PME 821 Professional Connections Journal

I came across this article by Fellner (2018) and the title alone really resonated with me. Throughout my studies in PME 820 and 821 I have come to understand that decolonization is an ongoing process that looks to disrupt the entrenched Eurocentric bias that is prevalent in our system of education. The challenge in my policy revision document for my final project was the importance of creating a measurable strategy that goes beyond surface level acknowledgments of Indigenous culture and results in teachers and school leaders taking action to examine their perspectives on how knowledge is valued within education.

Fellner (2018) states that “For me, decolonizing is a verb. It is active intentional, moment to moment process that involves critically undoing colonial ways of knowing, being, and doing while privileging and embodying Indigenous ways of knowing, being, and doing” (p284). The real challenge here lies in a perspective change for teachers on what Indigenization truly is. There needs to be a shift of focus from teaching Indigenous culture to emphasizing how Indigenous communities educate and raise their children. Until we understand that Indigenization means valuing traditional ways of knowing as pedagogy we will struggle to truly decolonize our system of education.

There is another section of the article that states decolonizing curriculum needs to look at how our current system has harmed and continued to harm Indigenous communities (Fellner, 2018). This section speaks to the challenges of getting teachers to examine their methodologies in the classroom. This is a daunting task as there is a tendency for educators to find the most efficient practices that will serve the largest group of students often to the detriment of minority students. In addition, even though professional standards obligate teachers to continue to look at and evaluate their practice they can become fixed in ways that are perceived as easier. Furthermore, educators can gravitate to teaching styles that benefitted them as learners during their schooling thus perpetuating the privilege that is extended to the Eurocentric perspective.

Therefore, I have come to the opinion that current Indigenous education policy has taken steps to run before it can walk. I believe that through the process of reconciliation there has been a race to Indigenize the classroom that is void of decolonizing methodology. Can we really say we are taking steps towards reconciliation in education if those who control and dissemante knowledge have not decolonized their hearts and minds? There is still much room for policy creation and analysis in improving the outcomes for Indigenous learners. We need courageous leaders within our system to look at ways to avoid temporary inclusive cultural practices and work towards system disruptions that shift the balance of power towards traditional ways of knowing as effective pedagogy that benefits all learners.

I found another article in the Calgary Herald that looked at a Grade 7 class from Calgary Academy who were researching Indigenous heroes and nominating them to be the face of the new five dollar bill. https://calgaryherald.com/news/local-news/students-draw-5-bills-with-indigenous-heroes-to-submit-for-redesign-nominations

One of the most interesting aspects of PME 821 was the issue of the Canadian Education system supporting the “Grand Narrative” on how this country was founded. For decades students have learned of the bravery of European explorers who came to this country in search of the New World and came across “primitive” and “savage” Indigenous communities that were in need of saving by European insight and religious institutions. This is certainly the narrative that I was taught within my schooling in Alberta and what little I came to know and understand about Indigenous culture was overgeneralized in many aspects. One of the main goals of decolonizing pedagogy has to look at how we disrupt the grand narrative. Teachers within this country must educate themselves of what the true history of this country looks like and how Indigenous communities where sophisticated and vibrant cultures that were and continue to be instrumental to the fabric of our society.

What I like about this activity that is taking place in Calgary Academy is that it disrupts the grand narrative for these grade 7 students. For too long Indigenous communities were seen as disruptions to the settlement of the west and were not appreciated for their holistic model of education and traditional ways of knowing that were highly successful in developing advanced and thriving societies. School boards must take steps to include First Nation perspectives of history within their Indigenous Education policies that disrupt the grand narrative. The next generation of students must be aware of how the dominant Eurocentric perspective subjected Indigenous communities to systemic forms of racism and discrimination that devastated their language and culture and continue to have ramifications to this day. I am hoping that policy in the future can serve to create more understanding and tolerant perspective of our Indigenous communities. This is a respect that recognizes that First Nations people draw their identity and spirituality from their interaction with the land and ecosystems and will do everything that they can to protect it. It is important to have this vision and aspect of hope that policy and education can serve a more equitable relationship for Indigenous and non-Indigenous Canadians in the future.

I attended a presentation from Dr. Leroy Little Bear who spoke of the need to challenge the foundational thoughts and experiences that make up the paradigms of our colonized society. He said that all of us are experiencing the world around us from the lens made up of the interaction of our respective cultures and belief systems. However we have come to a point in time that we no longer challenge our systems. We take them to be pillars of our societies and that in order to be successful we must interact in a way that continues to enhance the dominant paradigms.

