Decolonizing Our Schools

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A 8LC81 Cn 1PL
u88An A8C8lClnAL LuuCA1lCn lLC1 8C!LC1

8y: ur. Susan u. ulon
WlLh: krlsLa !ohnsLon
& ur. Carla 8lce
SepLember 30, 2010

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A 8LC81 Cn 1PL
u88An A8C8lClnAL LuuCA1lCn lLC1 8C!LC1

Susan u. ulon
krlsLa !ohnsLon
Carla M. 8lce

WlLh conLrlbuLlons from:
SamanLha CuLrara, Mlchelle ueMerchanL,
Mlchael ulon, & kaLherlne LapolnLe

AddlLlonal 8esearch AsslsLance rovlded 8y:
Carmen ueSalazar, ChrlsLlne Cho, 1anya Mcladyen,
klmberley uebassagle, Laura Mae Llndo

1he auLhors' rlghLs re Lhls reporL are proLecLed wlLh a CreaLlve Commons llcense LhaL allows users Lo quoLe from,
llnk Lo, copy, LransmlL and dlsLrlbuLe for non-commerclal purposes, provlded Lhey aLLrlbuLe lL Lo Lhe auLhors and Lo
Lhe reporL. 1he llcense does noL allow users Lo alLer, Lransform, or bulld upon Lhe reporL. More deLalls abouL Lhls
CreaLlve commons llcense can be vlewed aL hLL://creaLlvecommons.org/llcenses/by-nc-nd/2.3/ca/

Pow Lo clLe Lhls documenL:
ulon, Susan u., !ohnsLon, krlsLa, 8lce, Carla, M (2010) !"#$%$&'('&)*+,-*.#/$$%0*12$-')'&3%*45,#36'$&*'&*6/"*7$-$&6$*
!'06-'#6*.#/$$%*8$3-5. (1oronLo)

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1he wrlLlng of Lhls research reporL and Lhe dolng of Lhe research pro[ecL LhaL lnforms lL would noL have
been posslble wlLhouL Lhe conLrlbuLlons of many people. CaLherlne awls, MargareL MclnLosh, and Lhe
sLaff aL Lhe Aborlglnal LducaLlon CenLre worked wlLh excepLlonal dedlcaLlon and commlLmenL Lo
accompllsh Lhe goals of Lhe urban Aborlglnal LducaLlon lloL ro[ecL. l am slncerely graLeful for Lhelr
collaboraLlon, for Lhe welcome and warmLh Lhey exLended Lo me, and for lncludlng me ln Lhe
communlLy Lhey work so hard Lo creaLe. 1hank you for respondlng Lo my endless quesLlons and requesLs
can you Lell me more"? 1hls reporL ls sLronger because of your LhoughLful reflecLlons and deLalled
sharlng of your experlences. 1he research requlred exLra hours of work and lL ls yeL anoLher reflecLlon of
your commlLmenL Lo Aborlglnal sLudenLs, famllles and communlLles.

MllgweLch

l am especlally Lhankful Lo Lhe sLudenLs, parenLs, Leachers and communlLy members who parLlclpaLed ln
Lhls pro[ecL. WlLhouL your supporL Lhere would be no reporL. As you were lnvolved ln dolng Lhe work of
educaLlon you Look Lhe Llme Lo Lalk Lo members of Lhe research Leam. ?ou compleLed surveys,
parLlclpaLed ln lnLervlews, lnvlLed us Lo aLLend meeLlngs and evenLs, and dld noL mlnd our consLanL noLe
Laklng. ?ou shared deLalls of deeply personal and ofLen dlfflculL experlences eloquenLly and shamelessly
wlLh a deep commlLmenL Lo accompllshlng poslLlve learnlng envlronmenLs and experlences for
Aborlglnal chlldren and youLh.

MllgweLch

1hank you Lo Lhe 1oronLo ulsLrlcL School 8oard for Laklng on Lhls pro[ecL. 1ransformlng an educaLlon
sysLem ls dlfflculL work LhaL requlres Lhe capaclLy Lo look wlLh a crlLlcal eye aL your own pollcles and
pracLlces and Lo pay aLLenLlon Lo Lhe volces of people who wanL change. As 1homas klng has wrlLLen
uon'L say ln years Lo come LhaL you would have [done Lhlngs] dlfferenLly lf only you had heard Lhls
sLory. ?ou've heard lL now" (p.29).

MllgweLch

1hls pro[ecL was a Leam efforL compleLed ln collaboraLlon wlLh a skllled, commlLLed and LhoughLful co-
researcher and pro[ecL manager krlsLa !ohnsLon, CuallLaLlve 8esearch ConsulLanL ur. Carla 8lce and
8esearch/CreaLlve WrlLlng ConsulLanL Mlchael ulon. AddlLlonally we had Lhe help of a Leam of skllled
research asslsLanLs who made an lmmense conLrlbuLlon Lo Lhe pro[ecL collecLlng, codlng, and asslsLlng
wlLh daLa analysls and wrlLlng.

MllgweLch

1hls reporL ls dedlcaLed Lo Lhe Aborlglnal CommunlLy ln 1oronLo and Lo Lhe pro[ecL of change. Schools ln
Lhe 1uS8 are your schools and you have provlded dlrecLlons for maklng Lhem places where Aborlglnal
sLudenLs, famllles and communlLy members can experlence belonglng, recognlLlon, and respecL.

Chl MllgweLch

Susan u. ulon
SepLember 30, 2010
1oronLo

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1able of ConLenLs

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ChapLer Cne
Introduct|on: Abor|g|na| Lducat|on In the 1DS8 1
1.1 ConLexL: Aborlglnal SLudenLs and Schools 1
1.2 1he urban Aborlglnal LducaLlon lloL ro[ecL 1
1.3 1he 1alklng SLlck ro[ecL 4
1.4 1he 1alklng SLlck ro[ecL 8esearch 8eporL: uecolonlzlng Cur Schools 10
1.S 1he 8esearch ConLexL: Aborlglnal eople ln Lhe ClLy and Aborlglnal SLudenLs ln Lhe 1uS8 13

ChapLer 1wo
Abor|g|na| Student We||-8e|ng 17
2.1 SLudenL roflles 17
2.2 undersLandlng Aborlglnal SLudenL Success as SLudenL Well-8elng 20
2.3 CondlLlons LhaL ConLrlbuLe Lo Aborlglnal SLudenL Well-8elng: Learnlng lrom Lhe uAL 22
2.4 Markers/lndlcaLors of Aborlglnal SLudenL Well-8elng 28
2.S 8arrlers Lo Aborlglnal SLudenL Well-8elng 29

ChapLer 1hree
Urban Abor|g|na| Lducat|on: 1eacher ko|es and kespons|b|||t|es 3S
!"#$$%&'()*'+"#,$-'./0&,$/&'
3.1 ueflnlng 1eacher's 8oles and 8esponslblllLles 33
3.2 uecolonlzlng 1eacher racLlce: Learnlng from Lhe uAL 33
3.3 Challenges 49
3.4 8eflecLlng on WhaL Was Learned and 8ecommendaLlons 32

ChapLer lour
Urban Abor|g|na| Lducat|on: Schoo| kespons|b|||t|es S9
4.1 ueflnlng School 8esponslblllLles 39
4.2 CreaLlng uecolonlzed and lndlgenlzed School CommunlLles: Learnlng from Lhe uAL 39
4.3 8arrlers and Challenges ConfronLed: AudlLs, ALLlLudes, and 8eslsLance Lo Change 66
4.4 key ComponenLs of uecolonlzed and lndlgenlzed School CommunlLles 74

ChapLer llve
Make |t a r|or|ty: Schoo| 8oard ko|es & kespons|b|||t|es 79
S.1 ldenLlfylng 8oard 8esponslblllLles 79
S.2 AccepLlng 8esponslblllLy: Learnlng lrom Lhe uAL 79
S.3 8oard 8esponslblllLles Lo Aborlglnal 1eachers, SLudenLs, and CommunlLles 83
S.4 8oard 8esponslblllLles: Serlous and Cngolng Work 88

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8(:(6($"(.;2-,. 99. .

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LxecuLlve Summary

ln Lhls reporL LlLled !"#$%$&'('&)*+,-*.#/$$%01*23$-')'&4%*56,#47'$&*'&*8!.9 we descrlbe Lhe work of Lhe
urban Aborlglnal LducaLlon lloL ro[ecL (uAL) ln Lhe 1oronLo ulsLrlcL School 8oard (1uS8). urawlng
on daLa gaLhered beLween Aprll 2009 and SepLember 2010, we documenL, evaluaLe, and provlde our
analysls of Lhe uAL ln servlce of undersLandlng how Lo accompllsh an educaLlon worLhy of our
chlldren and our ancesLors ln a large, dlverse urban conLexL. 1he reporL ls based on Lhe research flndlngs
of Lhe*84%:'&)*.7'#:*;-$<"#71*23$-')'&4%*56,#47'$&*'&*7/"*8!.9*=47/"-'&)*.7$-'"0*$>*8"4#/'&)*4&6*
?"4-&'&).
l
lL ls lnLended Lo lnform boLh Lhe uAL SLeerlng CommlLLee and Lhe 1uS8 abouL Lhe successes
and challenges Lhe lloL ro[ecL faced ln accompllshlng lLs goals.

Cur research conflrms whaL Aborlglnal parenLs, educaLors, and sLudenLs already knew: lnsLlLuLlons of
formal schoollng, lncludlng Lhe 1uS8, are falllng Lo provlde Aborlglnal sLudenLs wlLh Lhe educaLlonal
envlronmenL and experlences Lhey requlre Lo achleve success.

SLudenLs ln urban seLLlngs confronL parLlcular problems slnce Lhey may noL be recognlzed as Aborlglnal
or, lf recognlzed aL all, may be expecLed Lo have access Lo and be wllllng Lo share culLural knowledge.
lurLhermore, Lhey may noL see Lhemselves represenLed ln Lhe currlculum or Lhe Leachlng populaLlon
and are encouraged Lo aLLend school ln splLe of a long, negaLlve, and hurLful relaLlonshlp beLween
Aborlglnal people and schoollng.

School 8oard admlnlsLraLors, Leachers, and oLher 8oard employees ln urban seLLlngs also confronL
parLlcular challenges, such as recognlzlng Aborlglnal sLudenL populaLlons, dellverlng programs when
sLudenLs are frequenLly dlspersed across a range of schools, lacklng Lhe requlslLe knowledge for Leachlng
Aborlglnal sub[ecL maLerlal, and engaglng famllles and communlLles who may be undersLandably
reslsLanL Lo formal educaLlonal lnsLlLuLlons.

l
1hls reporL addresses Lhe lmplemenLaLlon hase of Lhe uAL lloL ro[ecL ln Lhe 1uS8. AcLlvlLy LhaL occurred durlng Lhe plannlng phase
of Lhe pro[ecL ls noL lncluded. 1he sLaff charL on page 3 of Lhe reporL lncludes Lhe names of 1uS8 sLaff LhaL were noL plloL pro[ecL sLaff.
1he lloL ro[ecL sLaff and Lhe 1uS8 Aborlglnal LducaLlon sLaff worked ln close collaboraLlon Lo accompllsh Lhe goals of Lhe lloL ro[ecL
as such lL was dlfflculL for Lhe research Leam Lo dlfferenLlaLe. 1wo names are mlsslng from Lhe charL, !effery Mcuonald and Lddy
8oblnson worked as ConsulLanLs on Lhe lloL ro[ecL. ln addlLlon Lloyd Mckell LxecuLlve Cfflcer, SLudenL and CommunlLy LqulLy, played
an lnLegral role ln supporLlng Lhe pro[ecL.
vl
kesearch I|nd|ngs
Cur research conducLed wlLh over 200 sLudenLs, parenLs, Leachers, communlLy members,
admlnlsLraLors, and oLher uAL sLakeholders has generaLed four key flndlngs.

1. 1he 8oard must recogn|ze the |mportance of understand|ng and respond|ng to Abor|g|na|
students, youth, and the|r |earn|ng needs.

ln Lhls research, parenLs, Leachers, sLudenLs, communlLy members, and uAL sLaff emphaslzed LhaL
quanLlLaLlve lndlcaLors of success (grades, compleLlon raLes) are lnsufflclenL lndlcaLors of sLudenLs
experlences wlLhln Lhe urban school sysLem and are noL necessarlly commensuraLe wlLh lndlgenous
concepLlons of learnlng. 1hls research found LhaL re[ecLlng a narrow deflnlLlon of learnlng premlsed on
Lhe acqulslLlon of and capaclLy Lo repllcaLe knowledge and Lhe masLery of sklll, ln favour of a broader
concepLuallzaLlon of !"#$%&"'(%))*+%,&- LhaL relles on a complex undersLandlng of whaL lL means Lo
learn, faclllLaLed greaLer and more meanlngful learnlng opporLunlLles for Aborlglnal sLudenLs.
ln parLlcular, as a resulL of lnvolvemenL ln uAL acLlvlLles, acLlvlLles whlch aLLended Lo well-belng,
sLudenLs ln Lhls research began Lo see school as a place for Lhem, a place where Lhey could noL only be
Aborlglnal, buL where Lhey could learn abouL and feel comforLable ln Lhelr AborlglnallLy. 1hls lnvolved
creaLlng learnlng envlronmenLs and learnlng experlences for sLudenLs where Lhey had opporLunlLles Lo
conLrlbuLe Lo as well as learn from Aborlglnal people's experlences and perspecLlves.

2. 1he mean|ngfu| and appropr|ate |ncorporat|on of Ind|genous |ssues across the curr|cu|um
must be supported by prov|d|ng |n-serv|ce profess|ona| deve|opment for teach|ng staff.

1eachers reporLed LhaL Lhe uAL provlded Lhem wlLh lnvaluable access Lo resources, experLlse,
Lralnlng, and LhaL Lhelr Leachlng pracLlce, and Lhelr sLudenLs' learnlng were dlrecLly enhanced as a resulL.
1hrough uAL sponsored pro[ecLs and professlonal developmenL, Lhere was a slgnlflcanL shlfL ln
Leachers' undersLandlngs of Aborlglnal people, hlsLory, and culLure, Lhe lmporLance of Aborlglnal
educaLlon, and undersLandlngs of Lhelr roles and responslblllLles as Leachers and as lnherlLors of Lhe
colonlal legacy. Powever, whlle mosL of Lhe Leachers lnLervlewed came Lo be lnvolved wlLh Lhe uAL
because of Lhelr pre-exlsLlng commlLmenL Lo Aborlglnal educaLlon, many noLed LhaL Lhe anxleLy and
dlscomforL experlenced Lhrough Lhe klnd of learnlng opporLunlLles provlded challenged Lhelr
commlLmenLs. 1hus, Lhe larger pro[ecL of shlfLlng undersLandlngs of Canada's colonlal hlsLory ensurlng
LhaL Leachers are uslng Lhe resources approprlaLely ls parL of Lhe larger, much longer process of
decolonlzlng and lndlgenlzlng. 1eachers musL be prepared Lo Lake up Lhelr unlque responslblllLles and
roles, and Lhey musL be supporLed ln Lhelr aLLempLs Lo do so.

3. Schoo|s and |earn|ng env|ronments must be transformed |n order to deco|on|ze and |nd|gen|ze
|earn|ng spaces.

1he uAL worked ln collaboraLlon wlLh 1uS8 sLaff aL Lhe school level Lo ldenLlfy useful sLraLegles for
creaLlng decolonlzed and lndlgenlzed school envlronmenLs where Aborlglnal sLudenLs felL safe and
supporLed ln explorlng Lhelr AborlglnallLy and where non-Aborlglnal sLudenLs had access Lo Aborlglnal
vll
sub[ecL maLerlal provldlng opporLunlLles Lo know Lhemselves ln relaLlonshlp wlLh Aborlglnal sLudenLs.
1he experlence of belonglng and respecL LhaL Aborlglnal sLudenLs and famllles have a rlghL Lo expecL ls
premlsed on sLaff aLLlLudes and undersLandlng, as well as Lhe lncluslon of Aborlglnal experlences and
perspecLlves ln Lhe school currlculum. undersLandably, Lhe uAL sLaff were mosL successful ln schools
where Lhe prlnclpals and vlce prlnclpals were supporLlve of Lhelr presence and Look an acLlve lnLeresL ln
undersLandlng Lhe concepLs of decolonlzlng and lndlgenlzlng and reflecLlng Lhem ln Lhelr schools. ln-
servlce acLlvlLles and resources LhaL prepare school sLaff members Lo acL ln ways respecLful of Aborlglnal
people musL be lnLroduced lnLo schools, along wlLh lmages and maLerlals LhaL emphaslze respecL for
Aborlglnal people.

4. Abor|g|na| Lducat|on must be pr|or|t|zed across the 8oard, espec|a||y by estab||sh|ng and
ma|nta|n|ng |nterna| and externa| partnersh|ps.

CollaboraLlons wlLh boLh lnLernal and exLernal parLners, lncludlng deparLmenLs, lnsLlLuLlons, and
agencles, allowed Lhe uAL sLaff Lo creaLe susLalnable change by laylng Lhe groundwork for lnLegraLlng
Aborlglnal LducaLlon across Lhe currlculum. Powever, whlle Lhe uAL sLaff was ofLen lmpressed by Lhe
commlLmenL of Lhe non-Aborlglnal 1uS8 communlLy, Lhey were also overwhelmed by Lhe lack of
knowledge and undersLandlng of Aborlglnal lssues and Lhe all Loo frequenL demonsLraLlons of dlsrespecL
shown Lo Lhem as Leachers. Cn Lhe oLher hand, exLernal parLnershlps beLween Lhe uAL and
communlLy organlzaLlons lncreased llnkages beLween schools, Aborlglnal sLudenLs and famllles, and
Aborlglnal agencles resulLlng ln opporLunlLles Lo brlng Aborlglnal knowledge and conLenL lnLo schools
and Lo puL Aborlglnal sLudenLs and Lhelr famllles ln conLacL wlLh communlLy ln Lhe clLy. 1hls research
suggesLs LhaL poslLlve, respecLful, and reclprocal parLnershlps wlLhln Lhe 8oard and across Lhe
communlLy can fosLer sLudenL engagemenL, provlde opporLunlLles for meanlngful learnlng relaLed Lo
sLudenLs' ldenLlLles, communlLles, hlsLorles, lncludlng Lhe hlsLory of colonlallsm, and expand Lhe
developmenL of oral and wrlLLen communlcaLlon skllls and Lhe capaclLy for self-expresslon. Powever, ln
order Lo accompllsh comprehenslve change, Aborlglnal LducaLlon musL be recognlzed as a prlorlLy by
Lhe 8oard and musL be acLlvely supporLed aL all levels.

kecommendat|ons
Lmerglng from our research wlLh key lnformanLs ls Lhe recommendaLlon LhaL decolonlzaLlon and
lndlgenlzaLlon of Lhe learnlng envlronmenL be recognlzed as an urgenL prlorlLy by Lhe 1oronLo ulsLrlcL
School 8oard and be acLlvely supporLed aL all levels. ln parLlcular, Lhe experlences of lnLervlewees
lndlcaLes LhaL aLLenLlon Lo Aborlglnal sLudenL well-belng and Aborlglnal sub[ecL maLerlal ls requlred.
1here needs Lo be acLlve work Loward lmprovlng course offerlngs and creaLlng beLLer, balanced, and
falrer represenLaLlons of Aborlglnal people, culLures, and hlsLorles by encouraglng Lhe lnLegraLlon of
lndlgenous LhoughL and perspecLlves across Lhe currlculum and physlcal learnlng envlronmenLs.
SupporLlng collaboraLlve worklng relaLlonshlps beLween Lhe Aborlglnal LducaLlon CenLre and 1uS8
deparLmenLs ls necessary lf comprehenslve change ls Lo be accompllshed. SusLalnlng parLnershlps
esLabllshed beLween Lhe 1uS8 and exLernal Aborlglnal communlLy agencles and organlzaLlons wlll allow
for Lhe lnLegraLlon of Aborlglnal people's knowledge, experlences and perspecLlves.

vlll
ln whaL follows, we ouLllne general and speclflc recommendaLlons arlslng from Lhls research.

Cverarch|ng kecommendat|ons:
Aborlglnal LducaLlon musL be recognlzed as a prlorlLy by Lhe 8oard and musL be acLlvely
supporLed aL all levels.
SusLalned fundlng ls necessary Lo bulld Lhe work accompllshed by Lhe uAL.
ALLenLlon Lo Aborlglnal sLudenLs' well-belng and Lhe meanlngful and approprlaLe lncorporaLlon
of Aborlglnal sub[ecL maLerlal across Lhe currlculum musL be made a prlorlLy.
A comprehenslve sLaff developmenL plan, lncludlng Lhe recrulLmenL of Aborlglnal educaLors and
sLaff, ls needed for decolonlzlng and lndlgenlzlng Leachlng pracLlce and conLenL dellvery.
LsLabllshlng and malnLalnlng respecLful and reclprocal relaLlonshlps beLween Lhe 1uS8 and
communlLy organlzaLlons are essenLlal for creaLlng a safe Leachlng, learnlng, and work
envlronmenL for Aborlglnal sLaff and communlLy members.

Spec|f|c kecommendat|ons
!"##$%&'()*+,$%')'(-.*!&"/0(&*10..2,0'()*
1uS8 musL adopL an approach Lo Aborlglnal LducaLlon LhaL puLs Aborlglnal sLudenL well-belng ln
Lhe cenLer.
Classroom Leachers and school supporL sLaff should acLlvely Lake responslblllLy for all sLudenLs'
learnlng raLher Lhan walLlng for or expecLlng sLudenLs Lo come forward and ldenLlfy as
Aborlglnal before recelvlng supporL.
School and 8oard sLaff musL provlde opporLunlLles for Aborlglnal sLudenLs Lo become leaders
and advlsors ln Lhe educaLlon of non-Aborlglnal sLudenLs and Lhe whole school.
School and 8oard sLaff musL creaLe mulLlple opporLunlLles for Aborlglnal sLudenLs Lo have
lessons LhaL lnclude LradlLlonal Leachlngs, language lnsLrucLlon, examlnaLlon of Lhe hlsLory of
colonlallsm, and hlsLorlcal and conLemporary Aborlglnal culLure.

30(04'&5*
8aLher Lhan experlenclng allenaLlon and marglnallzaLlon wlLhln Lhe school communlLy,
Aborlglnal sLudenLs could begln Lo experlence schools as offerlng a place of belonglng for Lhem.
SLudenLs who have access Lo Aborlglnal perspecLlves and experlences ln Lhelr ouL of school llves
would Lhen be puL ln Lhe poslLlon of belng able Lo draw from and bulld on LhaL knowledge.
Aborlglnal sLudenLs would have opporLunlLles Lo know Lhemselves as Aborlglnal belngs and Lo
develop Lhelr own ways of expresslng Lhelr AborlglnallLy.

607$.$('8'()*-(/*9(/')0('8'():*;0-7<0%*=$.05*-(/*=05#$(5','.'&'05*
1he 1uS8 ln collaboraLlon wlLh Lhe MlnlsLry of LducaLlon as well as oLher educaLlonal lnsLlLuLlons and
professlonal bodles musL provlde Leachers wlLh ongolng professlonal developmenL opporLunlLles LhaL
lnclude meanlngful dlscusslons abouL colonlzaLlon.
lx
1he 1uS8 musL focus resources on lmprovlng Leacher Lralnlng, especlally relaLed Lo bulldlng a
respecLful classroom envlronmenL where Aborlglnal and non-Aborlglnal sLudenLs are
comforLable learnlng abouL and dlscusslng Lhe hlsLory and legacy of colonlallsm.
ln collaboraLlon wlLh Lhe MlnlsLry of LducaLlon and Lhe 1uS8, Leachers musL work Lo lnLegraLe
Aborlglnal perspecLlves lnLo Lhe currlculum and Lo develop and offer naLlve SLudles courses ln
secondary schools.
1eachers musL ensure LhaL Aborlglnal and non-Aborlglnal sLudenLs have access Lo approprlaLe
resources.
1eachers musL be provlded wlLh supporL Lo work respecLfully and supporLlvely wlLh Aborlglnal
sLudenLs.

