise, we will be continuing to develop and build the new Soft Alt’ program.
Our advice would be to take one step at a time. There are no quick answers and it can be challenging when the change feels slow.