I thought this had great implication for policy creation or revision connected to Indigenous education. There has been ample evidence where policy has made surface level attempts to acknowledge the needs of Indigenous students but lacks the ability to disrupt the paradigm that has been established in our colonized system. This type of paradigm continues to perpetuate its dominance as we aimlessly believe the structure to be of immense quality and beneficial to all learners which could not be farther from the truth.

Dr. Little Bear speaks to the Blackfoot emphasis of creating order of the constant flux that we experience in our lives. In Blackfoot culture, everything is in motion and is living in a web of interrelationships. Therefore, taking this into account policy should look to foster the living relationship of knowledge rather than a commodity that can be owned or manipulated. It is through valuing the interconnected nature of Indigenous culture that our teachers and school administrators can come to understand that our students should not be learning in isolated subject areas but in a constantly changing and evolving flux that supports life long learning founded upon the development of character and spirituality not just on how we can use knowledge for individual gain or mastery. I now have a further understanding of the importance of challenging the dominant paradigm in order to carve out spaces in education through policy that no longer solely serves the majority.

As I continue my policy research I came across the Lethbridge School Division FNMI Education Strategic Plan. One area of focus that I feel that policy distinguishes itself from others is the emphasis on school administrators becoming competent in traditional ways of knowing.

The screen capture above comes from the strategic action related to the goal of student success and empowered learning. While this goal is an admirable one and is found in several policies that I have encountered the identifiable strategic actions are of significant interest. This is one of the few policies that identifies the importance of building capacity in Indigenous Ways of Knowing at the administration level. Often times the acts of decolonizing pedagogy and incorporating Indigenous learning systems into classrooms falls solely on the shoulders of teachers. As instructional leadership is a requirement of school based administrators this policy takes an important step in creating school cultures that are at the forefront of decolonizing pedagogy. If we are truly going to look to make systemic change in Alberta, school based administrators must develop an understanding of traditional ways of knowing. Furthermore, it is through this capacity of school leadership that allows teaching and support staff to feel comfortable examining their own practice and look for opportunities to incorporate methodology that supports Indigenous students and in turn is beneficial for all learners.

In addition, having administrators tha value traditional ways of knowing as sophisticated pedagogy we can move away from temporary inclusive practices that acknowledge Indigenous culture but do not result in any instructional changes or assessment practices. School districts need their leadership to understand that we must do more than create culture weeks or have guest presenters come into our schools. It is more than reading books and incorporating stories. There is a real opportunity to have administrators on the forefront of supporting personal acts of decolonization related to Canadian history and how our Indigenous learners can be given opportunities in the classroom to increase their confidence and reinforce their identities as members of vibrant and sophisticated communities. This is certainly an element of policy that I am going to look to incorporate in my revised document for my final project.

Recently I have been struggling with the negative media perception of the solidarity blockades supporting the right to self-determination of the Wet’suwet’en First Nation. What struck me related to this policy comes from the process section which emphasizes the goals of this document which states “In addition, we have endeavoured to provide opportunities for education for all of our students and families that honours and reflects the rich history, current issues and culture of First Nations, Metis and Inuit people”. This section speaks to the larger Canadian issues of engaging in a more equitable relationship with Indigenous communities. While I find that the goal identified in the process section of this document has tremendous value, we have clearly failed Indigenous people in this regard. Unfortunately I feel like the majority of Canadians do not understand the history of discrimination and genocide experienced by Indigenous people in this country and how it has shaped their current realities.

I have spent this week reading articles both locally and nationally that continually reference “The rule of law”. That these illegal blockades must be taken down as they violate the rule of law and are hurting the economic prosperity of every day Canadians. Where is the rule of law for Indigenous women and girls who are disproportionately represented in murders and missing persons statistics? Where was the rule of law when Indigenous children were taken from their families and forced into foster care or adoption during the 60’s scoop? The simple answer to these questions is that when the dominant majority experiences negative impacts to their financial realities the rule of law is quick to act. When those who have been consistently exploited since the creation of our country need the rule of law, it is nowhere to be found.

This is where educational policy can make a real difference. We must use the goals found in the North Vancouver Aboriginal Enhancement Act to create understanding and solidarity between Canadians and First Nations. Indigenous education policy should be centered around all students valuing the spiritual and sacred emphasis that Indigenous people place on the land and the interconnected nature of the environment as a form of identity. We must look to our schools to model discourse where Indigenous perspectives are valued and understood against the backdrop of historical acts of injustice and discrimination. Hopefully we can use our education system as a beacon of tolerance and cooperation that changes the division we currently are witnessing in our country.