607$.$('8'()*-(/*9(/')0('8'():*!7<$$.*=05#$(5','.'&'05*
Schools musL educaLe non-Aborlglnal sLudenLs, Leachers, and admlnlsLraLors abouL Aborlglnal
peoples and culLures, Lhe hlsLory of colonlallsm, and conLemporary lssues uslng opporLunlLles
llke naLlonal Aborlglnal uay.
lL ls Lhe responslblllLy of each school Lo provlde lnformaLlon abouL Lhe naLlon on whose
LradlLlonal LerrlLory Lhelr school ls bullL on, as well as Lhe name and locaLlon of reserves locaLed
ln close proxlmlLy Lo Lhelr school communlLy.
Schools musL anLlclpaLe reslsLance from non-Aborlglnal sLudenLs and sLaff, and be provlded wlLh
Lhe knowledge, resources, and supporL school sLaff and admlnlsLraLors need Lo poslLlvely face
and deal wlLh reslsLance.
Schools musL provlde ln-servlce educaLlon wlLh Leacher llbrarlans Lo supporL Lhem ln provldlng
approprlaLe Aborlglnal resources Lo sLudenLs and Leachers, lncludlng Aborlglnal auLhored LexLs
lnclude Aborlglnal arL, poeLry, and LradlLlonal Leachlngs on Lhe walls of Lhe school.
Schools should conslder lncorporaLlng Aborlglnal approaches Lo confllcL resoluLlon, lncludlng Lhe
use of resLoraLlve [usLlce clrcles, ln collaboraLlve declslon-maklng procedures

607$.$('8'()*-(/*9(/')0('8'():*!7<$$.*3$-%/*=$.05*>*=05#$(5','.'&'05**
1he 8oard musL requlre all prlnclpals Lo parLlclpaLe ln decolonlzlng and lndlgenlzlng professlonal
developmenL.
1he 8oard musL supporL Aborlglnal communlLy llalsons wlLh Lhe capaclLy Lo nurLure
relaLlonshlps beLween 1uS8 schools and exLernal Aborlglnal agencles.
1he 8oard musL respecL and value Lhe experLlse LhaL Lhe Aborlglnal communlLy brlngs Lo Lhe
classroom Lhrough susLalnlng and sLrengLhenlng communlLy Lles and parLnershlps.
lL ls Lhe responslblllLy of Lhe 8oard Lo pracLlce reclproclLy by glvlng back, recognlzlng LhaL lf
8oard leadershlp wanLs communlLy members Lo parLlclpaLe ln and supporL change ln 1uS8
schools, Lhen 1uS8 sLaff, lncludlng senlor sLaff, musL supporL and parLlclpaLe ln Lhe acLlvlLles and
lnlLlaLlves of communlLy agencles.
1he 8oard musL offer and supporL Leachers ln acqulrlng decolonlzlng and lndlgenlzlng Leacher
developmenL courses.
x
1he 8oard musL requlre all deparLmenLs Lo demonsLraLe a plan for lnLegraLlng Aborlglnal
LducaLlon. rlorlLy should be glven Lo Lhe developmenL and lmplemenLaLlon of naLlve SLudles
courses ln secondary schools.
1he board should seL reallsLlc goals Lo lncrease Lhe number of Aborlglnal educaLors and sLaff,
especlally by recognlzlng alLernaLlve quallflcaLlons and by alLerlng hlrlng pollcles and pracLlces Lo
supporL Lhe hlrlng of Aborlglnal people.
llnally Lhe 8oard musL malnLaln a cenLre llke Lhe Aborlglnal LducaLlon CenLre, Lo be Lhe hub of
acLlvlLy relaLed Lo Aborlglnal educaLlon.
!
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!
Aborlglnal LducaLlon ln Lhe 1uS8

1
Introduct|on:
Abor|g|na| Lducat|on In the 1DS8
!"#$%!&'()*!+,%)-!.(&'!%&'/0!1)2(+)3!()!&'/!'%4/!%5!6+*()-!+!0/5,/7&(8/!7%)&0(9:&(%)!&%!&'/!
7%)8/03+&(%)!+6%)-!1)2(+)!/2:7+&%03!+9%:&!2/5()()-!+)2!(64,/6/)&()-!+)!/2:7+&(%)!.%0&';!
%5!%:0!7'(,20/)!+)2!%:0!+)7/3&%03<!=>9/0!?+64&%)@!ABBC<!4<!CD!
!
!
1.1 ConLexL: Aborlglnal SLudenLs and Schools
uurlng Lhe pasL Lwo years CaLherlne awls, CenLral CoordlnaLlng rlnclpal for Aborlglnal LducaLlon ln Lhe
1oronLo ulsLrlcL School 8oard (1uS8) has led a sLaff of Aborlglnal LducaLors and allles ln a pro[ecL almed
aL accompllshlng an educaLlon worLhy of our chlldren and our ancesLors" for sLudenLs ln Lhe clLy of
1oronLo. 1he work has been exhllaraLlng, exhausLlng, dlfflculL, and rewardlng. uone ln collaboraLlon
wlLh Lhe counsel of parenLs and communlLy members, Lhelr work provldes a gulde for Lransformlng
Aborlglnal LducaLlon ln urban conLexLs.

ln Lhls pro[ecL reporL LlLled E/7%,%)(F()-!G:0!H7'%%,3I!J9%0(-()+,!>2:7+&(%)!()!#EHK, we descrlbe Lhe
work of Lhe urban Aborlglnal LducaLlon lloL ro[ecL (uAL) ln Lhe 1uS8. urawlng on daLa gaLhered
beLween Aprll 2009 and flnlshlng ln SepLember 2010, we documenL, evaluaLe, and provlde our analysls
of Lhe lloL ro[ecL ln servlce of undersLandlng how Lo accompllsh an educaLlon worLhy of our chlldren
and our ancesLors ln a large, dlverse urban conLexL. 1he reporL ls based on #'/!#+,*()-!H&(7*!L0%M/7&I!
J9%0(-()+,!>2:7+&(%)!()!&'/!#EHK!N+&'/0()-!H&%0(/3!%5!#/+7'()-!+)2!O/+0)()-<!!

1he allenaLlon and marglnallzaLlon of Aborlglnal sLudenLs, famllles, and communlLles from
lnsLlLuLlons of formal schoollng ls well documenLed (klrkness and 8owman, 1992, 8aLLlsLe, 1998,
ulon, 2000). SLudenLs ln urban seLLlngs confronL parLlcular problems: Lhey may noL be recognlzed as
Aborlglnal sLudenLs, Lhey may noL see Lhemselves represenLed ln Lhe Leachlng populaLlon, and Lhey
may noL see Lhemselves represenLed ln Lhe currlculum. lf recognlzed aL all, Lhey may be expecLed Lo
have access Lo and be wllllng Lo share culLural knowledge, and Lhey may be asked Lo speak for all
Aborlglnal people. Aborlglnal people aLLend school ln splLe of a long, negaLlve, and hurLful
relaLlonshlp beLween Aborlglnal communlLles and schoollng.
School 8oard admlnlsLraLors, Leachers, and oLher 8oard employees ln urban seLLlngs also confronL
parLlcular challenges ln Laklng up Lhe responslblllLy of educaLlon, lncludlng: ldenLlflcaLlon of
Aborlglnal sLudenL populaLlons, dellvery of programs when sLudenLs are frequenLly dlspersed across
a range of schools, a Leachlng populaLlon LhaL lacks knowledge of Aborlglnal sub[ecL maLerlal, and
Lhe challenge of engaglng famllles and communlLles who may be undersLandably reslsLanL havlng
experlenced a legacy of negaLlve assoclaLlons wlLh educaLlonal lnsLlLuLlons.

1.2 1he urban Aborlglnal LducaLlon lloL ro[ecL
8ecognlzlng responslblllLy for Lhe esLlmaLed 30,312 Aborlglnal sLudenLs who aLLend provlnclally funded
elemenLary and secondary schools, Lhe CnLarlo MlnlsLry of LducaLlon (CML) ldenLlfled Aborlglnal
LducaLlon as one of lLs key prlorlLles. 1he uAL ls a slgnlflcanL flrsL sLep ln addresslng whaL many
1

2
Aborlglnal parenLs, sLudenLs, and educaLors see as a long over due response Lo Lhe lssues of Aborlglnal
LducaLlon ln CnLarlo.

1.2A 8ackground
ln !anuary 2007, Lhe CnLarlo MlnlsLry of LducaLlon developed Lhe P(03&!Q+&(%)@!RS&(3!+)2!1):(&!>2:7+&(%)!
L%,(7;!P0+6/.%0*. ln LhaL framework, Lhe MlnlsLry made a commlLmenL Lo work ln collaboraLlon wlLh
school 8oards, llrsL naLlon, MeLls and lnulL communlLles and organlzaLlons, [Lo] develop lnnovaLlve
approaches Lo meeL Lhe needs of llrsL naLlon, MeLls and lnulL sLudenLs llvlng ln large urban cenLers."
1he Aborlglnal LducaLlon Cfflce (ALC), a shared offlce of Lhe MlnlsLry of LducaLlon and Lhe MlnlsLry of
1ralnlng, Colleges and unlverslLles, began Lo work wlLh a range of sLakeholders Lo develop urban
Aborlglnal LducaLlon models for engagemenL wlLh llrsL naLlon, MeLls, and lnulL sLudenLs, famllles, and
communlLles. Along wlLh Lakehead ulsLrlcL School 8oard and Slmcoe CounLy ulsLrlcL School 8oard, Lhe
1uS8 was ldenLlfled as a plloL slLe. 1he 1uS8 lloL ro[ecL began ln SepLember 2008 and was orlglnally
slaLed Lo run unLll !une 2009. ln Lhe sprlng of 2009, Lhe pro[ecL was exLended for an addlLlonal 12
monLhs.

1he acLlvlLles relaLed Lo Lhese lloL ro[ecLs seek Lo achleve Lhe followlng goals, as ouLllned ln Lhe
CnLarlo llrsL naLlon, MeLls, and lnulL LducaLlon ollcy lramework:
Plgh levels of sLudenL achlevemenL,
8educed gaps ln sLudenL achlevemenL, and
Plgh levels of publlc confldence.

1he ALC esLabllshed a provlnclal SLeerlng CommlLLee Lo oversee Lhe enLlre pro[ecL. 1he SLeerlng
CommlLLee ls chalred by Lhe ulrecLor of Lhe ALC (or deslgnaLe) and co-chalred by one school board and
one Aborlglnal organlzaLlon. 1he SLeerlng CommlLLee conslsLs of represenLaLlon from urban school
boards, posL-secondary lnsLlLuLlons, Aborlglnal organlzaLlons, Leachers' federaLlons, prlnclpals'
assoclaLlons, LrusLee assoclaLlons, Lhe Councll of ulrecLors of LducaLlon, Cfflce of Lhe lederal
lnLerlocuLor for MeLls and non-SLaLus lndlans, lndlan, and norLhern Affalrs Canada, CnLarlo 8eglon, and
Lhe MlnlsLry of LducaLlon.

1he SLeerlng CommlLLee esLabllshed a research sub-commlLLee Lo a) revlew and provlde feedback on
research Lo lnform Lhe work of Lhe Lhree plloL slLes, b) Lo provlde llalson and advlsory supporL ln Lhe
developmenL of Lhe evaluaLlon framework and lndlcaLors perLalnlng Lo lndlvldual lloL ro[ecLs, and c) Lo
lnform Lhe developmenL of a broader evaluaLlon framework. WlLhln each of Lhe Lhree 8oards, a sub-
commlLLee was esLabllshed Lo oversee Lhe lmplemenLaLlon and evaluaLlon of Lhe lloL ro[ecLs.

1.28 1he UAL In 1he 1DS8
1he 1uS8 began Lhe lloL ro[ecL aware LhaL meeLlng Lhe needs of [Aborlglnal] sLudenLs ln an urban
conLexL requlres noL only lnnovaLlve approaches Lo program dellvery and supporL buL ouLreach Lo
Aborlglnal famllles and communlLles as well" (1uS8, 2008). Slnce aL leasL 2003, Lhe 8oard has
underLaken a number of Aborlglnal educaLlon lnlLlaLlves, lncludlng Lhe esLabllshmenL of Lhe Aborlglnal
CommunlLy Advlsory Councll (ACAC), Lhe creaLlon of a cenLrallzed Aborlglnal LducaLlon CenLre under Lhe
dlrecLlon of a cenLral coordlnaLlng prlnclpal, currlculum developmenL, surveys of sLudenLs, parenLs, and
Leachers, and communlLy ouLreach and parLnershlp bulldlng.

!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!
!
3
"#$%&!
1he speclflc goals of Lhe urban Aborlglnal LducaLlon lloL ro[ecL aL Lhe 1uS8 slLe lnclude:
A. Lnhanclng Aborlglnal sLudenL achlevemenL,
8. lncreaslng Aborlglnal communlLy parLlclpaLlon ln Lhe 1uS8,
C. lmprovlng parLnershlps wlLh Aborlglnal CommunlLy organlzaLlons and servlce provlders,
u. ueveloplng currlculum resources LhaL reflecL Aborlglnal people's experlences and
perspecLlves, and
L. Accompllshlng professlonal developmenL.

&'$((!
8eglnnlng ln Lhe fall of 2008 when Lhe 1uS8 was ldenLlfled as a uAL lloL ro[ecL slLe, CenLral
CoordlnaLlng rlnclpal CaLherlne awls began organlzlng a Leam of Aborlglnal LducaLors Lo work on Lhe
pro[ecL. keeplng ln mlnd Lhe goals of Lhe pro[ecL, lL was lmporLanL Lo hlre Aborlglnal sLaff members.
CaLherlne awls was commlLLed Lo dolng whaL was necessary Lo ensure LhaL Aborlglnal people would be
lnvolved ln developlng and dellverlng Lhe programs and servlces of Lhe lloL ro[ecL.
1

)*+,-./!$012324/*5/+*4!
name oslLlon Asslgned Aborlglnal
65/7-*23-!)5824!! CenLral CoordlnaLlng rlnclpal Aborlglnal LducaLlon SepL 2008 ?es
95*:5*-/!9.;3/+47! uAL CoordlnaLor Aprll 2009 no
<-==!>523?@.7! SuperlnLendenL Aborlglnal LducaLlon SepL 2008 no

)*+,-./!&/5==
name oslLlon Plred Aborlglnal
<53-!A*+83! ConsulLanL CcL 2009 no
>-5/7-*!!"#"! Chlld and ?ouLh Counselor !an 2010 no
>53357!(+8B2-! Soclal Worker !an 2009 no
C+?!%5.D2-! CommunlLy Llalson !an 2009 ?es
<-332=-*!(@3-BB! CulLural ConsulLanL SepL 2009 ?es
<5*E24!F570--! lnsLrucLlonal Leader, naLlve Languages & erspecLlves SepL 2009 ?es
&75GH%-5!#IA*2-3! SLudenL Success 1eacher (LasL) SepL 2009 ?es
$30*-5!#B4-3! Aborlglnal 1uLor MenLorshlp rogram, ro[ecL laclllLaLor Mar 2010 ?es
J*2.5!C2B-G! SLudenL Success 1eacher (WesL) nov 2008 ?es
K2//G!&2BB! Cfflce AdmlnlsLraLor ALC !une 2009 ?es
'-445!&2BB! CommunlLy Llalson Aprll 2009 ?es

1
SlgnlflcanL barrlers goL ln Lhe way of Aborlglnal speclflc hlrlng. lease see ChapLer 3 of Lhls reporL for furLher dlscusslon.

4

AkCACn
8ulldlng on Lhelr exlsLlng programs for Aborlglnal sLudenLs, Lhe uAL developed a comprehenslve plan
Lo meeL Lhe speclflc needs of Aborlglnal learners and Lo address Aborlglnal LducaLlon across Lhe 8oard.
1he lloL ro[ecL plan almed for a balance beLween supporLs for lndlvldual sLudenLs across Lhe sysLem
and speclflc locallzed programs ln areas known Lo have a hlgher represenLaLlon of llrsL naLlons, MeLls,!
and lnulL sLudenLs. AddlLlonally, a serles of evenLs and acLlvlLles were offered Lo provlde all Leachers and
sLudenLs ln Lhe board access Lo learnlng from Aborlglnal peoples.

1he uAL was able Lo develop and supporL a varleLy of programs Lo,
A. rovlde engaglng culLurally relevanL and approprlaLe programmlng and sLudenL supporLs ln all
academlc areas,
8. losLer famlly and communlLy engagemenL,
C. 8ulld on exlsLlng parLnershlps wlLh Aborlglnal sLakeholders,
u. lncrease Lhe knowledge and undersLandlng of school board personnel abouL llrsL naLlon, MeLls,!
and lnulL culLures, lssues, perspecLlves, and learnlng sLyles,
L. uevelop exemplary currlculum resource maLerlals Lo be lncluded ln Lhe currlculum so LhaL
Aborlglnal sLudenLs see Lhemselves reflecLed ln Lhe currlculum, and
l. 8ulld poslLlve self-esLeem by lncreaslng Aborlglnal sLudenLs' knowledge abouL Lhelr own culLure
and LradlLlons, fosLerlng prlde ln Lhelr ldenLlLy, as well as enhanclng confldence ln Lhelr ablllLles.

1.2C kesearch and the UAL
1he 1uS8 uAL SLeerlng CommlLLee esLabllshed a research sub-commlLLee Lo,
revlew and provlde feedback on research Lo lnform Lhe work of Lhe 1uS8,
Lo provlde llalson and advlsory supporL Lo Lhe provlnclal researcher, and
Lo lnform Lhe developmenL of a broader evaluaLlon framework.

ln March 2009 rlnclpal lnvesLlgaLor ur. Susan ulon was conLracLed Lo conducL Lhe evaluaLlon of Lhe
1uS8 lloL ro[ecL. 1hls evaluaLlon and research pro[ecL was LlLled Lhe #+,*()-!H&(7*!L0%M/7&I!J9%0(-()+,!
>2:7+&(%)!()!&'/!#EHK!1)8/3&(-+&()-!H&%0(/3!%5!#/+7'()-!+)2!O/+0)()-.

1.3 1he 1alklng SLlck ro[ecL
Looklng speclflcally aL lmplemenLaLlon and ouLcomes, Lhe goals of Lhe #+,*()-!H&(7*!L0%M/7& were Lo
lnvesLlgaLe, evaluaLe, and learn from Lhe work underLaken and accompllshed by Lhe uAL lloL ro[ecL.
1hls research was lnLended Lo lnform boLh Lhe uAL SLeerlng CommlLLee and Lhe 1uS8 abouL Lhe ways ln
whlch Lhe lloL ro[ecL was boLh successful and challenged ln accompllshlng lLs goals.

1.3A 1he kesearch 1eam
CraduaLe sLudenLs from Lhe laculLy of LducaLlon and Lhe laculLy of LnvlronmenLal SLudles aL ?ork
unlverslLy supporLed Lhe research Leam led by rlnclpal lnvesLlgaLor ur. Susan u. ulon, wlLh asslsLance
from ro[ecL Manager/Co-8esearcher krlsLa !ohnsLon.
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

3
kINCIAL INVLS1IGA1Ck
ur. Susan u. ulon ls an Aborlglnal scholar who has been worklng ln Lhe fleld of Aborlglnal LducaLlon for
20 years. She ls an AssoclaLe rofessor ln Lhe laculLy of LducaLlon aL ?ork unlverslLy ln 1oronLo. uurlng
Lhe pasL 10 years, ur. ulon has worked ln collaboraLlon wlLh Lhe 1uS8 ln Lhe servlce of advanclng
Aborlglnal LducaLlon for Leachers and sLudenLs. As prlnclpal lnvesLlgaLor, ur. ulon was responslble for all
aspecLs of Lhe research pro[ecL. She parLlclpaLed ln all levels of Lhe research lncludlng plannlng, daLa
collecLlon, analysls, and lnLerpreLaLlon. She ls Lhe lead wrlLer of Lhls reporL. ur. ulon worked ln close
collaboraLlon wlLh Lhe 1uS8 lloL ro[ecL AdmlnlsLraLors and sLaff, and responded Lo requesLs for
lnformaLlon from Lhe rovlnclal 8esearcher Andrea !ohnsLon 8esearch lnc.

CC-kLSLAkCnLk AND kCILC1 MANAGLk
krlsLa !ohnsLon ls a hu CandldaLe (A8u) ln Lhe CraduaLe rogram ln Women's SLudles aL ?ork
unlverslLy. Per Lhesls engages an anLl-colonlal femlnlsL perspecLlve Lo assess Lhe lmpacLs of clLlzenshlp
pollcy and dlscourse on soclal movemenLs ln Lhe clLy of 1oronLo. As co-lnvesLlgaLor and pro[ecL
manager, Ms. !ohnsLon worked ln close collaboraLlon wlLh boLh Lhe prlnclpal lnvesLlgaLor and Lhe Leam
of research asslsLanLs. She was responslble for overall managemenL of Lhe pro[ecL and parLlclpaLed ln all
aspecLs of Lhe work.

UALI1A1IVL kLSLAkCn CCNSUL1AN1
1he pro[ecL was compleLed wlLh Lhe asslsLance from a CuallLaLlve 8esearch MeLhods ConsulLanL who
broughL exLenslve knowledge of research eLhlcs and experlence ln Lhe preparaLlon of survey quesLlons,
lnLervlew Lechnlques, and daLa gaLherlng and analysls. 1he consulLanL parLlclpaLed ln Lralnlng wlLh Lhe
8esearch AsslsLanLs and worked wlLh Lhe Leam on codlng, daLa analysls, and edlLlng and revlewlng of Lhe
flnal reporL.

CkLA1IVL WkI1Lk, kLSLAkCn ASSIS1AN1
Aborlglnal WrlLer/8esearcher Mlchael u. ulon parLlclpaLed ln daLa codlng and analysls. Pe was
responslble for wrlLlng Lhe sLudenL proflles LhaL appear aL Lhe beglnnlng of ChapLer 1wo of Lhls reporL.

kLSLAkCn ASSIS1AN1S
CraduaLe sLudenLs from Lhe laculLy of LducaLlon and Lhe laculLy of LnvlronmenLal SLudles served as
8esearch AsslsLanLs (8As) on Lhe pro[ecL. AL dlfferenL Llmes and ln dlfferenL capaclLles, seven 8As
parLlclpaLed ln Lhe work lncludlng SamanLha CuLrara, Carmen Carrero ueSalazar, Mlchelle ueMerchanL,
kaLherlne LapolnLe, ChrlsLlne Cho, 1anya Mcladyen, and Laura Mae Llndo. Lach research asslsLanL was
lnvlLed Lo parLlclpaLe ln Lhe pro[ecL based on Lhelr lnLeresL ln Aborlglnal lssues, crlLlcal pedagogy, and
processes of decolonlzlng and lndlgenlzlng research meLhods.

1.38 urpose, Cb[ect|ves and key uest|ons
UkCSL
Looklng speclflcally aL lloL ro[ecL lmplemenLaLlon and ouLcomes, Lhe purpose of Lhe #+,*()-!H&(7*
ro[ecL was Lo lnvesLlgaLe, evaluaLe, and learn from Lhe work underLaken and accompllshed by Lhe
uAL lloL ro[ecL ln Lhe 1uS8.

6
C8ILC1IVLS
1he #+,*()-!H&(7*!L0%M/7& addressed Lhe followlng ob[ecLlves:
1. lnvesLlgaLe and evaluaLe Lhe efflcacy of Lhe uAL lloL ro[ecL ln lncreaslng Aborlglnal
sLudenL performance.
2. Analyze and assess Lhe effecLlveness of Lhe pro[ecL ln enhanclng Aborlglnal communlLy
engagemenL lncludlng parenLs, famllles, communlLy organlzaLlons, and supporL servlces.
3. ldenLlfy and analyze Lhe challenges and barrlers encounLered ln lmplemenLaLlon of Lhe
pro[ecL and achlevemenL of lLs' alms.
4. ldenLlfy and undersLand pro[ecL sLraLegles, resources, and oLher facLors conLrlbuLlng Lo
poslLlve ouLcomes of Lhe lloL ro[ecL.
3. lnvesLlgaLe Lhe pro[ecL's effecLlveness ln bulldlng educaLor confldence and compeLency as
well as sysLem capaclLy Lo respond Lo Lhe needs of Aborlglnal sLudenLs, famllles, and
communlLles.
6. Worklng ln collaboraLlon wlLh boLh Lhe sLeerlng commlLLee and Lhe rovlnclal LvaluaLor,
Andrea !ohnsLon 8esearch lnc., respond Lo Lhe requlremenLs of Lhe provlnclal research
pro[ecL and conLrlbuLe Lo Lhe provlnclal work of documenLlng urban models of Aborlglnal
LducaLlon wlLh case sLudles and effecLlve pracLlces LhaL can be adapLed and lmplemenLed ln
oLher urban seLLlngs.

kL ULS1ICNS
1he followlng research quesLlons lnformed Lhe work of Lhe pro[ecL:
1. ln whaL ways dld parLlclpaLlon ln lloL ro[ecL acLlvlLles and evenLs lmpacL Aborlglnal
sLudenL achlevemenL? ls Lhere evldence of Lhls change ln Aborlglnal sLudenLs' performance
on provlnce-wlde assessmenLs ln readlng, wrlLlng, and maLhemaLlcs? uo classroom Leachers
recognlze a change ln sLudenLs' performance and or changes ln aLLlLudes?
2. Pow do sLudenLs who parLlclpaLed ln lloL ro[ecL acLlvlLles undersLand Lhelr AborlglnallLy?
uld parLlclpaLlng sLudenLs reglsLer a slgnlflcanL change ln Lhelr aLLlLudes Loward educaLlon
and/or Loward Lhelr undersLandlng of Lhemselves as Aborlglnal people?
3. Were parLnershlps beLween Lhe 1uS8 and Aborlglnal communlLy organlzaLlons and servlce
provlders esLabllshed and/or lmproved? ln whaL ways dld Lhose parLnershlps serve Lo
enhance Aborlglnal sLudenL achlevemenL and/or reduce Aborlglnal sLudenLs' experlence of
allenaLlon and or marglnallzaLlon wlLhln Lhe 1uS8?
4. Was Lhe lloL ro[ecL successful ln developlng currlculum and havlng LhaL currlculum
lnLegraLed lnLo classrooms? ln addlLlon Lo currlculum developmenL, whaL oLher professlonal
developmenL pro[ecLs were underLaken and dld Lhose pro[ecLs conLrlbuLe Lo Leachers'
confldence and capaclLy for Leachlng Aborlglnal sub[ecL maLerlal, and for respondlng Lo Lhe
needs of Aborlglnal sLudenLs, famllles, and communlLles?
3. 1he lloL ro[ecL seL ouL Lo enhance parenL and famlly engagemenL ln 1uS8. uld parenLs and
famlly members experlence lncreased engagemenL and dld Lhls engagemenL have a poslLlve
lmpacL on sLudenLs?
6. WhaL dld members of Lhe lloL ro[ecL sLeerlng commlLLee learn from parLlclpaLlon ln Lhe
pro[ecL? ln whaL ways has Lhls learnlng been, and mlghL conLlnue Lo be, useful ln Lhelr
ongolng work ln servlng Aborlglnal sLudenLs, famllles, and communlLles ln boLh Lhe 1uS8
and Lhe Aborlglnal communlLy ln 1oronLo?
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

7
7. Conslderlng Lhe varleLy of acLlvlLles underLaken by Lhe lloL ro[ecL, whlch acLlvlLles were
mosL successful, and whaL conLrlbuLed Lo Lhelr success? WhaL acLlvlLles were mosL
challenglng and whaL conLrlbuLed Lo Lhe challenges?

1.3C Deco|on|z|ng kesearch Methodo|ogy
Maorl scholar Llnda 1uhlwal SmlLh explalns LhaL decolonlzaLlon,
(3!+9%:&!7/)&/0()-!%:0!7%)7/0)3!+)2!.%0,2!8(/.!+)2!&'/)!7%6()-!&%!*)%.!+)2!:)2/03&+)2!
&'/%0;!+)2!0/3/+07'!50%6!%:0!%.)!4/034/7&(8/3!+)2!5%0!%:0!%.)!4:04%3/3<!=ABBB@!4<!TBD!
!
kLSLAkCn DLSIGN!
ln keeplng wlLh lndlgenous approaches Lo research, Lhe #+,*()-!H&(7*!L0%M/7& ls gulded by Lhe followlng
prlnclples: respecL for exlsLlng knowledge and relaLlonshlps wlLhln communlLy, respecL for lndlgenous
worldvlews and LradlLlons, acLlon ln supporL of Lhe developmenL of capaclLy and sklll bulldlng,
collaboraLlon LhroughouL Lhe process, communlLy ownershlp and conLrol over gaLherlng of lnformaLlon
and process, and ongolng response Lo communlLy requesLs for lnvolvemenL (Absolon and WlleLL, 2004).

1hese commlLmenLs have gulded Lhe deslgn and lmplemenLaLlon of Lhe research, and our adopLlon of a
mulLl-meLhod approach lncludlng 1alklng Clrcles, lnLervlews, parLlclpanL observaLlon, surveys, and on-
Lhe-spoL lnLervlews. 1he selecLed meLhods all emphaslze Lhe lmporLance of narraLlve and collecLlve
knowledge producLlon, and embrace an lndlgenous-lnformed quallLaLlve approach. 1he focus ls on Lhe
rlch complexlLy of parLlclpanLs' own sLorled experlences abouL Lhe successes and challenges of Lhe lloL
ro[ecL.

1hrough regular conLacL wlLh Lhe sLaff of Lhe uAL lloL ro[ecL and Lhe 1uS8 research sub-commlLLee,
we have ensured LhaL Lhe research was conducLed ln an approprlaLe way, respecLful of parLlclpanLs'
concerns wlLh confldenLlallLy, lncluslve of lndlgenous approaches Lo research, and congruenL wlLh and
aLLenLlve Lo Lhe goals of Lhe uAL lloL ro[ecL slLe. 1he ln-depLh lnLervlews, regularly scheduled 1alklng
Clrcles, and ongolng parLlclpanL observaLlon provlded a sense of Lhe pro[ecL as lL unfolded and shlfLed,
enabllng researchers and sLaff members Lo Lrack success, challenge, and change over Lhe course of Lhe
lloL ro[ecL. 1hls has also provlded Lhe opporLunlLy for researchers and sLaff members Lo develop a
respecLful and LrusLlng rapporL.

CommunlLy LrusL has also been bullL Lhrough rlgorous adherence Lo Lhe prlnclples of lnformed consenL
and confldenLlallLy, whlch lncluded palnsLaklng revlew of LranscrlpLs for confldenLlallLy and accuracy, as
well as reLurnlng lnLervlew LranscrlpLs Lo parLlclpanLs for Lhelr revlew. AlLhough Lhls was a Llme-
consumlng process, lL reassured parLlclpanLs LhaL Lhelr conLrlbuLlons and Lhelr words were valuable and
respecLed. 1hls valulng of Lhe conLrlbuLlons of parLlclpanLs also was lndlcaLed Lhrough Lhe provlslon of
small honorarla, where approprlaLe. 1he lmporLance of glfLlng ls cenLral Lo lndlgenous approaches Lo
knowledge and respecLful relaLlonshlps.

ln 1alklng Clrcles, comprlsed of 3-12 parLlclpanLs each, researchers ensured LhaL refreshmenLs were
avallable, and LhaL aLLenLlon was pald Lo approprlaLe ways Lo begln and close Lhe gaLherlngs. 1hls
creaLed an lmporLanL Lone, slgnalllng LhaL a comforLable Llme and space was seL aslde Lo reflecL
lndlvldually and collecLlvely on Lhe lmporLanL work aL hand. SLaff members have also noLed Lhe
lmporLance of Lhe 1alklng Clrcles ln provldlng space and Llme for reflecLlon and connecLlon wlLh oLher
members of Lhe lloL ro[ecL Leam. ln Lhls way, Lhe research pro[ecL has provlded a reclprocal supporL Lo

8
Lhe Aborlglnal LducaLlon CenLre. 1hls commlLmenL Lo reclproclLy ls cenLral Lo lndlgenous concepLlons of
good worklng relaLlonshlps, and has creaLed an lmporLanL sense of LrusL and openness beLween
researchers and Lhe sLaff of Lhe lloL ro[ecL.

1hese expllclL elemenLs of research deslgn were furLher enhanced by ongolng reflecLlon of Lhe
researchers, Lhrough Leam meeLlngs and Lhe daLa analysls phase. Analysls of Lhe daLa has focused on
emergenL Lhemes, Lracklng conLlnulLy and change over Lhe course of Lhe lloL ro[ecL. 1he cenLral
Lhemes and flndlngs are Lhe focus of Lhls research reporL.

AkCACn 1C LVALUA1ICN
Cver Lhe course of Lhe daLa collecLlon phase, parenLs, Leachers, sLudenLs, communlLy members, and
lloL ro[ecL sLaff have repeaLedly emphaslzed LhaL quanLlLaLlve lndlcaLors of success (grades,
compleLlon raLes) are lnsufflclenL lndlcaLors of sLudenLs school experlences, and LhaL Lhey are noL
necessarlly commensuraLe wlLh lndlgenous concepLlons of learnlng. ln Lhls pro[ecL reporL, we have
concenLraLed on quallLaLlve lndlcaLors of sLudenLs' school experlences. Cur aLLenLlon ls focussed on Lhe
lmpacL Lhe lloL ro[ecL has had wlLhln Lhe 8oard, we pay aLLenLlon Lo whaL Lhe sLaff have Lold us abouL
whaL Lhey have accompllshed wlLh Leachers and school communlLles, and we have llsLened closely Lo
Lhe volces of Lhe youLh.

ln carrylng ouL Lhls evaluaLlon, we have concenLraLed our efforLs and aLLenLlon on Lhe work of Lhe
uAL ln accompllshlng four ob[ecLlves:
undersLandlng and respondlng Lo sLudenLs and youLh and Lhelr learnlng needs,
1eacher developmenL,
1ransformaLlons ln schools and Lhe school board envlronmenL, and
Meanlngful and approprlaLe lncorporaLlon of Aborlglnal sub[ecL maLerlal.

lor Lhls reporL, Lhe followlng quesLlons have framed our approach Lo evaluaLlon:
Pow has learnlng been accompllshed? WhaL klnds of learnlng have been accompllshed? WhaL
do Aborlglnal sLudenLs requlre ln order Lo learn?
1o whaL degree are relaLlonshlps beLween lndlgenous and non-lndlgenous people (sLudenLs,
Leachers, and communlLy members) belng Lransformed?
uo Leachers feel prepared and/or supporLed ln Lhelr aLLempLs Lo fulflll Lhls currlcular
requlremenL?
Are represenLaLlons of Aborlglnal people, hlsLory, and culLure ln 1uS8 schools respecLful and
approprlaLe?
WhaL have Lhe uAL lloL ro[ecL SLaff and parLlclpanLs ldenLlfled as poslLlve change, whaL
supporLs poslLlve change, and whaL are Lhe obsLacles Lo change? Pow can Lhese be addressed?

DA1A CnAk1
8elow ls a summaLlve charL of Lhe daLa collecLed over Lhe course of Lhe #+,*()-!H&(7* research pro[ecL. ln
Lhe flrsL year of daLa collecLlon, research acLlvlLy focused on large-scale lloL ro[ecL evenLs and
lnlLlaLlves. ln Lhe second year, we focused more closely on Lhe lssue of sLudenL success and school level
changes. As ls evldenL from Lhe charL below, a slgnlflcanL amounL of daLa LhaL maps Lhe breadLh of Lhe
lloL ro[ecL was gaLhered across Lhe years of Lhe pro[ecL.

!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

9

?LA8 CnL ?LA8 1WC 1C1AL
S1UDLN1S
LlemenLary/Mlddle School C1S lnLervlews
Secondary School SLudenL lnLervlews
8
3
16
14
24
19
SLudenL Surveys 0 16 16
SLudenL 1alklng Clrcles 2 Clrcles
9 SLudenLs
3 Clrcles
32 SLudenLs
3 Clrcles
41 SLudenLs
1ota| Student Contacts 22 78 100
1LACnLkS
1eacher lnLervlews
1eacher Llbrarlan lnLervlews
23
0
8
2
33
2
1eacher Surveys 0 30 30
1eacher LvaluaLlon lorms 0 33 33
1ota| 1eacher Contacts 2S 73 98
8CAkD, S1AII, AND CCMMUNI1
School rlnclpal lnLervlews 2 3 3
8oard & ro[ecL AdmlnlsLraLor lnLervlews
2
3 2 3
uAL SLaff lnLervlews 3 11 16
uAL SLaff 1alklng Clrcles 2 Clrcles
14 SLaff
2 Clrcles
19 SLaff
4 Clrcles
33 SLaff
CommunlLy lnLervlews
3
3 4 7
arenL lnLervlews 1 3 6
1ota| 8oard, Staff, & Commun|ty Contacts 28 44 72
C1nLk kLSLAkCn AC1IVI1

LvenL CbservaLlon noLes 16 8 24
School AudlLs
4
9 10 19
School vlslLs 1 3 6
LvenLs/AcLlvlLy arLlclpaLlon 1 6 7

1C1AL DA1A SCUkCLS

1ota| # of Interv|ews S2 6S 117
1ota| # of 1a|k|ng C|rc|es

4 C|rc|es
23 art|c|pants
S C|rc|es
S1 art|c|pants
9 C|rc|es
74 art|c|pants
1ota| # of Surveys & Lva|uat|on Iorms 0 79 79
1ota| # of Cther Data Sources 27 29 S6
1ota| # of Contacts & Data Sources 102 224 326

2
A second 8oard level admlnlsLraLor was conLacLed on Lhree occaslons for an lnLervlew, buL phone calls were noL reLurned unLll lL was
Loo laLe ln Lhe daLa collecLlon phase for Lhe lnLervlew Lo be lncluded.
3
LfforL was made Lo lnLervlew addlLlonal arLlsLs, communlLy members, and parenLs. 8usy schedules, hlgh levels of servlce expecLed of
communlLy members, and Lhe shorL Llme frame of Lhe pro[ecL made lL dlfflculL Lo conducL lnLervlews wlLh oLher members of Lhese
groups.
4
AlLhough 8As made mulLlple aLLempLs Lo vlslL 4 addlLlonal schools, prlnclpals falled Lo reLurn phone calls or expressed concern wlLh
Lhe Llmlng of Lhe audlLs, and Lhus more audlLs could noL be compleLed.

10

Ak1ICIAN1S ?LA8 CnL ?LA8 1WC 1C1AL
SLudenLs (Mlddle and Secondary) 22 76 98
1eachers 27 70 97
rlnclpals 2 4 6
arenLs 1 3 6
CommunlLy 3 3 6
ro[ecL SLaff 13 14 27
8oard AdmlnlsLraLlon 3 1 4
1ota| art|c|pants
71 173 244

DA1A CnAk1 IN1LkkL1A1ICN NC1L
arLlclpanLs ln Lhe pro[ecL had Lhe opporLunlLy Lo Lake parL ln mulLlple forms of daLa collecLlon
consequenLly Lhe LoLal number of conLacLs and daLa sources ln each year ls dlfferenL from Lhe LoLal
number of parLlclpanLs. arLlclpanL LoLals reflecL Lhe number of lndlvlduals who conLrlbuLed Lo Lhe daLa
collecLed and conLacL LoLals reflecL Lhe LoLal number of conLrlbuLlons Lo Lhe daLa.
ln keeplng wlLh lndlgenous and 1rl-Councll research proLocols, names and oLher lnformaLlon ldenLlfylng
research parLlclpanLs have been changed or removed. 1o shlfL Lhe locus of responslblllLy for Canada's
colonlal legacy from lndlvlduals Lo sysLems, we ldenLlfy research parLlclpanLs by role (for example A8
1eacher.1, or 8u SLudenL.2) raLher Lhan by pseudonym. Where sLudenLs, parenLs, and communlLy
members name lndlvldual Leachers, sLaff members, or admlnlsLraLors of Lhe uAL, Lhe ALC, or 1uS8
schools, we have asslgned Lhese employees a pseudonym Lo preserve Lhe flow and readablllLy of
lnformanLs' accounLs.

1.4 1he 1alklng SLlck ro[ecL 8esearch 8eporL: uecolonlzlng Cur Schools
1hls reporL reflecLs Lhe depLh and deLalled sLorles shared by research parLlclpanLs. Cur emphasls on
decolonlzlng and lndlgenlzlng ls an lnLenLlonal move reflecLlng a conslsLenL and recurrlng message
expressed ln Lhe daLa collecLed. !

1.4A Structure of the ro[ect keport
1hls reporL has flve chapLers and an LxecuLlve Summary LhaL lncludes key llndlngs and
8ecommendaLlons. keeplng ln mlnd Lhe sLrucLure of Lhe 8oard and Lhe dellvery of educaLlon, we begln
Lhe dlscusslon wlLh a focus on Aborlglnal sLudenLs and move on Lo address Leachers, schools, and 8oard
roles and responslblllLles for Aborlglnal LducaLlon. Lach chapLer beglns wlLh a descrlpLlon of roles and
responslblllLles, we follow-up wlLh deLalled aLLenLlon Lo Lhe acLlvlLles of Lhe lloL ro[ecL, and offer an
analysls of whaL was accompllshed and whaL was learned. Lach chapLer concludes wlLh challenges
confronLed, recommendaLlons, and whaL needs Lo be done Lo susLaln Lhe work accompllshed.

Chapter 1wo
locuses on whaL we learned from, wlLh, and abouL sLudenLs, we propose a shlfL from
Lhe focus on sLudenL success" Lo a focus Aborlglnal SLudenL Well-8elng.

!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

11
Chapter 1hree
1ells Lhe sLory of Leachers wlLh a prlmary focus on Lhe ArLs-8ased ro[ecL.

Chapter Iour
uescrlbes Lhe lloL ro[ecL's work ln collaboraLlon wlLh schools. urawlng on work done
ln parLlcular schools, we ldenLlfy successes and on-golng challenges Lo fosLerlng
LransformaLlons ln school envlronmenLs.

Chapter I|ve
Looklng aL collaboraLlve work wlLh boLh lnLernal and exLernal parLners, we ldenLlfy
8oard roles and responslblllLles ln supporLlng and advanclng Aborlglnal LducaLlon ln
1uS8 schools.

1.48 key Concepts
ln Lhls reporL we argue ln supporL of decolonlzlng and lndlgenlzlng school communlLles and decolonlzlng
educaLlon for school board employees. lor clarlLy, we provlde deflnlLlons of Lhese key concepLs,
explalnlng whaL we undersLand Lhese concepLs Lo mean, how we apply Lhem, and how we see Lhem
conLrlbuLlng Lo Lhe goals of Lhe uAL ln Lhe 1uS8.

AddlLlonally, we argue LhaL Lhe legacy of resldenLlal schools conLlnues Lo have a profound lmpacL on
Aborlglnal sLudenLs and Lhelr famllles. We have lncluded a shorL descrlpLlon of whaL we undersLand Lhe
legacy of resldenLlal schools Lo lnclude. lor an ln depLh dlscusslon see #'/!O/-+7;!%5!H7'%%,!5%0!
J9%0(-()+,!L/%4,/ by Schlssel and WoLherspoon (2003).

1nL LLGAC CI kLSIDLN1IAL SCnCCLS
LsLabllshed early ln Lhe 1840s and operaLlng well lnLo Lhe lasL cenLury, lndlan resldenLlal schools were a
cornersLone of Lhe colonlal pro[ecL ln Canada. WlLh Lhe goal of forclng Aborlglnal people Lo asslmllaLe
lnLo whlLe socleLy, Aborlglnal chlldren were removed from Lhelr famllles, requlred Lo speak Lngllsh,
adopL ChrlsLlanlLy, and engage ln physlcal labour. As Marle 8aLLlsLe (1993) noLes, resldenLlal schools
were only one of varlous approaches Lo schoollng LhaL lmposed LurocenLrlc educaLlonal pracLlces
lgnored or re[ecLed Lhe world-vlews, languages and values of Aborlglnal parenLs ln Lhe educaLlon of Lhelr
chlldren" (p.vll). 1he abuses lnfllcLed on chlldren ln resldenLlal schools are well documenLed (Mlller,
1996, Palg-8rown, 1988) and as Schlssel and WoLherspoon (2003) argue conLlnue Lo lmpacL Lhe well-
belng of Aborlglnal people, famllles, and communlLles and Lo lnform Aborlglnal people's relaLlonshlp Lo
lnsLlLuLlons of formal schoollng. Conslderlng Lhls hlsLory, Aborlglnal people have llLLle reason Lo LrusL
schools or Lhe people who work ln Lhem. 1hls ls noL meanL Lo suggesL LhaL all Aborlglnal people have
negaLlve relaLlonshlps Lo schools, buL raLher Lo suggesL LhaL Lhls hlsLorlcal legacy conLlnues Lo shape Lhe
relaLlons and conLexLs of Aborlglnal LducaLlon.

INDIGLNI2ING
lndlgenous scholar 1alalke Alfred (2004) suggesLs LhaL ln order Lo lndlgenlze educaLlon, we musL work Lo
change schools so LhaL Lhey become places where Lhe

8+,:/3@!40()7(4,/3@!+)2!6%2/3!%5!%0-+)(F+&(%)!+)2!9/'+8(%0!%5!%:0!4/%4,/!+0/!0/34/7&/2!()@!
+)2!'%4/5:,,;!/8/)!()&/-0+&/2!()&%@!&'/!,+0-/0!3;3&/6!%5!3&0:7&:0/3!+)2!40%7/33/3!&'+&!6+*/!
:4!&'/!"37'%%,$!(&3/,5<!=4<!UUD!

12
lndlgenlzlng lnvolves Lhe lnLegraLlon of lndlgenous LhoughL and perspecLlves across Lhe currlculum and
LhroughouL all grade levels. 8aLher Lhan llmlLlng Aborlglnal conLenL Lo Lhe CnLarlo grade Lhree
currlculum unlL on J9%0(-()+,!L/%4,/!+)2!L(%)//03 and Lhe CnLarlo grade slx currlculum unlL on
J9%0(-()+,!L/%4,/!+)2!>V4,%0/03, Aborlglnal sub[ecL maLerlal ls lnLegraLed across Lhe currlculum aL all
grades. Aborlglnal people have been Lelllng sLorles slnce Llme lmmemorlal and Lhere ls a rlch body of
llLeraLure avallable Lo Leachers and sLudenLs for Leachlng and learnlng from Aborlglnal scholarshlp,
worldvlews, and perspecLlves. lndlgenlzlng Lhe currlculum means provldlng sLudenLs wlLh access Lo LhaL
rlch body of LexLs, as well as lnLroduclng sLudenLs Lo Lhe sLudy of oLher creaLlve work by Aborlglnal
arLlsLs lncludlng vlsual arL, muslc, fllm, dance, and drama. lndlgenlzlng Lhe school communlLy would see
Lhe lncluslon of Aborlglnal arL, poeLry, and LradlLlonal Leachlngs on Lhe walls of Lhe school, and lncluded
durlng announcemenLs and assemblles. Aborlglnal communlLy members lncludlng Llders and arLlsLs
would be lnvlLed lnLo Lhe school on a regular basls so LhaL poslLlve relaLlonshlps could be esLabllshed.
SLudenLs would be lnLroduced Lo, and able Lo easlly access, Aborlglnal-auLhored LexLs when Lhey vlslLed
Lhelr school llbrarles. Aborlglnal approaches Lo confllcL resoluLlon lncludlng Lhe use of resLoraLlve [usLlce
clrcles would be learned and pracLlced, and collaboraLlve declslon-maklng would become a parL of
classroom and school procedures.