As I continue to look at different policy models for Indigenous education some of the challenges that I have come across relates to ambiguous or general goals. Countless policies identify Indigenous student success as the outcome or measure of policy but this is far too general. Taking into account the colonial structure of the education system and the holistic nature of education championed by Indigenous communities, what truly is the definition of success? How do we measure the strength of a students character or their spiritual connection to land and community?

I found this document as it was connected to the 3 year Indigenous Education Strategy outlined by the Calgary Board of Education. I found it interesting as it identified key actions that were to take place to support their policy. Of particular interest is the segment under 2018-19 that states the following: Build understanding about data and measures that reflect Indigenous ways of knowing. This is a promising development in my policy research that shows school districts are becoming more conscious of potential bias in data collection methods that do not support Indigenous students. I really struggle professionally with the emphasis placed on standardized assessments as the sole indicators of teaching and learning. It is refreshing that this district is looking to be innovative in their approach to assessment and is attempting to accumulate data that is connected to traditional ways of knowing. Through my engagement in the course work it would be possible to look at more comprehensive student learning profiles that incorporate student driven inquiry methods and self-assessments that engage in reflective practices to incorporate how knowledge is not only acquired but fits into the Indigenous perspective.

Finally, there are some weaknesses in this document that are present in the 2019-20 section that state: Allocation of human and financial resources to enable implementation of high impact practices. If I have learned anything from this course it is that you cannot just throw money and people at initiatives and believe that your policy will be successful. In fact, if we look at federal policy from the Canadian government from the 1960’s onwards it could be argued that the financial investment made in Indigenous Education has been poorly targeted and lacked measurable steps to improve the future for Indigenous education. My previous journal post highlights the struggles that school districts can endure when they allocate human resources such as “Indigenous Learning Leaders or Positions” without taking the time to look at decolonization and Indigenous pedagogy. With these areas identified in policy there can be a clearly articulated vision for larger urban school districts that avoids general outcomes and moves towards decolonizing practices in the classroom.

I connected with a colleague in our class and through our discussions centered around decolonization of the education system as she highlighted the Durham District School Board’s Culturally Responsive Pedagogy guide for teachers. Culturally responsive pedagogy is gaining increasing popularity in educational circles focused on indigenization. One of the challenges surrounding this concept is truly defining what this term means and the pedagogy associated. I thought that this document did an excellent job of identifying what a culturally responsive classroom would actually look like.

One of the important points that is highlighted is connected to curriculum resources reflecting multiple perspectives. One of the major challenges of our colonized model of education is the dominance of the eurocentric perspective. Teachers need to take the time to question the source of the resources that they use in the classroom. Young students take these resources to be factually true and should be given opportunities to question and analyze them. Secondly, lessons and assignment built around students interests are vital to increasing motivation and engagement in the classroom. It also provides opportunities for students to elevate and be proud of their cultures not as the objects of study but as the method. Finally the importance of students listening carefully to ideas and opinions of others is an area that we have completely lost in modern discourse. When we look at the current narratives surrounding Indigenous communities and their advocacy for the environment, there is a lack of thoughtful consideration for the perspectives of a minority culture. This again places a spotlight to how education can play an important role in changing the narrative and creating a more equitable approach to understanding the spiritual and cultural connection that our First Nations communities draw from the land.

It is through resources such as the CRRP created by the Durham District School Board that we can raise a generation of Canadians that not only have a better understanding of Indigenous culture but are willing to take the time to listen to differing perspectives with an authentic consideration that works to move away from divisive dialogue to one of collaboration and understanding.

As I continue my research and investigation into different Indigenous policy models and frameworks in Alberta I came across the Niitsitapi Learning Centre operated by the Calgary Board of Education. http://school.cbe.ab.ca/school/niitsitapi/Pages/default.aspx Situated in Calgary, the Niitsitapi Learning Centre operates as an early childhood/K-2 program that supports Indigenous culture and meets the program of studies through the embedding of traditional ways of knowing.

I struggle with the amount of apathy in Alberta towards Indigenous culture and the lack of progress that is made in teacher training in traditional ways of knowing. I was uplifted to see a school district that is working towards meeting the outcomes highlighted by the Assembly of First Nations and their Policy Paper on Indigenous control of Indigenous Education (2010). Within that document and the previous one released in 1972 the importance of early childhood centres was clearly articulated. It was important that Indigenous children have a positive first experience in formalized school that values their culture and gives them a sense of pride in their sophisticated culture. It is vital that these early learning centers serve as foundations that value the holistic development of Indigenous culture and perspectives in education. There is a clear vision that aligns with a sense of hope for the future of young Indigenous learners in the education system that is desperately needed. This school clearly is a valuable resource and the CBE should be commended for this development.