All sLudenLs would come Lo recognlze Lhe names of Aborlglnal auLhors, and learn from Lhe rlch body of
Aborlglnal llLeraLure LhaL derlves from Lhe land Lhey llve on. 1hey would come Lo know LradlLlonal
Leachlngs, and develop knowledge and undersLandlng of Aborlglnal ways of knowlng Lhe self and
knowlng Lhe self ln relaLlonshlp wlLh Lhe people and Lhe world ln whlch Lhey llve. 1hey would have
opporLunlLles Lo learn from Aborlglnal wrlLers, vlsual arLlsLs, muslclans, and Leachers.

Aborlglnal sLudenLs could begln Lo experlence schools as offerlng a place of belonglng. SLudenLs who
have access Lo Aborlglnal perspecLlves and experlences ln Lhelr ouL-of-school llves would be ln Lhe
poslLlon of belng able Lo draw from and bulld on LhaL knowledge. Aborlglnal sLudenLs would have
opporLunlLles Lo know Lhemselves and Lo develop Lhelr own ways of expresslng Lhelr AborlglnallLy.

DLCCLCNI2ING
1he relaLlonshlp beLween colonlallsm and lnsLlLuLlons of formal schoollng ln Canada cannoL be denled.
Mlsslonarles flrsL esLabllshed schools for Aborlglnal chlldren Lo furLher Lhe clvlllzlng mlsslon ln Canada
(Mlller, 1996). LaLer, Lhe sysLem of resldenLlal schools was lnsLlLuLed wlLh Lhe lnLenLlon of enforclng
pollcles almed aL eraslng sLudenLs' undersLandlng of Lhemselves as Aborlglnal people, pollcles whlch
ulLlmaLely were responslble for declmaLlng Aborlglnal famllles, culLures, and naLlons. Clven Lhls legacy,
Lhe decolonlzlng of lnsLlLuLlons of formal schoollng ls a complex, daunLlng, and cruclally lmporLanL Lask.

ln Lhls research pro[ecL reporL, Lhe concepL of decolonlzlng" we employ refers Lo Lhe pro[ecL of
crlLlqulng wesLern worldvlews and challenglng oppresslve power sLrucLures LhaL Lhey uphold. Accordlng
Lo Maorl scholar Llnda SmlLh (1999), decolonlzlng, once vlewed as Lhe formal process of handlng over
Lhe lnsLrumenLs of governmenL, ls now recognlzed as a long Lerm process lnvolvlng bureaucraLlc,
culLural, llngulsLlc and psychologlcal dlvesLlng of colonlal power" (p. 98) lncludlng ln schools.

1he Lask of decolonlzlng educaLlon (and schools as slLes of educaLlon) requlres LhaL Leachers and
sLudenLs have opporLunlLles Lo:
lnvesLlgaLe and learn from Lhe hlsLory of Lhe relaLlonshlp beLween Aborlglnal and non-Aborlglnal
people lncludlng Lhe legacles of oppresslon and Lhelr ongolng lmpacLs,
ldenLlfy ways ln whlch Lhe oppresslon of Aborlglnal people conLlnues,
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

13
undersLand Aborlglnal people's acLlvlsm as asserLlons of human and lndlgenous rlghLs,
rlorlLlze Aborlglnal people's concerns and worldvlews,
Come Lo know, undersLand, and experlence Aborlglnal lnformed Leachlng and learnlng pracLlces,
and
arLlclpaLe ln collecLlve acLlon almed aL Lransformlng Lhe relaLlonshlp beLween Aborlglnal and
non-Aborlglnal people from one premlsed on oppresslon Lo one of equlLy and [usLlce.

ln schools underLaklng decolonlzaLlon, sLudenLs would know Lhe name of Lhe naLlon on whose
LradlLlonal LerrlLory Lhelr school ls bullL, and Lhey would know Lhe name and locaLlon of reserves locaLed
ln close proxlmlLy Lo Lhelr school communlLy. SLudenLs would develop an undersLandlng of Lhe
relaLlonshlp beLween Aborlglnal and non-Aborlglnal people, learnlng LhaL Aborlglnal people dld noL
slmply or ln reallLy dlsappear afLer Canada was explored and seLLled by waves of lmmlgranLs. All
sLudenLs would beneflL from access Lo knowledge and undersLandlng of a complex and dlfflculL hlsLory
LhaL lnforms Lhe presenL. And lmporLanLly, Aborlglnal sLudenLs would have Lhe posslblllLy of
undersLandlng Lhe conLexL of Lhelr llves.

1.S 1he 8esearch ConLexL: Aborlglnal eople ln Lhe ClLy
and Aborlglnal SLudenLs ln Lhe 1uS8
1he 1uS8 ls Lhe largesL school board ln Canada locaLed ln a large and dlverse clLy LhaL serves Lhe needs
of a vasL and equally dlverse sLudenL populaLlon. 8ecognlzlng
Lhe slze of Lhe 8oard, and undersLandlng Lhe place Aborlglnal
people occupy ln Lhe clLy and Aborlglnal sLudenLs occupy ln
schools are cruclal Lo undersLandlng Lhe complex Lask
underLaken by Lhe uAL.

1.SA Abor|g|na| eop|e |n 1oronto
Aborlglnal people have hlsLorles on Lhls land prlor Lo lLs
exlsLence as a clLy and cerLalnly from Lhe Llme 1oronLo came
lnLo belng, Aborlglnal people have made Lhelr homes here.
Much of Lhe Aborlglnal populaLlon ln 1oronLo comes from
mulLlple generaLlons of lnLermarrlages and mulLlple forced
removals from peoples' lands and homes (Lawrence, 2004, p.
19). 1here ls a long hlsLory of communlLy-bulldlng and
supporL neLworks among Aborlglnal people LhroughouL
1oronLo, sLarLlng ln Lhe 1930s wlLh Lhe esLabllshmenL of Lhe
norLh Amerlcan lndlan Club (p. 131). Cver Lhe pasL decades,
Lhls soclal neLwork has accompllshed changes ln
dlscrlmlnaLory laws and has esLabllshed many lnsLlLuLlons for
Lhe beneflL of Aborlglnal resldenLs (p. 132). Whlle many
members of 1oronLo's urban Aborlglnal communlLy sLruggle
wlLh Lhe soclal and economlc marglnallzaLlon LhaL resulLs
from cenLurles of colonlal oppresslon, Lhere also exlsLs a
slgnlflcanL secLlon of mlddle class Aborlglnal people who work
Lo address soclal problems (p. 169). uesplLe Lhe ongolng
aLLempLs of colonlal processes Lo erase and desLroy

27 of Lhe Aborlglnal populaLlon
||ved under the LICC compared Lo
18 of Lhe non-Aborlglnal
populaLlon
73 of Aborlglnal householders
were renters llvlng ln houses
need|ng ma[or repa|rs
Aborlglnal people ln 1oronLo had
only 2]3 of the househo|d
|ncome of non-Aborlglnal people
versus 37 of Lhe non-Aborlglnal
populaLlon spent more than 30
of the|r |ncome on she|ter
32 of Aborlglnal ch||dren under
the age of 14 ||ve be|ow the LICC
vs. 23 of non-Aborlglnal
chlldren
ln 1oronLo ls under 23, wlLh 22
under Lhe age of 13

14
Aborlglnal culLure, lndlgenous ldenLlLy ln 1oronLo conLlnues Lo survlve and Lo sLrengLhen. 1here are now
over 33 Aborlglnal organlzaLlons ln 1oronLo, all of whlch are lnvesLed ln promoLlng culLural knowledge
and pracLlces (1oronLo, 2010). 1hls emergenL urban LradlLlonallsm" funcLlons as a Lool Lo malnLaln a
coheslve Aborlglnal ldenLlLy (p. 163) wlLhln an ofLen hosLlle and marglnallzlng urban envlronmenL.

1he urban Aborlglnal populaLlon ls dlspersed across Lhe CreaLer 1oronLo Area. Accordlng Lo Lhe 2006
Census conducLed by SLaLlsLlcs Canada, 1oronLo's populaLlon
ls Lhe Lhlrd largesL urban concenLraLlon of Aborlglnal people
ln Canada. As of 2006, Lhe Census recorded 26,373 Aborlglnal
people llvlng ln 1oronLo, and 31,910 people ln Lhe larger C1A
(ClLy of 1oronLo, 2008). 1hls represenLed a growLh of 31
from 2001, parLlcularly amongsL Lhose self-ldenLlfylng as
MeLls. ln oLher words, 1oronLo's urban Aborlglnal populaLlon
ls growlng qulckly. lL should also be noLed LhaL many have
suggesLed Lhese numbers are a low esLlmaLe of Lhe urban
Aborlglnal populaLlon ln 1oronLo, as census daLa does noL
lnclude Lhose llvlng ln collecLlve resldences, lnsLlLuLlons, or
who have no flxed address. lL also falls Lo lnclude Lhose who
are llsLed as non-sLaLus." lL ls posslble LhaL 1oronLo's urban
Aborlglnal populaLlon ls ln excess of 70,000.
3

As ls Lhe case ln oLher urban conLexLs across Canada,
Aborlglnal people ln 1oronLo are llkely Lo llve ln households
wlLh precarlous lncome, and Lo experlence vlolence, lllness,
and poverLy. Accordlng Lo Cermaln eL.al. (2009), Lhe
Aborlglnal populaLlon ln 1oronLo ls besL descrlbed as young,
growlng, and female." 1he followlng sLaLlsLlcs drawn from
Cermaln eL. al., and Lhe clLy of 1oronLo Web SlLe
6
provlde a
plcLure of Lhe soclo-economlc reallLles LhaL Aborlglnal people
experlence.

A deLalled dlscusslon of Lhe legacy of colonlallsm and lLs llnk
Lo Lhe poverLy and vlolence LhaL permeaLes Lhe llves of
Aborlglnal people ls beyond Lhe scope of Lhls reporL. AL Lhe
same Llme, lf schools alm Lo advance Aborlglnal sLudenL well-
belng and success, lL ls lncumbanL on educaLors Lo
undersLand Lhe complex relaLlonshlps beLween colonlallm, oppresslon, poverLy, and fallure on Lhe parL
of lnLlLuLlons of formal schoollng Lo respond Lo Lhe needs of Aborlglnal sLudenLs, famllles, and
communlLles.
7

1hese experlences of marglnallzaLlon and precarlousness have a dlrecL correlaLlon wlLh experlences
of formal educaLlon, as sLaLlsLlcs complled by Cermaln eL al
8
show.

3
1hls ls Lhe number used by Aborlglnal agencles ln 2006 as reporLed on Lhe ClLy of 1oronLo Web SlLe, (uownloaded March 10 2009).
6
Speclflcally, Lhe sLaLlsLlcs come from 1oronLo's 8aclal ulverslLy" (uownloaded March 10 2009) and 1oronLo Aborlglnal ersons
uemographlc SnapshoL, (ul presenLaLlon 2008).
7
lor a comprehenslve dlscusslon of Lhe llnk beLween Lhe hlsLory of colonlallsm and currenL soclal-economlc reallLles confronLlng
Aborlglnal people see WoLherspoon and SaLzewlch (2000), Lawrence (2004), and Slmpson, (2008).
8
1he sLaLlsLlcs ln Lhls charL come from Cermaln eL al., (2009).

Aborlglnal youLh have a |ower
rate of schoo| attendance: 64
versus 73 of non-Aborlglnal
youLh
More Abor|g|na| peop|e Lhan
non-Aborlglnal people have
comp|eted |ess than h|gh schoo|
20 vs. 12
ln CnLarlo, off-reserve
Abor|g|na| men 13 Lo 34 sald
LhaL want|ng to work was the
ma|n reason for not comp|et|ng
schoo|, whlle for women |t was
pregnancy]tak|ng care of
ch||dren
1here ls a sllghLly greaLer
Lendency for Aborlglnal adulLs Lo
return to schoo|, wlLh women
over 33 leadlng Lhe Lrend 10
vs. 7 non-Aborlglnal women
over 33
?oung Aborlglnal women are
more llkely Lo obta|n a
un|vers|ty degree Lhan males
(26 vs. 13)

!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

13
1.S8 Abor|g|na| Students |n the 1DS8
As of 2009-2010, Lhe 1uS8 had 393 schools ln 362 slLes, servlclng approxlmaLely 237,000 sLudenLs. 1he
8oard employs abouL 10,100 elemenLary Leachers and 3,900 secondary Leachers as parL of a
complemenL of 33,000 full-Llme and 8,000 parL-Llme sLaff. Cverall, Lhe sLudenL body speaks 73
dlfferenL languages (noL lncludlng reglonal dlalecLs), wlLh roughly 24 of sLudenLs born ouLslde of
Canada, ln one of more Lhan 173 counLrles =#EHK!./93(&/@!J:-:3&!WX@!WYAYD<

uesplLe Lhe slze of 1oronLo's Aborlglnal populaLlon, Lhere ls no concenLraLed Aborlglnal nelghbourhood
or communlLy. Aborlglnal people are ofLen rendered lnvlslble ln 1oronLo's dlverse clLyscape. 1he lmpacL
for Aborlglnal sLudenLs ls ofLen one of allenaLlon. Lacklng a deflnable urban Aborlglnal communlLy wlLh
whom Lhey can ldenLlfy, sLudenLs are ofLen elLher lsolaLed ln Lhelr schools and communlLles or are
'hldden ln plaln vlew,' relucLanL Lo self-ldenLlfy" (1uS8, 2008).

ldenLlfylng Lhe number of Aborlglnal sLudenLs aLLendlng 1uS8 schools has proven Lo be challenglng.
lnlLlally 1uS8 2006 SLudenL Census daLa showed less Lhan 100 Aborlglnal sLudenLs ln 1uS8 schools, buL
upon revlslng Lhe meLhodology for ldenLlfylng sLudenLs Lhls number lncreased Lo 414 secondary school
sLudenLs.
9
SLudenLs who parLlclpaLed ln Lhe census were classlfled as Aborlglnal" lf Lhey
1. Self-descrlbed as Aborlglnal" ln Lhe 8ace" quesLlon of Lhe Census or
2. uescrlbed Lhemselves as Aborlglnal" or relaLed (e.g. Mohawk, C[lbwa, Cree) ln Lhe LLhnlclLy"
quesLlon of Lhe Census.

lf accordlng Lo Lhe 2006 Census daLa Lhere are 26,373 Aborlglnal people llvlng ln Lhe ClLy of 1oronLo and
glven LhaL 22 of Lhe Aborlglnal populaLlon ln Lhe clLy ls under Lhe age of 13, Lhen a slgnlflcanL number
of Aborlglnal chlldren are aLLendlng 1uS8 schools. 1he dlsparlLy beLween SLudenL Census and ClLy of
1oronLo sLaLlsLlcs demands Lhe quesLlon: Where are Lhese sLudenLs and why are Lhey noL self-
ldenLlfylng?

ln a personal narraLlve clLed ln H//()-!G:03/,8/3 (!ames, 2010) vanler descrlbes her experlence of
comlng ouL" as Aborlglnal. ln her sLory, vanler addresses some of Lhe challenges lnvolved ln self-
ldenLlfylng, explalnlng LhaL when you expose your AborlglnallLy you open your self up Lo quesLlons
lncludlng Are you Aborlglnal?" and Pow Aborlglnal are you?"

vanler explalns LhaL Lhese quesLlons demand someLhlng from her. 1o answer, she ls requlred Lo educaLe
her lnLerrogaLors. When asked, she Lells people abouL governmenL pollcles LhaL lmpacL Aborlglnal
people and Lhe complexlLles lnvolved ln acqulrlng and loslng sLaLus. She someLlmes Lalks back Lo Lhe
pleLhora of mlsrepresenLaLlons" of Aborlglnal people: she does noL look" Aborlglnal buL whaL do
people expecL an Aborlglnal person Lo look llke? vanler explalns LhaL Lhese are Lhe slmple answers. 1he
more complex, dlfflculL-Lo-explaln responses LhaL she keeps Lo herself have Lo do wlLh how she feels
abouL her ldenLlLy and her loss of access Lo her LradlLlonal language and LradlLlonal knowledge. vanler's
essay ls helpful ln explalnlng some of Lhe reasons why Aborlglnal sLudenLs are chooslng noL Lo ldenLlfy.
Clearly, vanler has done some Lhlnklng abouL her ldenLlLy, she has had Lhe opporLunlLy Lo learn how Lo
speak back Lo Lhe quesLlons posed.

1he lssues and challenges surroundlng self-ldenLlflcaLlon are woven Lhrough Lhls reporL. ln some ways
vanler's sLory encapsulaLes Lhe essence of whaL we learned. Aborlglnal sLudenLs are chooslng noL Lo
self-ldenLlfy because lL ls noL always safe Lo do so, and because Lhey do noL necessarlly know how Lo

9
lL has become evldenL Lhrough Lhe work of Lhe uAL LhaL Lhere are many more sLudenLs Lhan Lhls number reflecLs.

16
respond Lo Lhe quesLlons LhaL Lhey wlll be asked. lmporLanLly, noL Lalklng abouL Lhelr ldenLlLy does noL
mean Lhey are noL Lhlnklng abouL lL or feellng allenaLed by a school currlculum and envlronmenL LhaL
offers Lhem llLLle ln Lhe way of worklng Lhrough Lhe complex quesLlons of self-undersLandlng.

1.SC 1he 1DS8 and Abor|g|na| Student Ach|evement
Accordlng Lo a 1uS8 prellmlnary reporL based on llmlLed daLa collecLed ln 2006-2007 SLudenL Census,
Crade 9 Aborlglnal sLudenL achlevemenL was noLlceably lower Lhan achlevemenL for Lhe full cohorL:
uslng credlL accumulaLlon lndlcaLors (LhaL ls, accumulaLlon of fewer Lhan 7 credlLs by Lhe end of
Lhelr flrsL year ln secondary school) 32 of Aborlglnal sLudenLs were hlghly aL-rlsk" of noL
compleLlng secondary school, compared Lo 14 of Lhe full cohorL of sLudenLs.
Cnly 17 had achleved Lhe provlnclal sLandard ln maLhemaLlcs compared Lo 47 of Lhe full
cohorL.
43 of Aborlglnal sLudenLs were Laklng a ma[orlLy of Lhelr Crade 9 course ln Lhe academlc
program of sLudy, compared Lo 72 of Lhe full cohorL. 1hls ls slgnlflcanL because Laklng a
ma[orlLy of Crade 9 courses ln Lhe academlc program of sLudy has been ldenLlfled Lhrough
prevlous research as a powerful predlcLlon of on-Llme graduaLlon, and posL-secondary
aLLalnmenL.

ln addlLlon, Lhe posL-secondary aLLalnmenL of 17 and 18 year old Aborlglnal sLudenLs ln Lhe 1uS8 ln Lhe
2007 appllcaLlon cycle was much lower Lhan Lhe full 1uS8 populaLlon.

AmongsL Lhe 17 and 18-year-old Aborlglnal sLudenLs,
20 conflrmed an offer of admlsslon from an CnLarlo posL-secondary lnsLlLuLlon,
11 applled buL dld noL conflrm an offer, whlle
71 dld noL apply aL all ln Lhe 2007 appllcaLlon cycle.

ln conLrasL, of Lhe full 17 and 18-year-old populaLlon,
40 conflrmed an offer of admlsslon from an CnLarlo posL-secondary lnsLlLuLlon,
10 applled buL dld noL conflrm an offer, whlle
49 dld noL apply aL all ln Lhe 2007 appllcaLlon cycle.

1hls llmlLed sLaLlsLlcal daLa conflrms whaL Aborlglnal parenLs, educaLors, and sLudenLs know from llved
experlence: lnsLlLuLlons of formal schoollng lncludlng Lhe 1uS8 are falllng Lo provlde Aborlglnal sLudenLs
wlLh Lhe educaLlonal envlronmenL and experlences Lhey requlre Lo be ln a poslLlon Lo pursue posL-
secondary educaLlon.

ln Lhe followlng chapLers we reporL on and evaluaLe Lhe work of Lhe uAL ln Lhe 1uS8 wlLh a focus on
sLudenLs, schools, and Lhe 8oard.

!
! ! ! "#$%&%'()('*!+,-!.$/%%&0!

17
Abor|g|na| Student We||-8e|ng

1he prlmary focus of Lhe uAL ln Lhe 1uS8 was on Aborlglnal sLudenLs. WlLh sLudenLs' permlsslon, we
begln wlLh Lhree proflles descrlblng Lhelr pasL and presenL relaLlonshlps wlLh schoollng. ln each case Lhe
sLudenL was acLlvely lnvolved wlLh Lhe lloL ro[ecL for Lwo years.
1

2.1 SLudenL roflles
LUCAS' S1Ck
l came from a reserve ln Lhe norLh, lL has no name.
Would lL make a dlfference Lo you, as we play Lhe lndlan AcL game?
Me and my buddles we have our own way.
We Lell our sLorles ln comlc books and hlp hop.
So LhaL you can hear whaL we have Lo say.
l wroLe a song, l need Lo forglve Lo cleanse our souls,
lL seems Lo me Lhey aln'L sorry for playlng Lhelr role.

l am from a norLhern CnLarlo reserve and l wenL Lo school up Lhere. ln 2008 l came Lo 1oronLo and sLarLed
grade 11. My flrsL year was dlfflculL, l had no frlends, l had no connecLlon Lo any communlLy here. llLLlng ln
Lo a new hlgh school ls never easy, belng slngled ouL as Lhe only naLlve sLudenL dld noL help. 1here was a blg
communlcaLlon problem beLween me and Lhe Leachers, and [usL because l couldn'L undersLand mosL of
whaL Lhey were saylng Lhey were llke, Ch you're a bad kld."

1hen ln november, a LransformaLlon happened. A Leacher heard abouL an evenL LhaL was happenlng aL Lhe
ALC and l was Lhe only ldenLlfled naLlve kld ln Lhe school, so he Look me ouL of class and broughL me Lo Lhe
assembly. 1here was drummlng and klds danclng. l no longer felL alone ln Lhe clLy, l was llke whoa, l wanL Lo
be a parL of Lhls.

So wlLh Lhe help of Mr. 8ussell l organlzed a powwow aL my school wlLh dancers, slngers and an acLlvlsL who
gave an lnLeresLlng Lalk. 1hls evenL aL Lhe school Lurned Lhlngs around. now Lhey have Aborlglnal arL on Lhe
walls, Lhe prlnclpals and Leachers are glvlng me handshakes and saylng, Wow, you're a preLLy brlghL kld."

1hls was Lhe [umplng off polnL for me. l meL some sLaff aL Lhe ALC. l began Lo geL lnvolved wlLh Lhe
communlLy. l goL lnvolved wlLh Lhe youLh menLorshlp, dolng Lhe uebwewln, helplng wlLh Lhe camp on Lhe
lsland. 1he lloL ro[ecL goL me lnvolved and pushed me, lL Lransformed a rez kld lnLo an acLlve leader.

1hen came my second year and l was lnLroduced Lo Lhe naLlve Learnlng CenLre, Lhe 8lverdale Course, and
Lhe urama Co-op. ln Lhese programs l spenL a loL of Llme on soclal lnLeracLlon and learnlng Lhe Leachlngs. l
was Lold, l came ouL of my shell" whaLever LhaL means, l became a people person. l'm [usL myself rlghL
now" and lL ls Lhe lloL ro[ecL LhaL enabled me Lo belleve l am capable of blg Lhlngs.

l've goL Lo Lake back all Lhese Lhlngs l goL here now, and Lake LhaL Lo Lhe reserve so LhaL Lhe sLudenLs Lhere
can have Lhe opLlon. 1hey deserve much more Lhan whaL Lhey are worklng wlLh now. 1he governmenL needs
Lo help us ouL, we are noL geLLlng LhaL much aLLenLlon. ln my 8lverdale course l learned LhaL l could speak
ouL ln class, l learned LhaL AborlglnallLy was someLhlng speclal LhaL everybody needs and everybody needs
Lo flnd LhaL ouL for Lhem selves.

1
An Aborlglnal CreaLlve WrlLlng ConsulLanL Mlchael ulon wroLe Lhese proflles. 1he sLorles are based on LranscrlpLs of Lhe sLudenLs'
lnLervlews as well as sLudenLs' own wrlLLen and creaLlve work. SLudenLs approved Lhe proflles prlor Lo Lhelr lncluslon ln Lhe reporL.
2

18

8kIANNA'S CIN1 CI VILW
l wanLed school, buL school dld noL wanL me.
urop ouL, drop ln, belng ouL was easler.
Plgher educaLlon, l dld noL Lhlnk was an opLlon for me
l dld noL come from a wealLhy famlly.
1he sLory ls oh so famlllar.
l felL, Lhey leL me fall Lhrough Lhe cracks.
8uL now Lhey have exLended Lhelr hand
A gaLeway ls here, for me Lo pass Lhrough.
My LhoughLs are always welcome,
llnally, Lhe world can geL my polnL of vlew."

Crowlng up l lmaglned myself havlng a good [ob and belng able Lo Lake care of myself and havlng
a fuLure LhaL l wanLed Lo llve. As l goL older, lL klnd of faded, and l sLopped dreamlng, my dreams
were unreasonable because of whaL was golng on ln my llfe. 1he road l was golng down was noL
good, school dldn'L flL me, and Lhen l dldn'L flL school. no maLLer whaL, l always Lrled golng back,
even Lrled Lhe alLernaLlve schools. l always wanLed Lo flnlsh, l'd go for a monLh or maybe Lwo,
and Lhen l would leave agaln. l dldn'L really have any hope LhaL school would ever have a program
LhaL would flL me.

When l flrsL heard abouL Lhe ALC, l was enrolled ln an AlLernaLlve School and sLlll lL was noL
worklng. lreya Lhe counselor from Lhe ALC was Lhe one who found me. She suggesLed l check ouL
Lhe ALC and l came, and here l found Lhe hope of flnlshlng school. lreya belleved ln me and Look
Lhe Llme Lo show me all Lhe programs and resources, she Look Lhe Llme and LhaL lnsplred me.
Cver Lhe pasL Lwo years l've noLlced LhaL l'm happler and more hopeful.

Crowlng up l knew LhaL l was naLlve, buL l dldn'L know LhaL Lhere were resources ouL Lhere for
me. When l flrsL came Lo help ln Lhe offlce l knew almosL noLhlng abouL my culLure and lL really
opened doors for me, lL has LaughL me so many Lhlngs abouL my background, and allowed me Lo
explore LhaL slde of myself. 1he pro[ecLs golng on aL Lhe CenLre lnLeresL me, geL me lnvolved ln
Lhe communlLy and now l wanL Lo glve back Lo Aborlglnal LducaLlon, and Lhe Aborlglnal
communlLy ln Lhe clLy.

1he CenLer keeps me dolng poslLlve Lhlngs and keeps me moLlvaLed Lo sLay ln school. Worklng
wlLh people here has klnd of glven me lnslghL lnLo whaL can go on wlLhln Lhe 1uS8. l'm worklng
on a pro[ecL locaLlng and mapplng all Lhe Aborlglnal agencles and organlzaLlons ln 1oronLo. lL wlll
be a resource for Leachers, Lhere wlll be an hlsLorlcal aspecL Lo lL because archaeologlcal slLes wlll
be lncluded.

1he CenLre has glven me Lhe opporLunlLy Lo work dlfferenL sorLs of [obs, wlLh dlfferenL people ln
varlous organlzaLlons. l can see whaL l mlghL wanL Lo do wlLh my llfe. lL LaughL me a loL of
lnLerpersonal skllls, communlcaLlon skllls, self-moLlvaLlon, and a good work eLhlc Loo. lor a long
Llme l felL llke l was sLuck ln a ruL. now l feel llke l'm dolng someLhlng worLhwhlle, someLhlng
producLlve. lL makes me feel as lf l'm movlng forward and l am.

! ! ! "#$%&%'()('*!+,-!.$/%%&0!

19

AND LkIN SAID: "LL1 ML SnCW CU A IC1UkL AND 1LLL CU A S1Ck"
l am parL Mohawk. l declded Lo come forLh because l losL my culLure, because my grandpa was
adopLed. So l dldn'L really lnherlL Lhe Aborlglnal culLure from my famlly. l [usL really wanLed Lo geL
Lo know my culLure beLLer and geL submerged. Cne day Leachers from Lhe ALC came Lo my
school and Lhere was a presenLaLlon abouL naLlve hlsLory and Lhey were Lalklng abouL Lhe
medlclne wheel. l walked up afLerwards and sald, llsLen, l'm parL Mohawk and l know noLhlng
abouL LhaL." And Lhey sald Lo me you know whaL, we're golng Lo help you." And Lhus began 'Lhe
palnLlng of a new self porLralL.' My new vlslon on llfe lncludes Lhe complexlLy of duallLy, walklng
beLween Lhe naLlve and non-naLlve ways of llfe. l was lnLroduced Lo uebwewln, and Lhen Ms.
Lvans goL me a summer [ob wlLh some people called C8 AMC8 and lL ls Lhere LhaL l sLarLed
palnLlng murals. nexL came naLlve Chlld where l meL kevln a youLh menLor who Leaches me so
many Lhlngs.

Lrln's lnLeresL and curloslLy abouL her ofLen-sLymled need Lo connecL Lo her fracLured Aborlglnal
rooLs peaked followlng a conLroversy aL her school over Lhe school's logo. 1he logo, a 8ed lndlan
Pead adorned wlLh a feaLhered headband," was consldered by some Lo be raclsL. lnlLlally Lrln
llked Lhe logo buL Lhe more she learned Lhe more she became convlnced Lhe logo was lndeed
raclsL and had Lo change. 1he uAL gulded Lrln and provlded courses, workshops, and a myrlad
of experlences LhaL enabled her freedom of cholce ln Lerms of dlscoverlng her herlLage,
someLhlng LhaL she had noL been encouraged Lo do before. ln one of her 8lverdale Course
asslgnmenLs Lrln was able Lo share some plcLures, 8ecause l always flnd LhaL everyone loves old
plcLures." ln her sLory Lelllng wlLh Lhe plcLures as a backdrop, Lrln was able Lo descrlbe Lo her
class Lhe dlscoverles she was maklng abouL her blologlcal famlly and her adopLed famlly and she
was flnally able Lo creaLe a famlly Lree LhaL was connecLed aL lL's rooLs by famlllarlLy and
necesslLy.

Lrln's poeLry helps explaln her growLh, and who she ls, so far."

l am Lrln LllzabeLh Payward Plll,
l am eaceful WaLchlng Sacred WaLer Woman
l am passlonaLe and lovlng, lndependenL and sLubborn (ln a good way)
l am a Paudenosaunee woman born and ralsed ln Scarborough,
1radlLlonally from Slx naLlons CnLarlo
l am LurLle clan.
l sLand for preservlng Lhe earLh for slx fuLure generaLlons
!usL ln Lhe same way my ancesLors dld before me.
l sLand for researchlng ancesLral rooLs
ln order Lo dlscover who you are as a person.

20
2.2 undersLandlng Aborlglnal SLudenL Success as SLudenL Well-8elng
eob. lts woy mote ctltlcol tblokloq. llke l wos osloq my btolo o lot mote fot tbls closs.
8ecoose lts sometbloq tbot we oll woot to koow. 8ecoose llke tbe ptojects wete, llke
oboot os. Most of tbem wete, okoy, bow Joes tbls moke yoo feel, ot wbot Joes tbls bove
to Jo wltb yoo? AoJ most people lf tbeyte jost tolJ, Ob, wby Joes komeo ooJ Iollet klss
lo tbe eoJ? ot sometbloq llke stoplJ, tbot bos ootbloq to Jo wltb tbe test of oot llves, oo
ooe teolly cotes, ooJ tbeyll jost ooswet tbe poestloo ooJ move oo wltb tbelt llfe. 8ot
octoolly tblokloq oboot bow lt offects yoo, lt octoolly jost mokes yoo lotetesteJ ooJ tbe
foct tbot yoote tblokloq so mocb Joesot eveo feel llke yoote tblokloq becoose lts jost
commoo seose tbot yoote ttyloq to flqote oot wbo yoo ote. (ku 5toJeot.2, cu, pp 5-6)
ln Lhls reporL, we emphaslze Aborlglnal SLudenL Well-8elng as Lhe preferred goal of educaLlon for
Aborlglnal sLudenLs, Lhelr famllles, communlLles, and naLlons. 1he concepL of Aborlglnal SLudenL Well-
8elng as Lhe alm of educaLlon LhaL emerges from our daLa dlffers ln slgnlflcanL ways from sLudenL
success" deflned by Lhe MlnlsLry of LducaLlon ln CnLarlo. lor key lnformanLs ln Lhls research, narrow
markers of sLudenL success such as lmprovlng llLeracy and numeracy skllls and credlL accumulaLlon are
noL Lhe excluslve goal of educaLlon.
2
CompllcaLlng a narrow deflnlLlon of learnlng premlsed on Lhe
acqulslLlon of and capaclLy Lo repllcaLe knowledge and Lhe masLery of skllls, Lhe noLlon of sLudenL well-
belng advanced here relles lnsLead on a complex undersLandlng of whaL lL means Lo learn. AddlLlonally
and slgnlflcanLly, Lhls concepL recognlzes LhaL school learnlng" ls only one componenL of Lhe whole of
Lhe person. lor Aborlglnal sLudenLs, an emphasls on academlcs ln Lhe absence of aLLenLlon Lo Lhe whole
of Lhe person ls allenaLlng and conLrlbuLes ln subsLanLlve ways Lo dlsengagemenL and dlssaLlsfacLlon
wlLh schoollng. Crounded ln Lhe perspecLlves and experlences of pro[ecL lnformanLs, we argue for a
focus on Aborlglnal SLudenL Well-8elng for four slgnlflcanL reasons:
Well-belng upholds Aborlglnal culLural values and culLurally relevanL educaLlonal phllosophles
and Leachlng pracLlces,
Well-belng recognlzes how hlsLorles of colonlzaLlon are ln large parL responslble for Lhe
achlevemenL gap beLween Aborlglnal and non-Aborlglnal sLudenLs llvlng Lhe colonlal legacy,
Well-belng acknowledges Lhe adverse effecLs of colonlallsm on Aborlglnal sLudenL ldenLlLles,
engagemenL, learnlng, and belonglng, and responds Lo Lhese lmpacLs ln approprlaLe, respecLful,
and non-paLhologlzlng ways, and
Well-belng reconcepLuallzes whaL lL means Lo learn by recognlzlng LhaL sLudenL success should
noL be llmlLed Lo knowledge acqulslLlon or skllls masLery buL musL lncorporaLe Aborlglnal
prlnclples of educaLlon LhaL value self undersLandlng and self knowledge ln relaLlonshlp wlLh
oLhers and Lhe larger world.

8ecause lL advances Aborlglnal Leachlng phllosophles and pracLlces and addresses colonlal hlsLorles and
legacles, well-belng Lhus decolonlzes and lndlgenlzes educaLlon. LlsLenlng Lo Lhe sLorles Aborlglnal
sLudenLs Lold abouL Lhelr school experlences and Lo Lhelr experlences wlLh lloL ro[ecL acLlvlLles, lL ls
clear LhaL comlng Lo know Lhelr AborlglnallLy made success posslble by creaLlng well-belng for Lhose
parLlclpaLlng ln Lhls pro[ecL. 1hey descrlbe comlng Lo know Lhelr AborlglnallLy ln Lhe followlng ways:
knowlng Lhemselves as Aborlglnal belngs ln relaLlonshlp wlLh communlLy, famlly, and naLlon, havlng
access Lo knowledge of Aborlglnal languages, sLorles, and LradlLlonal Leachlngs, learnlng abouL Lhe
hlsLory of Aborlglnal/non-Aborlglnal relaLlonshlps, and acqulrlng Lhe knowledge and skllls LhaL wlll allow
Lhem Lo conLrlbuLe Lo Lhe wellness of Lhelr famllles, communlLles, and naLlons.

2
Accordlng Lo Lhe CnLarlo MlnlsLry of LducaLlon webslLe page LlLled SLudenL Success/Learnlng Lo 18" sLudenL success ls measured
prlmarlly by sLudenL graduaLlon raLe (,2010).
! ! ! "#$%&%'()('*!+,-!.$/%%&0!

21
A member of Lhe Aborlglnal communlLy expressed her undersLandlng of educaLlon lnformed by her
lndlgenous phllosophy,

leotoloq os o woy of llfe. AoJ os we wolk oot llfes jootoey lobeteot lo tbot ls tbot yoo
plck op otbet teocbloqs ooJ tespooslbllltles. 5o by tbe tlme tbot yoo come to tbe oJolt
pott of yoot llfe, tbe ttooslotloo tbeo ls lo tbe potsolt of koowleJqe tbete lo yoo wlll floJ
llfe.(cM.1, p. 2)

She wenL on Lo explaln LhaL whlle educaLlon has and can be used as a Lool Lo cause harm lL ls also an
lmporLanL Lool for lndlvldual and communlLy self-deLermlnaLlon. She sees an lndlgenous approach Lo
educaLlon as a way of Lransformlng Lhe lnsLlLuLlons LhaL conLrol Aborlglnal people. remlsed on
lndlgenous phllosophles educaLlon ls a responslblllLy we hold LogeLher as a communlLy. (CM.1, p. 4)

urawlng Lhese words and Lhe words of oLher parLlclpanLs we concepLuallze Aborlglnal LducaLlon wlLh a
focus on Aborlglnal SLudenL Well-8elng.

A8CkIGINAL S1UDLN1 WLLL-8LING

remlsed on Aborlglnal ways of knowlng and developed from Lhe daLa collecLed on Lhe lloL ro[ecL ln
Lhe 1uS8, we concepLuallze an approach Lo Aborlglnal LducaLlon LhaL puLs Aborlglnal SLudenL Well-
8elng ln Lhe cenLre. LlsLenlng Lo parenLs, Leachers, lloL ro[ecL sLaff, and Lhe sLudenLs Lhemselves we
have come Lo undersLand LhaL sLudenLs learn wlLhln a communlLy LhaL lncludes exLended famlly and
frlends, as well as classroom Leachers, classmaLes, llbrarlans, prlnclpals, guldance counselors, and oLher
lnLeresLed and lnvolved adulLs. 1haL communlLy exlsLs wlLhln a broader soclal-pollLlcal and economlc
conLexL. 1he relaLlonshlp beLween Lhe clrcles ls dynamlc. lndlvldual sLudenLs lmpacL and are lmpacLed

22
by Lhelr clrcle of Leachers and learners, and boLh Lhe sLudenLs and Lhelr clrcle of Leachers and learners
lmpacL and are lmpacLed by whaL happens ln Lhe world around Lhem.

When creaLlng learnlng envlronmenLs and consLrucLlng learnlng experlences for sLudenLs, lloL ro[ecL
sLaff members recognlze LhaL as much as sLudenLs wanL and need Lo belong Lhey also learn from havlng
opporLunlLles Lo conLrlbuLe. And, as much as sLudenLs deslre Lo learn, Lhey also wanL Lo parLlclpaLe ln
acLlvlLles LhaL allow Lhem Lo share and bulld on whaL Lhey know. SLudenLs come Lo school wlLh
knowledge premlsed on Lhelr llved experlences, Lhe meanlngs Lhey make from Lhe lessons LhaL schools
provlde depend on how Lhls knowledge ls acknowledged and respecLed. Aborlglnal sLudenLs and
Aborlglnal educaLors have Lold us repeaLedly LhaL Aborlglnal sLudenLs wanL access Lo lessons LhaL
lnclude LradlLlonal Leachlngs, language lnsLrucLlon, examlnaLlon of Lhe hlsLory of colonlallsm, and
hlsLorlcal and conLemporary Aborlglnal culLure. SLudenLs wanL opporLunlLles Lo learn from Aborlglnal
people's experlences and perspecLlves. 1hey wanL more Aborlglnal conLenL ln Lhelr currlculum and Lhey
wanL Lo learn wlLh and from Leachers who have knowledge of Aborlglnal approaches Lo pedagogy. 1hey
can and do develop Lhelr language and llLeracy skllls and an undersLandlng of maLhemaLlcs and
numeracy skllls when Lhose lessons are grounded ln Aborlglnal conLenL.

2.3 CondlLlons 1haL ConLrlbuLe Lo Aborlglnal SLudenL Well-8elng: Learnlng
from Lhe uAL
1eachers, parenLs, school admlnlsLraLors, and Lhe sLudenLs Lhemselves reporLed on Lhe ways ln whlch
supporL from lloL ro[ecL sLaff made a dlfference ln sLudenLs' well-belng and experlence of success aL
school. uAL sLaff members dellvered supporL ln varlous ways lncludlng lndlvlduallzed Leachlng and
peer LuLorlng sesslons, small group sesslons (for example ln Lhe form of Clrl's Croups), meeLlngs wlLh
parenLs, and organlzed evenLs lncludlng assemblles, drama presenLaLlons, workshops, and symposlums
(1able 2.1).

ILC1 kCILC1 AC1IVI1ILS AND LVLN1S IN SLkVICL CI S1UDLN1 SUCk1
LVLN1S 2008-2009 2009-2010
Ind|v|dua| Student
Instruct|on
8egan durlng Lhe flrsL year AL leasL Lrlpled durlng Lhe second year.
1utor ] Mentor|ng lnLroduced durlng Lhe flrsL year lurLher developed wlLh hlrlng of a
deslgnaLed sLaff person.
arent Advocacy 8egan durlng Lhe flrsL year AL leasL Lrlpled durlng Lhe second year.
Counse||ng 8egan durlng Lhe flrsL year wlLh
lndlvldual and small group sesslons
lurLher developed and came Lo lnclude 1ree
of Llfe, Culdlng Clrcles, and LranslLlon Lo
Secondary and posL-secondary school
G|r|s Groups Croups aL 2 Schools Croups aL flve Schools
Student Lmp|oyment and
Vo|unteer Cpportun|t|es
SupporLed sLudenLs ln locaLlng
work and volunLeer experlences
ConLlnued supporL durlng Lhe second year
of Lhe plloL pro[ecL
Assemb||es Aborlglnal LducaLlon MonLh
(november)
Aborlglnal LducaLlon MonLh (november)
Workshops]Sympos|um Louls 8lel uay Symposlum Louls 8lel Workshop (november)
Pumber College Symposlum (!une)
A reglonal symposlum organlzed and
presenLed ln collaboraLlon wlLh area School
8oards.
Nat|ve Larth erformance 4 erformances of !"#$%&'($)*&
+(,-."/&0"#*&11&2&3&+4556%$.,
Aborlglnal LducaLlon MonLh Lncore
erformance of 1akln rlde
! ! ! "#$%&%'()('*!+,-!.$/%%&0!

23
Camp Lxper|ences 1oronLo lsland 60 SLudenLs Pumber College 21 SLudenLs
1lm PorLon's Camp 33 SLudenLs
outh Group lnLroduced ln Lhe flrsL year ConLlnued wlLh lncreased parLlclpaLlon
durlng Lhe second year
Drama Co-op !anuary - !une, 26 SLudenLs
(10 Aborlglnal)
k|verda|e Course SepLember - uecember, 8 SLudenLs

uue Lo Lhe pervaslveness of negaLlve lmagery and assoclaLed aLLlLudes and bellefs abouL Aborlglnal
people wlLhln Lhe broader socleLy (lncludlng ln 1uS8 schools) and Lhe challenge of llmlLed access Lo Lhe
lndlgenous communlLy ln Lhe urban conLexL, many sLudenLs are relucLanL Lo ldenLlfy as Aborlglnal.
LncounLerlng many mlsconcepLlons and few poslLlve messages ouLslde Lhelr famlly neLworks, numerous
parLlclpanLs have Lold us LhaL some Aborlglnal sLudenLs would raLher remaln wlLhln Lhe Aborlglnal
closeL." ln Lhe currenL soclo-culLural envlronmenL, sLudenL secrecy ls enLlrely undersLandable. AL Lhe
same Llme, concealmenL creaLes a slgnlflcanL barrler Lo sLudenL well-belng. ln recognlLlon of and ln
response Lo Lhls challenge, lloL ro[ecL sLaff organlzed a varleLy of acLlvlLles Lo esLabllsh conLacL and
sLrengLhen Lles wlLh Aborlglnal sLudenLs and famllles. 1he lloL ro[ecL sLaff was hlghly successful ln
worklng wlLhln schools, plannlng and holdlng evenLs, and offerlng programs LhaL allowed sLudenLs Lo
comforLably self-ldenLlfy ln poslLlve and supporLlve envlronmenLs. uurlng Lhe second year of Lhe lloL
ro[ecL, sLaff developed an Aborlglnal SLudenL uaLa 8ase LhaL lncludes Lhe names of 207 sLudenLs who ln
some capaclLy parLlclpaLed ln lloL ro[ecL acLlvlLles. 1hls daLabase conLrlbuLes Lo Lhe lmporLanL Lask
ldenLlfylng Aborlglnal sLudenLs and aLLendlng Lo Lhelr well-belng ln 1uS8 schools.

ln Lhls secLlon we descrlbe sLudenL, parenL, Leacher, prlnclpal, and lloL ro[ecL sLaff reflecLlons on Lhe
successes of Lhe urban Aborlglnal LducaLlon lloL ro[ecL over Lhe pasL Lwo years. 1hese represenL Lhe
range of perspecLlves volced by Lhose surveyed and lnLervlewed.

S1CkILS IkCM S1UDLN1S
When asked abouL Lhelr school experlences and Lhe lmpacL of Lhe lloL ro[ecL, sLudenLs shared
lmporLanL sLorles of learnlng and belonglng. We lnLervlewed and surveyed learners who parLlclpaLed ln
a varleLy of ways lncludlng Lhose who
Worked wlLh Lhe Aborlglnal SLudenL Success 1eachers,
arLlclpaLed ln group work wlLh Lhe CommunlLy Llalson Workers,
ALLended assemblles, workshops, symposlums, and
arLlclpaLed ln Lhe 8lverdale Course and or Lhe urama Co-op.

SLudenLs conslsLenLly reporLed on Lhe slgnlflcance of opporLunlLles Lo learn from:
Llders and oLher Aborlglnal lnsLrucLors,
Aborlglnal conLenL, lncludlng LradlLlonal Leachlngs, and
ln communlLy wlLh oLher Aborlglnal sLudenLs.

As Lhe followlng sLudenLs Lell lL, Lhese experlences Lransformed Lhelr undersLandlng of Lhemselves as
learners, changed Lhelr aLLlLudes Loward school, and poslLlvely lmpacLed on Lhelr feellngs, oplnlons, and
bellefs abouL Lhelr Aborlglnal ldenLlLy.