One area that continues to be a glaring weakness is in language development. There is a brief mention of language rooted in cultural tradition but it does not highlight how this school can help revitalize Indigenous languages here in Treaty 7 territory. Despite this area of weakness I am beginning to be filled with optimism that school districts in Alberta are taking steps to change the educational outcomes for Indigenous students and giving them a brighter future.

Our class recently completed Module 2 which looked at some of the historical policies pertaining to Aboriginal education for the time period 1960-1990. Of the many documents that we analyzed there was a vision for a brighter future and a sense of hope and pride for what culturally responsive education can provide for First Nations communities. I came across another newspaper article this week that was titled “Indigenous inmates make up 45 percent of all people in Alberta’s federal prisons”
https://calgaryherald.com/news/crime/indigenous-inmates-make-up-45-per-cent-of-all-people-in-albertas-federal-prisons/wcm/7715d695-cde4-432c-946a-ff343d45dac6 This served as a sober reminder for what is at stake for our Indigenous communities. Of the many statistics in the article the most damning was that Indigenous people make up 5% of the Canadian population yet nationally the account for over 30% of the prison population. This statistic is not only alarming, it fills me with great sadness and disappointment as I believe that the failure of the education system for Indigenous students and their families has a direct correlation to these statistics.

How long are Canadian policy makers going to navigate definitions of “consultation” and “authentic engagement” and come to the understanding that the lack of action and meaningful change within our education system is destroying Indigenous families? Low graduation rates and lack of job training are only a few of the many factors related to the risks associated with being incarcerated. The odds are stacked against Indigenous children in this country and it is clear that the education system can be the key to reversing these statistics. It is disheartening that our government has yet to provide sustainable funding models for Indigenous education that supports the call for autonomy and self-determination as voiced by our First Nations leaders. So in this moment I must ask myself, what is the solution? From what I have learned in PME 820/ 821 and in my professional experience, I believe the solution lies in having highly trained Indigenous teachers, administrators, and councillors in our buildings. Our Indigenous students need to have immediate support in our schools from people who truly know what they are going through and are Indigenous themselves. I have taken steps to educate myself and decolonize my own mind and professional practice but I cannot attest to what it is like to grow up Indigenous in this country. As we move forward in this class I am going to look at policies that aim to support the recruitment and retention of Indigenous teachers in public schools. One thing that I know for sure, the statistics from this article are yet another example of the failure of our federal government in living up to their obligations and promises made to our Indigenous people. Words can be very hollow, they can be even hollower from a prison cell.

Public high schools struggling to ensure Indigenous students graduate

The Calgary Board of Education released results after following a cohort of 300 Indigenous students for 5 years that showed that only 40% of Indigenous students completed high school in 3 years and that number increased to 45% after 4 years and 51% after 5 years. For those who have studied the detrimental effects of the assimilation practices of the Canadian government and the perpetuation of the eurocentric perspective in our colonized model of education this is not a surprise. Indigenous students for years have been achieving at levels drastically lower than their peers and it is clear that even today school boards are struggling to find the answers to this issue. What is particularly interesting about this article is that the CBE seemed surprised about these results as they had created 34 Indigenous “Learning Leaders” within the school district. While I do not personally work for the CBE, my studies in Aboriginal education have allowed me to come to the understanding that school districts cannot just create positions or policies and hope that systemic change occurs. The article states that these positions operated as part-time, and with the variety of pulls and pressures in the world of education this may only lead to surface level attempts to support Indigenous learners.

School board trustees and administrators need to go beyond the standard approach of acknowledging Indigenous culture within curriculum and realize that Indigenization of the education system requires school staff and leaders to engage in deep reflection and introspection into how they may have benefitted from the colonial model of education. It is vital that school staff take time to interrupt the hidden bias surrounding discrimination and the dominance of the eurocentric perspective.

I am concerned that there is a real danger that policy surrounding Aboriginal education lacks permanency. What good is an educational policy if it does not inform methodology in the classroom? Alberta education has placed emphasis on teachers gaining a foundational knowledge of Indigenous culture and work towards recognizing this in the classroom. However, if the teachers and school leaders have not taken the time to examine their own privilege, how can they incorporate Indigenous culture from a colonized lens? I will admit that reading articles such as the one today only increase my levels of frustration surrounding Indigenous education policy. As we progress into module 2 of PME 821 I am hoping to find some answers that will illuminate a path to effective policy.