24
8efote tokloq ooy Abotlqlool closses ot beloq lovolveJ wltb jlllot ltoject 5toff] l JlJot
eveo floJ oot ftom my fomlly l wos ootlve, bot wbeo l foooJ oot tbe closses teolly opeoeJ
my eyes to tbe coltote. (5toJeot 5otveys)

wotkloq wltb jlllot ltoject 5toff] moJe me oppteclote my bockqtoooJ ooJ l sboolJot
blJe lt ftom ooyooe. (5toJeot 5otveys)

l feel ptooJ, l woot to leoto mote, wbetbet lt be looqooqes, cetemooles, ot teocbloqs. l
feel coooecteJ to lt mote tboo evet befote. (5toJeot 5otveys)

ln our flrsL 1alklng Clrcle wlLh Lhem, sLudenLs began by descrlblng Lhelr prevlous school experlences
and Lhe ways ln whlch Lhe ALC sLaff conLrlbuLed Lo Lransformlng Lhelr experlences.

lll tolk oboot my scbool expetleoces. l boJ o tooqb tlme lo scbool. l boJ o botJ tlme
otteoJloq, ooJ, meetloq op wltb jlllot ltoject 5toff] ooJ wotkloq wltb bet bos teolly qot
me loto tbe mloJset of qoloq bock to scbool ooJ movloq oo lo my llfe. 5o l boJ o tooqb
post, bot tbloqs ote qettloq bettet, fot sote. (5toJeot & ootb, 1c.1, p. 2)

AnoLher young woman sLaLed,

5o l wos lo ooJ oot of scbool oll tbe tlme. l eltbet JtoppeJ oot, qot expelleJ ot qot
sospeoJeJ ot jost oevet wooteJ to qo. AoJ jlllot ltoject 5toff] belpeJ me stoy lo scbool.
(5toJeot & ootb 1c.1, p. J)

ln keeplng wlLh Lhe overarchlng goal of Aborlglnal sLudenL well-belng, Lhls supporL exceeded Lhe
provlslon of LuLorlng or academlc resources, and focused on emoLlonal supporL as well as baslc
survlval: flndlng houslng, grocerles, and employmenL, provldlng dlrecLlon wlLh how Lo negoLlaLe
aspecLs of soclal asslsLance.

um, l ptobobly woolJ bove JtoppeJ oot of scbool, ftom Ctoy 5tooe, ooJ l ptobobly
woolJot bove, llke, lookeJ ot Cu ot ooytbloq lf lt wosot fot jll 5toff soppott]. AoJ
wotkloq ooce o week. llke, tbot teolly belps o lot becoose beloq oo welfote socks. AoJ l
Joot koow, sbe belps. 5ommet jobs ooJ oll tbot stoff. (5toJeot & ootb 1c.1, p. 10)

uurlng Lhe 1uS8's Aborlglnal Awareness MonLh, Lhe lloL ro[ecL sLaff organlzed an assembly for
Aborlglnal sLudenLs. lor one sLudenL ln parLlcular, Lhls evenL was hlghly slgnlflcanL and plvoLal ln
changlng hls relaLlonshlp Lo school. Lucas had recenLly arrlved ln Lhe clLy from a reserve communlLy
ln norLhern CnLarlo. Cne of Lhe Leachers aL hls school Look hlm Lo Lhe assembly and from LhaL polnL
onwards Lucas became lnvolved ln lloL ro[ecL acLlvlLles and evenLs. Pe explalned LhaL when he
flrsL arrlved,

lt wos kloJo llke o oew clty, llke l JlJot . llke lt wos o oew clty, l felt lsoloteJ, l JlJot
koow ooyboJy. AoJ be weot oo to soy, eob l wos sklpploq eotllet, llke l wos Joloq
qooJ ot fltst tbeo slowloq Jowo, sklpploq, ooJ tbeo llke tbe ossembly weot oo, ooJ tbeo l
felt comfottoble lo scbool oqolo. (5toJeot & ootb lotetvlew .1, p. 8)

When asked abouL whaL he learned from belng lnvolved wlLh Lhe lloL ro[ecL acLlvlLles, a sLudenL
responded,

! ! ! "#$%&%'()('*!+,-!.$/%%&0!

23
lt mokes me woot to, lt mokes me woot to stoy coooecteJ wltb tbe ootb leoJetsblp
Ctoop. lt mokes me woooo llke fotm otbet qtoops llke tbls fot otbet klJs to feel wbot l
om feelloq, to be, to feel llke yoo ote lo o qtoop tbot belps otbet people. jlottlclpotloo lo
tbe ootb Ctoop] mokes yoo feel qooJ oboot yootself ooJ lts jtbe yoooqet] klJs. l Joot
koow, lt mokes me ptooJ of tbem ooce tbey leoto sometbloq, yoo feel llke yoo
occompllsbeJ sometbloq. (5toJeot & ootb lotetvlew .1, p. 1J)

rovldlng Aborlglnal sLudenLs wlLh opporLunlLles Lo make a meanlngful conLrlbuLlon Lo Lhelr school
communlLy ls slgnlflcanL. Pavlng had prevlous experlences of allenaLlon from lnsLlLuLlons of formal
schoollng, opporLunlLles Lo make concreLe conLrlbuLlons provlde afflrmaLlon and creaLe respecL, leLLlng
sLudenLs know LhaL Lhey do lndeed belong-Lhey can have a place ln school and school can have a place
ln Lhelr llves.

Crganlzlng evenLs LhaL broughL Aborlglnal youLh LogeLher from across Lhe clLy allowed parLlclpaLlng
sLudenLs opporLunlLles Lo accompllsh Lhe followlng: collaboraLe on pro[ecLs, develop skllls ln Lhe process
of accompllshlng work LhaL had value, use and grow Lhelr capaclLles ln ways LhaL were appreclaLed and
recognlzed, and culLlvaLe meanlngful frlendshlps and conLrlbuLe Lo bulldlng a vlbranL, vlslble urban
Aborlglnal sLudenL communlLy.

S1CkILS IkCM AkLN1S
arenLs were unlLed ln Lhelr pralse for Lhe work belng done by Lhe lloL ro[ecL sLaff. vlrLually all felL
LhaL lL was oboot tlme and conflrmed LhaL Lhey wanLed more Aborlglnal LducaLlon lnLegraLed aL Lhe
school level. Speclflcally, parenLs sLaLed LhaL worklng wlLh Lhe lloL ro[ecL sLaff
Pad a poslLlve lmpacL on Lhelr chlld/chlldren's school experlence,
Pad a poslLlve lmpacL on Lhelr own and Lhelr chlld's aLLlLude Loward school,
rovlded Lhem wlLh lnformaLlon on how Lo supporL and advocaLe on behalf of Lhelr chlldren,
lmproved communlcaLlon beLween Lhemselves and Lhelr chlld's school, and
Cn more Lhan one occaslon advocaLed on Lhelr chlldren's behalf by geLLlng Aborlglnal sLudenLs
who had been senL home from school back Lo school.

When asked abouL Lhelr chlld's response Lo Lhelr work wlLh lloL ro[ecL sLaff, many parenLs spoke
abouL Lhe ways ln whlch learnlng abouL Lhelr Aborlglnal ldenLlLy aL school had a poslLlve lmpacL on Lhelr
chlldren's aLLlLude Loward school. As Lwo parenLs descrlbe lL:

uefloltely. 1bls yeot's o bettet yeot fot blm. 1bls yeot's beeo o teolly posltlve yeot, ooJ l
tblok o lot of lt ls tbot be Joes bove Ms voos comloq lo. (loteot.2, p. 7)

l koow tbot wbeo sbe comes bome sbe's exclteJ oboot lt. 5be's lookloq fotwotJ to qoloq
tbe oext tlme ooJ Joloq tbe octlvltles, so l koow tbot sbe's boppy oboot lt. well, l tblok
becoose of tbls ptoqtom sbe's boJ mote of oo occeptooce of betself ooJ oo
ockoowleJqemeot of wbete sbe comes ftom ooJ tbe kloJ of people tbot sbe belooqs to.
AoJ, coltotolly, sbe's mote JefloeJ oow. oo koow wbot l meoo? 5o sbe feels mote
JefloeJ. 5be koows bet bockqtoooJ mote. AoJ l tblok tbot lf lt wos offeteJ to bet ot o
yoooqet qtoJe ot lo tbe ptevloos scbool ot tbls polot sbe woolJo't stlll be beqlooloq to
leoto oboot bet coltote. 5be woolJ olteoJy koow o lot of lt. (loteot.1, p. 4)

26
AlLhough a llmlLed number of parenLs (6) parLlclpaLed ln lndlvldual lnLervlews, Lhose who dld so
appreclaLed whaL Lhe lloL ro[ecL provlded ln Lerms of supporL and advocacy for Lhelr chlldren, and
lnformaLlon and dlrecLlon for Lhem as parenLs.

S1CkILS IkCM UAL S1AII
ln her reflecLlon on ?ork Career uay, an evenL co-organlzed wlLh Lhe naLlve Women's 8esource
CenLre lnLended Lo lnLroduce Aborlglnal hlgh school sLudenLs Lo Aborlglnal people and programs aL
?ork unlverslLy, one sLaff member noLed Lhe lmporLance of menLorshlp. She descrlbes Lhe value and
slgnlflcance of Lhe experlence:

.lt teolly toocbes tbe stoJeots becoose wbeo people tolk oboot-especlolly people wbo
ote lo sott of tbose posltloos of ootbotlty, tolk oboot tbelt owo obstocles tbot tbeyve
ovetcome to qet wbete tbey ote, l tblok lt coolJ be teolly-lt coo meoo o lot. AoJ l
temembet ooe stoJeot solJ, l oevet eveo tbooqbt oboot qoloq to oolvetslty befote tbls
momeot. llke l oevet eveo cootemploteJ tbot lt woolJ be posslble fot me to qo to
oolvetslty. AoJ tbeo tbtooqb tbot-jost tbot Joy, tbe stoJeots stotteJ to see lt os o
posslblllty. (uAll 5toff.J, p. 7)

1he ALC sLaff undersLands LhaL Lhe work Lhey do requlres LhaL Lhey bulld meanlngful relaLlonshlps of
LrusL wlLh sLudenLs, and Lhls ofLen precedes any aLLenLlon Lo academlc skllls. 8ecognlzlng Lhls has
been cenLral Lo accompllshlng Lhe work of asslsLlng sLudenLs wlLh academlc success. As one sLaff
member explalned,

5o we qo lo ooJ l floJ oot lf tbey woot tbe soppott ooJ lt ls mostly qololoq ttost, befote
yoo coo Jo-stoJeot soppott lt ls o lot of jotbet stoff]s wotk, bot l bove to Jo tbot os
well. 8ecoose lf l wolk lo wltb books ooJ soy. bey, we ote Joloq motb toJoy tbey ote
jost qoloq to look ot me ooJ tbey ote oot qoloq to Jo ooytbloq. lts tbe some os oootbet
teocbet comloq lo. 5o lt ls o lot of tolkloq, we btloq lo soocks, we wlll btloq lo, JepeoJloq
oo tbelt oqe, colotloq, stlckets-ooJ yoo koow jost kloJo qet to koow eocb otbet. AoJ
tbeo tbe ttost comes tbe cooflJeoce comes ooJ tbeo we coo stott to wotk oo tbe
ocoJemlcs. (uAll 5toff.2 l1, p. 10)

AddlLlonally, lloL ro[ecL sLaff members have experlenced success ln supporLlng sLudenLs Lo flnd
Lhelr own sLrengLhs, and ln helplng Lhem Lo creaLe and susLaln supporLlve peer neLworks.

.seeloq tbe cbooqe lo tbe stoJeots tbot tbeyte o lot mote cooflJeot. AoJ jost Joloq o
boocb of stoff. AoJ oow tbe teocbets ote owote tbot, tbey bove tbese stoJeots lo tbelt
closs. AoJ tbeyve beeo oskeJ to sloq lo commoolty eveots tbot weve boJ. 1beyve
leotoeJ o sttooq womoos sooq tbot tbeyte teolly ptooJ of. 1beyve Jooe tbese t-sbltts
tbot tbey wotkeJ oo fot o few mootbs teflectloq oo tbelt qlfts, wbot tbey bove to offet to
tbe commoolty. 1bey wete oble to sbote wltb ooe oootbet wbot tbey tblok of eocb otbet,
ooJ tbe qlfts tbot tbey Joot see lo tbemselves, bot otbet people see lo tbem. (uAll
1c4, 5toff.6, p. J)

Worklng wlLh Lhe sLudenLs afflrmed Lhe lloL ro[ecL sLaff's undersLandlng LhaL access Lo LradlLlonal
Leachlngs and culLure was crlLlcal Lo sLudenLs.

1be coltote ls o blq tbloq to belp tbem moke seose of tbe wotlJ. (uAll 5toff.8, p. 8)

! ! ! "#$%&%'()('*!+,-!.$/%%&0!

27
l floJ tbot ot tbot oqe, tbeyte jost vety booqty to leoto oboot tbelt coltote ooJ tbey qet
vety exclteJ. oo coo see tbem wbeo tbeyte-wbeo tbey beot tbe teocbloqs. 1bey, tbey
qet exclteJ oboot lt. (uAll 1c2, 5toff.8, p. 2J)

S1CkILS IkCM 1LACnLkS AND kINCIALS
Among our lnformanLs, classroom Leachers were especlally aLLenLlve Lo Lhe ways ln whlch lndlvldual and
small group work beLween Lhelr sLudenLs and Lhe lloL ro[ecL sLaff lmpacLed how sLudenLs felL abouL
Lhemselves as lndlvlduals and as members of Lhe classroom and school communlLy. 1eachers descrlbed
sLudenLs as belng happler and more aL home" ln school as a resulL of lnvolvemenL ln lloL ro[ecL
acLlvlLles. 1hls lndlcaLes LhaL Lhose sLudenL parLlclpanLs were seelng school as a place for Lhem, a place
where Lhey noL only could be Aborlglnal buL where Lhey could learn abouL and feel comforLable ln Lhelr
AborlglnallLy.

ln casual conversaLlons, ln formal lnLervlews, and ln 1alklng Clrcles, Leachers descrlbed Lhe lmpacL of
parLlclpaLlon ln lloL ro[ecL evenLs.

1bot qltl ls jost o wbole lot mote ollve! ulJ yoo koow sbe JlJ scbool oooooocemeots fot o
wbole week Jotloq Abotlqlool Jocotloo Mootb? 5be sboteJ tbe 7 CtooJfotbet teocbloqs
wltb tbe eotlte scbool. (cl 1eocbet.J, letsoool commoolcotloo wltb ll, wlotet 2010).

l tblok lo tetms of stoJeot self-cooflJeoce, lts teolly belpeJ, becoose weve boJ cbllJteo wbo
wete teolly teloctoot to self-lJeotlfy, ot lf tbey JlJ self-lJeotlfy, to toke ptlJe lo tbelt coltote.
AoJ lo tbls wbole scbool petspectlve ooJ tbe foct tbot we blqbllqbteJ tbe Motol ot oot
loteot kesootce Opeo noose bos belpeJ bollJ tbelt self-esteem ooJ jost ptlJe lo tbelt owo
bockqtoooJs. (leoJ 1eocbet.1, l1, p. J)

School prlnclpals were also aware of Lhe poslLlve lmpacL Lhe pro[ecL was havlng on Lhe sLudenLs.

jA]oy stoJeot tbot Ms. 5ommets bos come lo cootoct wltb bos Jooe well os o tesolt of bet
pteseoce, bos Jooe bettet tboo tbey woolJ bove Jooe boJ sbe oot beeo lovolveJ. oo coo
soy tbot sbe's locteoseJ ocblevemeot of Abotlqlool stoJeots by 100X wltb tespect to evety
stoJeot tbot sbe's Jeolt wltb, pottloq lo cootext tbot sbe ls Jeolloq wltb tbe motqloollzeJ
wltblo tbe motqloollzeJ. (ltloclpol.1, p. 7)

jMs. 5ommets] bos locteoseJ stoJeot ocblevemeot pbeoomeoolly. 1be foct tbot sbe coo qet
tbem loto tbe closstooms ooJ eoqoqeJ lo scbool ls qteot, let olooe qoloq Jowo to
oolvetsltles ooJ tokloq cootses. 5be ls posslooote ooJ wotks tltelessly fot eocb loJlvlJool
stoJeot. l tblok tbot wltboot bet, evety stoJeot woolJ oot be Joloq os well os tbey JlJ wltb
bet. (ltloclpol.1, p. 7)

l spoke wltb o poteot wbose soo boJ oo oppottoolty to meet wltb Ms. voos qtoop ooJ sbe
wos vety pleoseJ tbot bet soo wos leotoloq oboot bls coltote. lt boJ o posltlve lmpoct oo bet
soos expetleoce ooJ ottltoJe towotJ scboolloq. (ltloclpol.2, p. 1)

28
2.4 Markers/lndlcaLors of Aborlglnal SLudenL Well-8elng
lt's o Jlfflcolt poestloo, ooJ lt's oo oofolt poestloo, becoose wbeo yoo ottock stoJeot
ocblevemeot fot o motqloollzeJ qtoop, yoo coo't expect cbooqe polckly. 5o, wltblo tbe
cootse of o yeot, yoo coo't expect o lllot ltoject to come lo ooJ see o slqolflcoot locteose lo
Abotlqlool stoJeot ocblevemeot wltblo o yeot. 1bot's ooteollstlc to osk fot. wbot yoo oeeJ
to Jo ls to estobllsb tbe foooJotloo opoo wblcb yoo coo bollJ. Ms. 5ommets bos tokeo tbe
tlme tbls yeot to teolly tty ooJ Jo tbot. (ltloclpol.1, p. 6)
Whlle lmproved Aborlglnal sLudenL achlevemenL on sLandardlzed LesLs and lncreased credlL
accumulaLlon are accepLed markers of sLudenL success, parLlclpanLs ln Lhe lloL ro[ecL were acuLely
aware LhaL Lhere are slgnlflcanL alLernaLlve lndlcaLors of learnlng and well-belng. lmporLanL alLernaLlve
lndlcaLors of sLudenL well-belng lncluded Lhe followlng:
arLlclpaLlon ln evenLs organlzed by Lhe lloL ro[ecL sLaff,
ConslsLenL school aLLendance and parLlclpaLlon ln school evenLs,
A poslLlve sense of self, and speclflcally a poslLlve sense of Lhemselves as Aborlglnal and as
learners, and
arLlclpaLlon ln and conLrlbuLlon Lo school and communlLy evenLs.

uurlng Lhe Lwo years of Lhe pro[ecL uAL sLaff wlLnessed an lncreaslng number of sLudenLs self-
ldenLlfylng and parLlclpaLlng ln ALC sponsored evenLs. A slgnlflcanL lndlcaLor of success was when
ALC sLaff and Lhe research Leam heard sLorles abouL secondary school sLudenLs who Look whaL Lhey
had learned from ALC acLlvlLles and ln dlfferenL ways passed on Lhose Leachlngs Lo sLudenLs aL Lhelr
home schools. We heard sLorles abouL some sLudenLs who organlzed assemblles for Lhelr school,
oLhers who Look responslblllLy for sharlng Lhelr knowledge Lhrough school wlde announcemenLs,
and Lhose who worked aL educaLlng Lhelr hlsLory Leachers by speaklng up and speaklng ouL ln class.

Well-belng was also lndlcaLed by sLudenLs' ablllLy Lo lmaglne and envlslon Lhelr fuLure success.

5be qove me-sbe moJe me feel mote posltlve. llke, l octoolly sow my fotote. llke, l
stotteJ lookloq fotwotJ to my fotote, l qoess. l Joot koow wbot else to soy. (5toJeot &
ootb, 1c1, p. 9)

l woot to bove o cootloootloo of tbe ptoqtom, l om leotoloq oo o mote petsoool level of
wbot l om copoble of, tbe qtoop wotk lovolveJ, tbe sbotloq of lJeos ooJ bow tbot oJJs
to cteotloq. (utomo co-op, ulscossloo, 5toJeot.8)

1he Clrl's Croup provlded opporLunlLles for glrls who prevlously were almosL always sllenL durlng
class Lo become more comforLable and confldenL abouL parLlclpaLlng acLlvely ln dlscusslons aL
school. lloL ro[ecL sLaff heard reporLs from classroom Leachers abouL Lhe glrls' lncreased
parLlclpaLlon ln Lhelr regular classrooms, ln parLlcular how Lhe pro[ecL helped Lhem Lo break ouL of
Lhelr shell and sLarL speaklng up." (uAll 1c4, 5toff.6 p. J)

SLudenLs Lhemselves were able Lo ldenLlfy when Lhey felL successful,

My fovootlte osslqomeot wos Jefloltely tbe lost ooe becoose l jost llke coooectloq
evetytbloq tbot l leotoeJ, ooJ llke tokloq tbe ottefocts ooJ jost qlvloq tbem o tltle of oo
lJeotlty tbot l leotoeJ ftom tbe cootse. AoJ tbeo, l Joot koow, l jost felt teolly smott
pottloq evetytbloq toqetbet. (ku 5toJeot.2, p. 11)

! ! ! "#$%&%'()('*!+,-!.$/%%&0!

29
A member of Lhe Aborlglnal communlLy remlnded us LhaL adulLs lnvolved ln Lhe educaLlon sysLem
someLlmes mlss lndlcaLors of Aborlglnal SLudenL Well-8elng. SomeLlmes Lhe expecLaLlon of fallure geLs
ln Lhe way of seelng success.

1be ooly woy oot yoooq people ote qoloq to be soccessfol ls lf tbey koow tbot, ftom tbls
petsoo to tbls petsoo to tbls petsoo, tbetes some ttost tbete. 1bot tbe people otoooJ
tbem ote qlvloq tbem messoqes tbot, yoo koow, tbey ote sttooq, copoble yoooq people
oble to moke tbe best Jeclsloos fot tbemselves. 1bot mlqbt locloJe post-secooJoty, ooJ
tbot mlqbt locloJe ttoJe. wbot evet tbelt cbolces tbey bove optloos opeo to tbem. (cM.1,
p. 7)

2.S 8arrlers Lo Aborlglnal SLudenL Well-8elng
Aborlglnal sLudenLs, parenLs, communlLy members, and members of Lhe lloL ro[ecL sLaff have an acuLe
undersLandlng of Lhe barrlers LhaL Aborlglnal sLudenLs confronL when worklng for well-belng and school
success. Accordlng Lo lnformanLs, Lhese lnclude Lhe followlng:
A. 1he colonlal legacy and lLs lmpllcaLlons for sLudenLs, famllles, and communlLles,
8. A lack of knowledge, undersLandlng, and supporL on Lhe parL of Lhe school sLaff,
C. School and 8oard pollcles LhaL confllcL wlLh Aborlglnal sLudenLs' needs,
u. Currlculum expecLaLlons LhaL creaLe Lhe lmpresslon LhaL Lhere ls llLLle room for Lhe
lnLegraLlon of Aborlglnal conLenL, and
L. 8aclsm.

1nL CCLCNIAL LLGAC: IMLICA1ICNS ICk IAMILILS AND CCMMUNI1ILS
Aborlglnal sLudenLs aLLend schools ln splLe of a long hlsLory of negaLlve relaLlonshlps beLween Aborlglnal
people and lnsLlLuLlons of formal schoollng. 1hls negaLlve hlsLory has lLs rooLs ln Lhe resldenLlal school
sysLem, whlch was lmposed on Aborlglnal peoples from Lhe laLe 19
Lh
cenLury onwards by Lhe Canadlan
governmenL as parL of lLs pollcy of forced asslmllaLlon. SLudenLs and Lhelr parenLs do noL necessarlly
LrusL an lnsLlLuLlon-school-LhaL for generaLlons was responslble for causlng harm. 1he consequenL
lack of LrusL and lack of famlllarlLy wlLh Lhe sysLem frequenLly conLrlbuLes Lo confllcLed relaLlonshlps
beLween home and school. uue Lo confllcLed relaLlons rooLed ln our colonlal hlsLory, Aborlglnal parenLs
do noL necessarlly have knowledge of Lhe school sysLem LhaL would allow Lhem Lo advocaLe successfully
on behalf of Lhelr chlldren. ln addlLlon, Lhe governmenL-creaLed reserve sysLem sLlll conLrlbuLes Lo
dlsrupLlon and relocaLlon of Aborlglnal people as famllles move beLween reserve communlLy and urban
cenLers, ofLen wlLh Lhe hope of lmprovlng llvlng condlLlons and llfe opporLunlLles for Lhemselves and
Lhelr chlldren. 1hls creaLes challenges for chlldren ln a school sysLem LhaL ls deslgned Lo serve sLudenLs
whose famllles are less moblle or do noL have Lo conLend wlLh on-golng effecLs of colonlzaLlon on Lhelr
llves.

LACk CI kNCWLLDGL AND UNDLkS1ANDING
AoJ l sow lt ovet ooJ ovet oqolo tbe people otoooJ lt tbot jost JlsteqotJ peoples
cltcomstooces, ot wbot people wete op oqolost lo tetms of toclsm, povetty, fotceJ
osslmllotloo. . AoJ so ptoblems beloq locoteJ wltblo people. (uAll 1c1 5toff.1, p. 4)
Aborlglnal sLudenLs and Lhelr famllles confronL a sysLem LhaL has llLLle undersLandlng of Lhe hlsLory of
Aborlglnal - non-Aborlglnal relaLlonshlps ln Lhls counLry and consequenLly have llLLle undersLandlng of

30
Lhe needs, hopes, fears, lssues, and challenges LhaL Aborlglnal sLudenLs brlng Lo, and encounLer ln,
school. 1he vasL ma[orlLy of school sLaff are nelLher well prepared Lo undersLand or poslLlvely respond Lo
Lhe lssues and challenges confronLlng Aborlglnal famllles.

SLudenLs' shared sLorles of Lhelr negaLlve school experlences and Lhe slgnlflcance of Lhose experlences
Lo Lhelr sense of ldenLlLy, belonglng, and engagemenL, and Lhus Lo Lhelr well-belng and success. ln our
dlalogue wlLh sLudenLs lL became clear [usL how lmporLanL Lhelr school experlences are Lo Lhelr
undersLandlng of Lhemselves as sLudenLs and as learners. When Lalklng abouL Lhelr negaLlve school
experlences sLudenLs looked down, fldgeLed, spoke sofLly, losL Lhelr Lraln of LhoughL, and were relucLanL
Lo lnclude deLalls. ln sLark conLrasL when Lalklng abouL Lhelr experlences wlLh Lhe lloL ro[ecL and wlLh
lloL ro[ecL sLaff, sLudenLs saL up, looked dlrecLly aL Lhelr audlence, spoke clearly, provlded deLalled
descrlpLlons, and spoke wlLh exclLemenL and anlmaLed descrlpLlons. (Cn, S? 1C1, p. 2) School sysLems
and Leachers and prlnclpals as key acLors wlLhln Lhe sysLem have profound power Lo lmpacL sLudenLs'
undersLandlng of Lhemselves. 1he lack of knowledge and undersLandlng on Lhe parL of 1uS8 Leachers
and supporL sLaff conLrlbuLes Lo Lhe negaLlve school experlences of Aborlglnal chlldren.

CLICILS 1nA1 CCNILIC1 WI1n NLLDS
ln Lhelr work wlLh sLudenLs and schools, lloL ro[ecL sLaff encounLered dlfflculL slLuaLlons ln whlch 1uS8
pollcles and pracLlces confllcLed wlLh sLudenL needs and hlndered Lhelr ablllLy Lo provlde sLudenL
supporL. lor example, uAL sLaff worked wlLh Aborlglnal adolescenLs who are requlred Lo provlde care
for younger slbllngs prlor Lo geLLlng Lhemselves Lo school. under Lhese clrcumsLances Lhe sLudenLs ofLen
arrlve laLe Lo school. 8aLher Lhan conLlnually penallzlng sLudenLs for belng laLe, lloL ro[ecL sLaff asked
LhaL sLudenLs elLher be excused from comlng laLe Lo class or lf posslble Lo be glven a spare flrsL perlod.
SLaff reporLed LhaL some secondary school prlnclpals were respecLful of sLudenLs' home slLuaLlons and
were able Lo accommodaLe sLudenLs and Lhelr famlly's needs. CLher prlnclpals applled rules wlLh an
absence of flexlblllLy sLaLlng l wlll noL have sLudenLs deLermlnlng Lhelr own schedules." (uAL SLaff.4,
l1, p. 4)

lloL ro[ecL sLaff members were ofLen frusLraLed by Lhe lack of flexlblllLy LhaL was needed Lo supporL
Aborlglnal sLudenLs reLurn Lo school. School pollcles LhaL requlre conslsLenL and on-Llme aLLendance
someLlmes creaLed a barrler as sLudenLs were aLLempLlng Lo make Lhe LranslLlon back Lo school.

well, lts eveo tbe scbool pollcles oo cettolo tbloqs, tlqbt. jl] boJ o stoJeot, wbo wosot
otteoJloq, l qot blm to otteoJ, bot be wos cooslsteotly lote, bot be wos tbete. 1bey
sospeoJeJ blm fot bls omooot of lotes. oo koow, lts ooe step fotwotJ ooJ tbtow os
bock tweoty ooJ tbeo lts ftosttotloq to tbe klJ becoose, yoo koow, lts llke, lm Joloq
evetytbloq l coo ooJ lts stlll oot qooJ eoooqb. l coot be botbeteJ wltb tbls. (uAll 1cJ,
5toff.8, , p. 8)

ollcles wlLh regard Lo LesLlng are also experlenced as a barrler by Aborlglnal sLudenLs. Aborlglnal
Leachers and sLudenLs are aware LhaL Lhe CML ls especlally concerned wlLh LesL resulLs, and whlle Lhe
mlnlsLry has falLh ln Lhe LesLs and pollcles requlre LesLlng for all sLudenLs, Lhe experlence of consLanL
LesLlng can be negaLlve and allenaLlng.

8ecoose tbe Mlolstty ls lookloq so mocb ot stots ooJ well, yoo JlJ tbls oo yoot OAO,
yoote ot level ooe, two, tbtee ot foot, ooJ yoo oeeJ temeJlotloo. AoJ wbots beloq lost lo
tbot ls tbe bomoo beloq. (uAll 5toff.4, p. 27)

! ! ! "#$%&%'()('*!+,-!.$/%%&0!

31
1he obsesslon wlLh LesLlng lmpacLs classroom Leachers and prlnclpals who, under pressure for good LesL
resulLs, focus excluslvely on drllllng sLudenLs. A school prlnclpal explalned her soluLlon for addresslng Lhe
Aborlglnal sLudenL achlevemenL gap,

5be solJ bet oploloo wos to bommet tbem wltb ocoJemlcs-yoo koow, bommet tbem,
bommet tbem, bommet tbem-ooJ, eveotoolly, tbey wlll qet lt. (uAll 5toff.2, 1c2, p.
18)

ollcles and pracLlces LhaL lmpacL Lhe number of secondary schools LhaL offer naLlve SLudles means LhaL
very few sLudenLs have access Lo even a slngle course LhaL addresses Aborlglnal sub[ecL maLerlal. And as
lloL ro[ecL sLaff explalned,

A lotqe pott of tbe oeeJs fot some of tbe stoJeots tbot l jsee], tbey Jo-tbey feel oo
ottocbmeot to tbe scbool. 1bey Joot-lts oot televoot to tbem. 1bey Joot see
tbemselves lo tbe scbool. 1bey Joot see tbemselves occototely tepteseoteJ. 1bey Joot
feel welcome. 1beyte tbe lovlslble klJs. (uAll 5toff.8, 1cJ, p. 7)

CUkkICULUM LkLC1A1ICNS AND A8CkIGINAL CCN1LN1
When asked Lo Lalk abouL whaL Lhey llked leasL abouL school sLudenLs Lold us abouL negaLlve
experlences wlLh Leachers and Lhe lack of Aborlglnal represenLaLlon ln Lhe currlculum. 8y Lhe Llme Lhey
reach hlgh school many Aborlglnal sLudenLs are Llred of, and leglLlmaLely angered by, Lhe lack of
represenLaLlon or mlsrepresenLaLlon of Aborlglnal peoples, hlsLorles, and culLures. SLudenLs conLlnue Lo
Lell sLorles of havlng Lo slL ln class and llsLen Lo Lhelr Leachers' presenL Aborlglnal people as a 8omanLlc
MyLhlcal people of Lhe pasL.

l Joot koow some of tbem woolJ cote bot most of tbem ptobobly woolJot. 1beyte llke,
Ob, tbeyte JeoJ. 1bey octoolly tbooqbt we wete extloct. coose yoo Joot botely see
oooe bete. uoless yoote llke o llttle commoolty llke bete ot ot tbe cotoet of 5poJloo
tbeo tbetes Notlves bot lf yoo qo ooywbete else we Joot exlst. uoless yoote lo 1booJet
8oy, lts llke Notlve ooJ wblte. cboose yoot woy. (5toJeot & ootb 5A.1, p. 4)

When sLudenLs feel llke Lhere ls no place for Lhem ln schools, Lhey sLop aLLendlng.

kACISM
When asked abouL Lhelr school experlences many Aborlglnal sLudenLs descrlbe encounLers wlLh raclsm
and draw connecLlons beLween raclsm and school leavlng.

Ooe of tbe vls, be solJ oote oot qoloq to moke lt bete so jost Jtop oot. 5o l JtoppeJ
oot ooJ tbeo l tolJ my mom tbot so we weot to scbool ooJ be wos llke, No l JlJot soy
tbot. (5toJeot & ootb 5A.1, p. 2)

1hls sLudenL dld leave hls local school buL slmllar Lo oLher Aborlglnal youLh he meL up wlLh lloL ro[ecL
sLaff and found hls way Lo Lhe ALC. 1hrough Lhelr lnvolvemenL ln varlous lloL ro[ecL acLlvlLles and
evenLs Lhese sLudenLs were worklng on boLh learnlng Lhelr hlsLory and culLure and earnlng Lhelr hlgh
school dlplomas.

32
lt ls o coooectloo to coltotol ptlJe tbot belps some of os. we llke wbo we ote ooJ wbete
we come ftom. Notlve ltlJe! 5ome of os oseJ to be embottosseJ to be Notlve. we tblok
tbete ls o coooectloo betweeo self-esteem ooJ toclsm. 5ome of os wete teoseJ lo
elemeototy scbool-feelloq olleooteJ ooJ oot flttloq lo wos botJ to qtow loto o cbllJ.
(Awl uocomeot, p. 4)

SomeLlmes Lhe raclsm ls overL, oLher Llmes lL ls subLle ofLen lL conLrlbuLes Lo sLudenLs feellng allenaLed,
marglnallzed, and as lf Lhey do noL wanL Lo be ln school. Powever when sLudenLs have access Lo
knowledge and undersLandlng of Aborlglnal people's hlsLory, when sLudenLs feel supporLed by
counselors, menLors, and Aborlglnal Leachers, when sLudenLs are noL Lhe only Aborlglnal sLudenLs ln Lhe
classroom Lhey can supporL each oLher and Lhey can and do speak back Lo expresslons of raclsm.

As one of Lhe Aborlglnal youLh so accuraLely sLaLed you Lhlnk LhaL raclsm ls golng down buL lL's noL - lL
ls everywhere golng up." As lnformed progresslve educaLors lL ls dlfflculL for many of us Lo accepL Lhe
depLh and prevalence of raclsm LhaL permeaLes Lhe sysLem. 1hls and Lhe followlng chapLers lnclude
sLorles of raclsm and Lhe ways ln whlch pollcles and pracLlces conLrlbuLe Lo Lhe dlscrlmlnaLlon and
oppresslon of Aborlglnal people. 1he followlng llsL ls lncluded here as a way of drawlng aLLenLlon Lo Lhe
raclsm experlenced by Aborlglnal sLudenLs, Leachers, parenLs and communlLy members ln 1uS8 schools.

1eachers app|y the|r ||m|ted know|edge |n |nappropr|ate ways.
A prlnclpal Lold a sLudenL LhaL because he was mlsbehavlng ln school bes btloqloq sbome to bls
people wltb bls bebovloot. (loteot.6 l8, p. 7)
A non-Aborlglnal Leacher asked a group of Aborlglnal youLh menLors wby ote tbose Abotlqlool
klJs flqbtloq ovet tbe motkets, l tbooqbt sbotloq wos o pott of yoot coltote. (letsoool
commoolcotloo ll ooJ cMJ, 5ptloq 2009)
An Aborlglnal sLudenL was Lold by a Leacher ln hls hlgh school n1N1 ls spteoJloq lo Abotlqlool
commooltles becoose tbey coot pot booJ sooltlzets lo tbe scbools becoose tbe klJs wlll jost toke
lt fot solffloq. (klvetJole closs ulscossloo, Ioo 2010)

1hese commenLs reflecL Lhe speakers' lgnorance, and are an aLLempL Lo regulaLe Aborlglnal sLudenLs
behavlors. lL ls as lf by vlrLue of Lhelr belng Aborlglnal sLudenLs musL behave accordlng Lo a sLandard
lmposed by non-Aborlglnal person's sLereoLyplcal knowledge of Aborlglnal people.

1DS8 teachers made hurtfu| comments to Abor|g|na| staff about Abor|g|na| students, Abor|g|na|
peop|e, and about Abor|g|na| teachers.
A lloL ro[ecL sLaff person wenL Lo a classroom Lo see abouL wlLhdrawlng a sLudenL for
lndlvlduallzed aLLenLlon and was Lold of cootse yoo coo toke blm jost Joot btloq blm bock,
(uAll 5toff.2, l8, p. 2)
A sLaff member was Lold yoo Joot look llke oo loJloo. (uAll 5toff.4, l1, p. 1)
ln response Lo an Aborlglnal sLudenL experlenclng dlfflculLles aL school a classroom Leacher
sLaLed oppoteotly scbool lsot lmpottoot to tbese people. (uAll 5toff.4, l2, p. 2)

AkLN1S' LkSLC1IVLS CN 8AkkILkS
Lach of Lhe parenLs lnLervlewed drew connecLlons beLween Lhe broader soclal-pollLlcal conLexL ln
Canada and Lhe lack of aLLenLlon Lo Aborlglnal sLudenLs and Aborlglnal LducaLlon wlLhln Lhelr chlldren's
schools. Aborlglnal parenLs undersLand LhaL Lhe lack of knowledge ls conLlnually reproduced. 1hey dld
noL have access Lo Aborlglnal conLenL when Lhey were ln school and now Lhey see Lhelr chlldren havlng
! ! ! "#$%&%'()('*!+,-!.$/%%&0!

33
slmllar experlences. arenLs recognlze LhaL Leachers know very llLLle abouL Aborlglnal people, language,
culLure, and hlsLory and Leachers cannoL Leach whaL Lhey do noL know. 1hey draw connecLlons beLween
Lhe lack of aLLenLlon Lo Aborlglnal LducaLlon, a lack of concern for Aborlglnal people and Lhelr chlldren's
experlences of allenaLlon and marglnallzaLlon from school. (arenL lnLervlews 1-6)

1he lack of knowledge conLrlbuLes Lo Lhe lack of respecLful relaLlonshlps beLween parenLs and school
sLaff.

oo koow tbey focos oo 8lock nlstoty Mootb lo lebtooty ooJ evetytbloq, ooJ lJ llke to see
tbem-l meoo, l wlsb we boJ mote, otbet tboo ooe Joy. oo koow Notloool Abotlqlool uoy.
(loteot.4, p. 8)

Cne parenL sLrongly belleved LhaL Leachers dlsmlss Aborlglnal sLudenLs on Lhe basls of a deflclL model of
Lhlnklng.

j1eocbets ossome] lt ls jost oootbet poot povetty sttlckeo klJ ftom o jboJ] fomlly wbos
oevet qoloq to omooot to ooytbloq. AoJ l ttoly belleve tbot tbots wbot tbey tblok. l tblok
tbetes o lot of steteotype ooJ ptejoJqmeot tbot qoes oo, wbetbet lts ot tbe cooscloos level
ot tbe oocooscloos level. (loteot.J, p. 21)

arenLs felL Lhe school sLaff were noL hearlng Lhelr concerns, Lhey reporLed lnLroduclng Lhe lloL ro[ecL
sLaff Lo Aborlglnal sLudenLs ln Lhe school because Lhe school sLaff were noL maklng Lhe referrals, Lhey
expressed frusLraLlon aL Lhe lack of communlcaLlon beLween Lhe school and home.

l tblok tbot lt ls teolly exttemely lmpottoot tbot teocbets-ot ptloclpols, totbet-ote owote
tbot tbete ls oo Ac, ooJ tbot tbete ls osslstooce fot Abotlqlool stoJeots ooJ fomllles,
becoose we ptobobly coolJ bove, yoo koow, boJ some osslstooce befote tbe eoJ of lost yeot
jIooe2009]. (loteot.2, p. 9)

And as one parenL reporLed wlLh regard Lo Lhe school sLaff:

AoJ jstoff ftom tbe lllot ltoject] come loto tbot meetloq. AoJ l bove to tell yoo, tbe teocbets
ooJ tbe ptloclpols tolk o wbole lot olcet to yoo wbeo yoo bove someooe ftom tbe bootJ
tbete wltb yoo, llke olqbt ooJ Joy. (loteot.J, p. 9)

arenLs were especlally appreclaLlve of Lhe supporL provlded by Lhe lloL ro[ecL. 8ased on parenLs'
experlences school sLaff dld noL have Lhe knowledge, undersLandlng, or ln many cases Lhe wllllngness Lo
address Lhelr chlldren's AborlglnallLy and Lhe challenges Lhelr chlldren were experlenclng wlLh school.

lt qets teolly-yeob, lf lt weteo't fot-booestly, l woolJ bove qlveo op. l wos jost beslJe
myself oo bow to Jeol wltb tbls scbool ooJ evetytbloq. AoJ lf lt weteo't fot me beloq oble to
e-moll my cootoct ovet tbete ot tbe Ac tellloq me wbot tbe toles ote ooJ wbot my tlqbts
ote ooJ tbls ooJ tbot, l Joo't koow wbot l woolJ bove Jooe . 5o l'm stlll oot sote sott of
wbot boppeos oftet oll tbls ls Jooe, bot teolly, tbe Ac bos teolly belpeJ me lo jost sott of
flqbtloq fot my klJ ooJ mokloq sote be Joeso't qet lost lo tbe sboffle .. (loteot.J, p. 4)

AlLhough parenLs wanLed more supporL from lloL ro[ecL sLaff members Lhey were unlLed ln
undersLandlng LhaL Lhe sLaff were overwhelmed wlLh Lhe numbers of Aborlglnal sLudenLs who requlred

34
asslsLance. arenLs observed Lhere was slmply noL enough sLaff Lo ensure ongolng and conslsLenL
conLacL ln many of Lhe schools. 1hey dld express dlsLress aL noL havlng enough Llme wlLh Lhe lloL
ro[ecL sLaff and slLed LhaL as a barrler Lo good home school relaLlonshlps. 1helr chlldren were
developlng poslLlve relaLlonshlps wlLh Lhe sLaff and parenLs were counLlng on Lhe sLaff's supporL.

ln splLe of negaLlve assoclaLlons wlLh school, chlldren and youLh need schools - schools are Lhe place
where Lhelr peer group ls, where Lhey have access Lo learnlng and belonglng and recognlLlon. SLudenLs
need and wanL whaL schools have Lhe poLenLlal Lo offer. When schools fall chlldren and youLh learnlng
and belonglng can be dlfflculL and someLlmes lmposslble Lo recuperaLe. 1he uAL sLaff and Lhe 1olkloq
5tlck researchers wlLnessed Lhe dlfference lL can make when a sysLem Lakes serlously lLs responslblllLles
Lo Aborlglnal sLudenLs and youLh.
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

33
Urban Abor|g|na| Lducat|on:
1eacher ko|es and kespons|b|||t|es
Wr|tten 8y: kr|sta Iohnston
lt wos o bomblloq expetleoce. l teollzeJ l wos stlll wtooq, tbe looqooqe l wos osloq wos
oot opptoptlote. (A8l 1eocbet.7, lA, p. 1)

3.1 ueflnlng 1eacher's 8oles and 8esponslblllLles
1eachers play a cenLral role ln developlng and dellverlng Aborlglnal LducaLlon wlLhln Lhe 1uS8. 1hey are
Lhe mosL regular and dlrecL conLacL for Aborlglnal sLudenLs, Lhey are Lhe prlmary means Lhrough whlch
sLudenLs wlll learn abouL Aborlglnal people, hlsLory, and culLure, Lhey are responslble for Leachlng abouL
Canada's hlsLory of colonlzaLlon and Lhe relaLlonshlps beLween Aborlglnal and non-Aborlglnal people ln
Lhls counLry. ln oLher words, Leachers bear a speclal responslblllLy for decolonlzlng and lndlgenlzlng
schools. ln order Lo fulflll Lhese responslblllLles, Leachers requlre numerous resources and supporLs, as
well as Lralnlng and access Lo ongolng learnlng opporLunlLles. 1hey musL also be prepared Lo reflecL on
and work Lhrough Lhe palnfully close relaLlonshlp beLween lnsLlLuLlons of formal schoollng and
colonlzaLlon ln Canada. lor mosL Leachers, Lhls requlres a slgnlflcanL shlfL ln undersLandlngs of Canada's
colonlal hlsLory, ln decolonlzlng Lhelr own undersLandlngs abouL relaLlonshlps beLween Aborlglnal and
non-Aborlglnal people, and ln approaches Lo pedagogy. 1eachers musL be prepared Lo Lake up Lhelr
unlque responslblllLles and roles, and Lhey musL be supporLed ln Lhelr aLLempLs Lo do so.

3.2 uecolonlzlng 1eacher racLlce: Learnlng from Lhe uAL
1he uAL lloL ro[ecL provlded lmporLanL supporLs Lo Leachers. lloL ro[ecL sLaff members worked wlLh
Leachers on reachlng currlcular goals, as well as enhanclng Lhelr professlonal knowledge base. 1hey
provlded access Lo approprlaLe resources and suggesLlons for lmplemenLlng currlculum goals and
Leachers' vlslons. SLaff members vlslLed schools, asslsLed Leachers, and provlded workshops, sample
lessons and demonsLraLlons. 1hrough Lhe Aborlglnal LducaLlon CenLre's resource llbrary, a number of
resources were made avallable Lo Leachers, lncludlng Lhe Abotlqlool volces lo tbe cottlcolom Leachlng
gulde, and a wlde range of books, fllms, and oLher resources. lloL ro[ecL sLaff also provlded lesson and
unlL plans Lo go wlLh some of Lhese resources. 1hrough workshops and lndlvldual meeLlngs, sLaff
lnLroduced Leachers Lo resources wrlLLen and produced by Aborlglnal people. A large, mulLl-dlsclpllnary
ArLs-8ased ro[ecL was mounLed ln 2009 and 2010, provldlng a serles of professlonal developmenL
workshops for Leachers, whlle also connecLlng schools wlLh Aborlglnal arLlsLs, sLoryLellers, and
muslclans. ConnecLlons beLween Lhe 1uS8 and Lhe 1oronLo Aborlglnal communlLy were furLher
sLrengLhened ln Lhe second year of Lhe ArLs-8ased ro[ecL, whlch was held ln parLnershlp wlLh Lhe
AssoclaLlon for naLlve uevelopmenL of Lhe erformlng and vlsual ArLs (AnuvA). Cn May 31, 2010 Lhe
Aborlglnal LducaLlon CenLre hosLed Lhe 1oronLo and Area 8eglon (1A8C) Aborlglnal LducaLlon
Symposlum aL Pumber College. Whlle Lhls Symposlum lncluded Leachers from a number of reglonal
school boards, Lhe lmpacL of Lhe lloL ro[ecL on fosLerlng 1uS8 Leacher lnLeresL was ln clear evldence,
as was Lhe Lremendous work belng done by lloL ro[ecL sLaff and 1uS8 Leachers who presenLed aL Lhe
Symposlum.
3
36

ln our assessmenL of Lhe successes and challenges of Lhe lloL ro[ecL ln helplng Leachers Lo fulflll Lhelr
roles and responslblllLles regardlng Aborlglnal LducaLlon, we lnLervlewed 27 Leachers ln schools across
Lhe 1uS8. 8esearchers also aLLended a number of professlonal developmenL workshops conducLed by
lloL ro[ecL sLaff, spoke wlLh Leachers abouL Lhelr experlences and Lhelr needs, and lnLervlewed sLaff
members abouL Lhelr work wlLh 1uS8 Leachers.

Several key flndlngs emerge from our analysls of Lhls daLa:
1. 1eachers have a speclal responslblllLy for Leachlng abouL Aborlglnal people, hlsLory, and culLure,
mosL of Lhe Leachers we spoke wlLh recognlze Lhls.
2. MosL Leachers feel under-prepared by exlsLlng Lralnlng and experlence Lo Leach Lhls maLerlal.
3. MosL Leachers suggesLed LhaL Lhey needed more resources, and more supporL ln evaluaLlng Lhe
approprlaLeness of resources.
4. MosL Leachers felL LhaL Lhey needed more Llme and supporL Lo deepen Lhelr learnlng abouL Lhls
maLerlal and Lo fully lnLegraLe lL lnLo Lhelr Leachlng.
3. 1eachers suggesLed LhaL Lhe mosL slgnlflcanL source of professlonal developmenL for Lhem was
dlrecL and ongolng conLacL wlLh Aborlglnal Leachers, scholars, arLlsLs, and communlLy members.

WlLhouL excepLlon, Leachers reporLed LhaL Lhe lloL ro[ecL provlded Lhem wlLh lnvaluable access Lo
resources, experLlse, Lralnlng, and LhaL Lhelr Leachlng pracLlce, and Lhelr sLudenLs' learnlng was dlrecLly
enhanced as a resulL. Cverall, an analysls of Lhls daLa demonsLraLes a slgnlflcanL shlfL. AlLhough Leachers
began (and remalned) aL very dlfferenL levels of undersLandlng, mosL made slgnlflcanL shlfLs ln Lhelr
undersLandlngs of Aborlglnal people, hlsLory and culLure, Lhe lmporLance of Aborlglnal LducaLlon, and
undersLandlngs of Lhelr roles and responslblllLles as Leachers and as lnherlLors of Lhls colonlal legacy. ln
shorL, Lhls ls a process of decolonlzlng Leachlng pracLlce. Cf course, such a shlfL ls noL easy, nor ls lL llkely
ever compleLe. A closer look aL Lhe sLorles Leachers shared wlLh us, and Lhe ArLs-8ased ro[ecL provlde
some lmporLanL lnslghLs lnLo Lhls process, and Lhe challenges encounLered along Lhe way.

1eachers conslsLenLly reporLed LhaL Lhey feel Lhey are expecLed Lo achleve currlculum goals wlLh llmlLed
resources and Llme. 1hey feel under-prepared by Lhelr Lralnlng and ln-school/ln-board resources Lo
address Lhls aspecL of Lhe currlculum. Many also feel LhaL Aborlglnal people, hlsLory and culLure are
sorely underrepresenLed ln Lhe exlsLlng currlculum, meanlng LhaL many can choose Lo slmply omlL Lhls
from Lhelr Leachlng pracLlce, raLher Lhan lnLegraLlng lL fully across Lhe currlculum. uesplLe exLenslve
Lralnlng around lssues of anLl-raclsm, dlverslLy, and mulLlculLurallsm, Leachers feel under-equlpped Lo
address Canada's colonlal legacy, Lo work wlLh Lhe Aborlglnal sLudenLs ln Lhelr classrooms, and Lo seL
Lhe Lone for healLhy relaLlonshlps beLween Aborlglnal and non-Aborlglnal sLudenLs, Leachers, famllles,
and communlLles.

3.2A 1he UAL Arts-8ased ro[ect and rofess|ona| Deve|opment
1he uAL lloL ro[ecL ran Lhe ArLs-8ased ro[ecL ln 2009 and 2010. 1hls mulLldlsclpllnary pro[ecL
lncluded Leachers and sLudenLs across Lhe 1uS8 and across grade levels. lnLeresLed parLlclpanLs were
asked Lo submlL a proposal for an arLs-based pro[ecL Lo be run ln Lhelr classrooms and schools. ln Lhe
flrsL year 27 Leachers from a range of grade levels parLlclpaLed ln Lhe pro[ecL. 1hey aLLended a serles of
four professlonal developmenL sesslons, where Lhey worked Lhrough Lhelr pro[ecL ldeas and sLraLegles
for lnLegraLlng Lhese lnLo Lhe broader currlculum. MosL Leachers were connecLed wlLh an Aborlglnal
arLlsL, sLoryLeller, or muslclan, who vlslLed Lhelr classroom and worked wlLh Lhelr sLudenLs over a perlod
of several weeks. ln !une 2009, Lhe resulLlng work was showcased ln an arL exhlblLlon and performance
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

37
aL Lhe 8rockLon CenLre. AL Lhe end of Lhe sesslon, Leachers were lnvlLed Lo Lype up Lhelr lesson and/or
unlL plans and posL Lhem on 1LL, Lhe onllne neLworklng slLe for 1uS8 Leachers. ln Lhe 2010 sesslon,
Leachers from 24 schools parLlclpaLed ln a serles of professlonal developmenL workshops, and mosL
schools were agaln connecLed wlLh a member of Lhe Aborlglnal arLs communlLy who vlslLed Lhelr
schools and worked wlLh sLudenLs on speclflc pro[ecLs. Schools were asked Lo showcase Lhe resulLlng
work ln an exhlblLlon or performance Lo Lhe school communlLy.

1hrough Lhe 1alklng SLlck ro[ecL, lnLervlews were conducLed wlLh 13 Leachers ln Lhe 2009 sesslon.
AnoLher seL of lnLervlews was conducLed ln Lhe 2010 sesslon. ln addlLlon, researchers aLLended some of
Lhe professlonal developmenL sesslons, observed arLlsL workshops ln parLlclpaLlng classrooms, and
aLLended Lhe exhlblLlon and performance ln !une 2009. 8esearchers were also provlded wlLh access Lo
Lhe anonymous evaluaLlon forms collecLed by Lhe uAL sLaff aL Lhe concluslon of each of Lhe
professlonal developmenL sesslons ln boLh years.

WhaL follows ls an analysls of Leachers' experlences of Lhe ArLs-8ased ro[ecL and Lhe learnlng
accompllshed. Cur analysls of Lhls case sLudy focuses on Lhe cenLral Lhemes encounLered ln our
dlscusslons wlLh Leachers. We Lhen Lurn Lo an analysls of Lhe challenges and barrlers confronLed by
Leachers and lloL ro[ecL sLaff ln Lhelr aLLempLs Lo decolonlze Leacher's pracLlce. 1he chapLer closes
wlLh a summary of Lhe lessons learned and a seL of recommendaLlons for sLrengLhenlng Aborlglnal
LducaLlon across Lhe 1uS8.

1LACnLk MC1IVA1ICN

lL should be noLed aL Lhe ouLseL LhaL Lhe Leachers who became lnvolved ln Lhe ArLs-8ased ro[ecL were
Lo a large degree self-selecLlng. 1he Leachers we lnLervlewed came from a wlde range of backgrounds,
represenLlng a broad specLrum of prevlous knowledge abouL Aborlglnal people, hlsLory, and culLure. 1he
commonallLy amongsL Lhem was Lhelr ready accepLance of Lhelr responslblllLy Lo Leach abouL Aborlglnal
people, culLure, and hlsLory.

Several Leachers noLed LhaL Lhelr lnLeresL and commlLmenL Lo Lhe pro[ecL sLemmed from Lhelr personal
connecLlons Lo Aborlglnal people and communlLles:

well, l wos boto lo Mexlco, ooJ l'm Mtls, Mestlzo. My qteot-qtooJmotbet wos Abotlqlool.
AoJ tbeo, yoo koow, tbe mlx boppeoeJ wltb 5poolsb. 5o l'm Mtls. 5o lo tbot tespect, l bove
beeo close to my owo Abotlqlool coltote. wbeo l come to coooJo, l wos jost fosclooteJ, eveo
befote l stotteJ teocbloq, wltb tbe Abotlqlool coltote, ooJ l jost stotteJ teoJloq o llttle blt
bete ooJ tbete. AoJ tbeo l become o teocbet, ooJ l jost boppeoeJ to looJ lo CtoJe 6, wblcb ls
wbete tbe cottlcolom empboslzes fot 5oclol 5toJles, Abotlqlool people. AoJ tbeo l stotteJ
leotoloq mote oboot coooJloo Abotlqlool people ooJ jost lofotmeJ myself. AoJ l took o
sommet lostltote lo letetbotooqb, 1teot, fot Abotlqlool 5toJles, ooJ lt wos footostlc. AoJ l
jost keep loteqtotloq lt mote ooJ mote ooJ mote. (A8 1eacher.3, p. 1)

l qtew op lo wloolpeq, wblcb bos o lotqe Abotlqlool popolotloo, ooJ wbeo l wos o teeooqet
my mom wos o soclol wotket, ooJ sbe weot bock to scbool ooJ qot bet mostets ooJ too o
soclol wotk oqeocy lo tbe cote oteo of wloolpeq... 5o, tbot l qoess, qtowloq op lo wloolpeq,
wblcb Joes bove mooy lssoes, l wos exposeJ to o lot of people wbeo tbey come lo off of
tesetvotloos, ooJ octoolly l wos lo bosloess, ooJ lo tbe bosloess wotlJ l Jeolt wltb o oombet
of people tbot wete lltst Notloos tbot boJ qooe to oolvetslty, ooJ tbey wete sovloq fot tbelt
klJs eJocotloo. 5o, yoo koow, l boJ sevetol clleots, so tbot wos o vety posltlve expetleoce.
38
AoJ tbeo lo tetms of my telotloos, l bove o cooslo wbo mottleJ someboJy wbo wos lltst
Notloos, ot ls lltst Notloos, ooJ tbey oJopteJ llke slx klJs, oll lltst Notloos. lve met tbem o
coople of tlmes, ooJ my btotbet ls oboot to motty someboJy wbos Mtls. (A8 1eacher.3, p.
1)

Many of Lhe Leachers LhaL we lnLervlewed spoke abouL Lhe pro[ecLs and lessons Lhey had conducLed
prevlous Lo Lhelr lnvolvemenL ln Lhe ArLs-8ased ro[ecL.

l stott my oolt osoolly by Joloq cotteot eveots. l osoolly btloq sometbloq tbot bos boppeoeJ,
yoo koow, jost to moke lt teol. 1o bteok owoy ftom tbe, "1bls lso't blstoty. Abotlqlool people
wete bock lo blstoty. 1eepees," wbotevet. 5o l stott wltb cotteot eveots, ooJ l moJel, yoo
koow, wbot l om expectloq. 5ome cbllJteo koow o lot, of cootse, ooJ otbets bove oo cloe.
5o, yoo koow, lt's tbe bteokloq owoy of oll of tbot. AoJ lt's o folly loteqtoteJ oolt tbot l Jo. 5o l
stott wltb cotteot eveots. 1beo we tolk oboot tbe teocbloqs ot leqeoJs. AoJ we tolk oboot
wbot tbey ote fot, wbot tbey wete oseJ fot, wby ote tbey colleJ teocbloqs. (A8 1eacher.3, p.
2)

1hree Leachers spoke abouL famlly members who were Aborlglnal. Cne was prompLed Lo geL lnvolved ln
Lhe pro[ecL ouL of concern for Lhe learnlng opporLunlLles of an Aborlglnal sLudenL ln her classroom.
Some had speclflc lnLeresLs ln Aborlglnal arL, and consldered Lhemselves Lo be very knowledgeable
abouL Aborlglnal arL and culLure.

AoJ lve olwoys opptecloteJ tbe ott of uopboe OJjlq, ooJ l booqbt ooe teceotly, l booqbt ooe
of bet ptlots. 1bot wos o blqbllqbt. AoJ Notvol Mottlsseoo. (A8 1eacher.3, p. 1)

A few Leachers self-ldenLlfled as Aborlglnal, and several noLed LhaL Aborlglnal hlsLory, culLure, presence
are cenLral Lo Lhelr Leachlng across Lhe currlculum.

Whlle many Leachers expressed a prevlous connecLlon Lo, and concern wlLh Aborlglnal LducaLlon,
several noLed LhaL Lhey had rarely encounLered or LaughL abouL anyLhlng relaLed Lo Aborlglnal people
before, and were very nervous abouL Lhe currlculum expecLaLlons LhaL Lhey do so. Many of Lhese
parLlclpanLs soughL ouL Lhe ArLs-8ased ro[ecL, and lloL ro[ecL sLaff Lo help Lhem negoLlaLe Lhelr sense
of lack of preparaLlon.

WheLher relaLlvely new Lo Leachlng Lhls sub[ecL maLerlal or noL, many of Lhe Leachers lnLervlewed
expressed concerns wlLh Lhe exlsLlng resources and documenLs aL Lhelr dlsposal (currlculum documenLs,
llbrary holdlngs, eLc), and sald LhaL Lhey felL very unprepared Lo Leach Lhe maLerlal as lL ls lald ouL ln Lhe
currlculum. A handful of parLlclpanLs noLed LhaL Lhe llmlLaLlons of Lhe exlsLlng currlculum for Lhe grade
level and/or sub[ecLs LhaL Lhey Leach led Lhem Lo seek ouL pro[ecLs where closer aLLenLlon Lo
approprlaLe represenLaLlons could be found. 1hls broad range of Leacher preparaLlon and prlor
experlence provldes an lndlcaLlon of Lhe klnds of work underLaken by lloL ro[ecL sLaff and Leachers
lnvolved ln Lhe ArLs-8ased ro[ecL.

SnII1ING LANGUAGL
ln Lhe 2009 sesslon, lloL ro[ecL sLaff began Lhe flrsL professlonal developmenL sesslon wlLh a
LradlLlonal openlng and welcome. 1hey Lhen Lalked abouL approprlaLe represenLaLlonal pracLlces, and
Lhe prevalence of sLereoLyplcal represenLaLlons of Aborlglnal people ln Lhe medla and popular culLure.
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

39
1he documenL 8esL racLlces ln lncludlng Aborlglnal eoples ln Lhe Currlculum" was provlded Lo
Leachers, and parLlclpanLs were lnvlLed Lo Lalk abouL Lhelr arL pro[ecLs and Lhelr ldeas.

Cne of Lhe flrsL Lhlngs LhaL Leachers reflecLed on was learnlng abouL approprlaLe language. lor example,
one Leacher menLloned LhaL she learned she shouldn'L say naLlve" or Aborlglnal", buL Slx naLlons",
MeLls, and oLher naLlons. She also noLed LhaL ln Lhe Aborlglnal sLudles unlL, Lhe word 'legend' ls used,
whlch ls problemaLlc (A8 1eacher.12, p. 1).

AnoLher Leacher slmllarly noLed LhaL she had come Lo undersLand LhaL Lhe word 'legend' ls
lnapproprlaLe when Lalklng abouL Aborlglnal Leachlngs:

.lo post yeots-fltst of oll, l colljeJ] tbem leqeoJs. AoJ lo ooe of tbe meetloqs tbot we boJ,
we boJ to sbote wbot we wete wotkloq oo, so l solJ, yoo koow, my stoJeots ote qoloq to be
cteotloq jottlstlc lotetptetotloos] oboot leqeoJs. 5o vety polckly l wos tolJ tbot tbey wete oot
leqeoJs, tbot tbey wete teocbloqs. 5o l come bock to my stoJeots, ooJ l solJ, oo koow,
tbese-. AoJ l'm vety booest wltb my stoJeots, ooJ l solJ, 1bls boppeoeJ. l bove olwoys
colleJ tbem leqeoJs, ooJ tbey oll koow tbem by leqeoJs. AoJ tbls ls o btlqbt qtoop of klJs.
5o l solJ, Now l've beeo tolJ-. AoJ l felt teolly boJ wbeo, yoo koow-l meoo, lqootooce. l
wos oevet tolJ otbetwlse. AoJ l tolJ tbe cbllJteo, oo koow, tbls boppeoeJ, ooJ l wos tolJ
tbey wete colleJ teocbloqs. wby? wby ote tbey colleJ teocbloqs? wby, yoo koow, ls lt so
lmpottoot to coll tbem teocbloqs losteoJ of-? AoJ tbey koew tlqbt owoy. 1bey tolJ me, yoo
koow, 8ecoose tbey teocb sometbloq. (A8 1eacher.3, p. 3)

1he lmporLance of employlng approprlaLe language ls reflecLed ln Lhe number of Leachers who made
Lhls shlfL Lhrough Lhelr experlences wlLh Lhe ArLs-8ased ro[ecL. ln parLlcular, shlfLlng from language of
'legends', whlch emphaslzes a hlsLorlcal, myLhlcal presence, Loward recognlLlon LhaL Lhese are Leachlngs
wlLh an lmporLanL place ln conLemporary culLural pracLlce and survlval ls slgnlflcanL.

8uL such shlfLs Lake Llme. A debaLe beLween Lwo Leachers ln a [olnL lnLervlew reflecLs Lhe dlfflculLy of
changlng language and deLermlnlng whlch language ls approprlaLe.

A8 1eacher.1A: So lL was a sLory noL a legend .
A8 1eacher.18: So we've goL wonderful.
A8 1eacher.1A: no, l'm sorry. lL was a sLory noL a Leachlng.
A8 1eacher.18: no, lL was a Leachlng. Per sLory, lL ls a Leachlng, because Lhe endlng.
LhaL endlng of LhaL parLlcular sLory.
A8 1eacher.1A: Ch, ls a Leachlng.
A8 1eacher.18: . ls . ls Lhe Leachlng ln lL.
A8 1eacher.1A: . ls a Leachlng. CoL lL.
(A8 1eacher.1, p. 34)

Whlle many Leachers suggesLed LhaL lL was relaLlvely easy Lo shlfL Lhelr language usage, Lhere ls
evldence LhaL even Lhls shlfL, wldely assoclaLed wlLh dlverslLy Lralnlng approaches, was dlfflculL for
many. uurlng Lhe lnLervlews, one Leacher who has been deeply lnvolved ln Aborlglnal LducaLlon and
relaLed lnlLlaLlves repeaLedly used Lhe word naLlves" (A8 1eacher.14). AnoLher Leacher referenced
Aborlglnal people as anclenL peoples" (A8 1eacher.7 l8 p. 4). 1he dlfflculLles ln shlfLlng language are
40
sympLomaLlc of Lhe larger challenges of worklng Lhrough long-held colonlal sLereoLypes and paLLerns of
LhoughL.

WCkkING 1nkCUGn DISCCMICk1, ANkIL1, ILAk
8egardless of Lhelr prevlous knowledge and Leachlng pracLlce, many Leachers suggesLed LhaL Lhe
professlonal developmenL sesslons provoked momenLs of self-reflecLlon LhaL ofLen resulLed ln
dlscomforL, fear, and anxleLy. ln addlLlon Lo paylng closer aLLenLlon Lo Lhe language Lhey used, quesLlons
abouL approprlaLe represenLaLlonal pracLlces welghed heavlly on Leachers' mlnds, wlLh some suggesLlng
LhaL Lhey had begun Lo quesLlon Lhelr prevlous Leachlng pracLlce, as well as Lhelr ablllLy Lo deLermlne
Lhe approprlaLeness of resources and pedagogles.

AL Lhe flrsL professlonal developmenL sesslon ln 2008, lloL ro[ecL sLaff provlded some dlrecLlon on
approprlaLe represenLaLlonal pracLlces for non-Aborlglnal sLudenLs, and suggesLed respecLful ways for
sLudenLs Lo learn from and abouL Aborlglnal culLure. Many Leachers noLed LhaL Lhls presenLaLlon hlL
home lmmedlaLely, forclng Lhem Lo Lhlnk carefully (and someLlmes palnfully) abouL Lhelr pasL Leachlng
pro[ecLs as well as common approaches Lo some currlculum conLenL.

Cn an anonymous evaluaLlon form compleLed aL Lhe end of Lhls sesslon, one Leacher wroLe:

1bete ls so mocb mote to tbls lssoe tboo wbot bos beeo pteseoteJ. jlt ls o] boqe lssoe ooJ
l/we oeeJ mote tlme fot opeo Jlscossloo to belp os focos. l om wottleJ tbot wbot l tbooqbt
wos tespectfol ls/wos lo foct loopptoptlote lo some woy. l oeeJ to tetblok wbot ooJ l bow l Jo
some tbloqs. l wlll lofotm otbet stoff ooJ tetblok post ptojects.

AnoLher Leacher parLlclpanL reflecLed on Lhls experlence ln her lnLervlew:

1be fltst ooe jptofessloool Jevelopmeot sessloo] wos o llttle blt of o sbock becoose, l meoo, l
koow lm oot tbe ooly petsoo bot we oll kloJ of wete, l tblok, ovet-ooolyzloq evetytbloq weve
Jooe op ootll tbot polot becoose, yoo koow, cettolo potometets wete qlveo ooJ we wete
teolly jost sbockeJ tbot we lo post ptojects bove octoolly Jooe some tbloqs tbot moybe
weteot totolly tespectfol, wltboot teollzloq lt. AoJ l tblok we wete ovet-ooolyzloq lt, llke
becoose yoo koow tbloqs wete meotlooeJ llke, l Joot tblok tbot tbe klJs oeeJ to be oble to
emolote ottlsts ot copy, ot lf tbeyte oot lltst Notloos ottlsts tbeo, yoo koow, wbete Jo we
Jtow tbe lloe, yoo koow? AoJ l, ooJ some people boJ tbe lJeos ftom tbe vety beqlooloq, my
lJeos wete cbooqloq becoose l teollzeJ tbot, wbot ls tbe leotoloq tbots qoooo boppeo, tlqbt?
llke, yes we coolJ wotk wltb tbls motetlol ooJ cteote tbls bot wbot ote tbey leotoloq oboot
tbe coltote, llke wbot ote tbey leotoloq oboot tbe sttoqqle? eob, so l qoess ftom tbe fltst lu
sessloo, l wos eoqet fot mote lofotmotloo, ooJ eoqet fot mote qolJooce. 1bots, l tblok - ooJ
lm oot tbe ooly ooe tbete, l tblok we wete oll lotetesteJ lo, yoo koow, we oeeJ mote
qolJooce ooJ we oeeJ mote, yoo koow, moybe tbloqs to ovolJ. l qot o textbook ftom jlllot
ltoject stoff]. 1be 1eocbloqs ftom 1ottle lslooJ, ot Jo yoo koow tbot ooe? AoJ tbot wos
belpfol. lt wos lotetestloq, tlqbt owoy tbey wete tolkloq oboot tbe jfoot] Jltectloos ooJ tbe
meJlcloe wbeel ooJ tbe Jlffeteot meJlcloes ooJ yoo koow, yoo coolJ see o coople of os jost
llke sctowlloq ootes ooJ ttyloq to, yoo koow, l Joot koow, jost ocoJemlc ot sometbloq. lt wos
foooy lo o woy, wbot coloot comes oext? oo koow, os lf tbe lofotmotloo ls llke o, lockeJ lo
o sectet box. Aoywoy. 1bey wete vety loslqbtfol ooJ weve ooly boJ tbtee ot foot ooJ lt
olteoJy, yoo koow, tbetes o teolly olce, l Joot koow, cobesloo ooJ eose wltb tbe qtoop. (A8
1eacher.8, p. 9-10)
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

41

Lven amongsL Lhose who had enLered Lhe pro[ecL wlLh a greaL deal of confldence and experlence, some
of Lhe maLerlals presenLed ln Lhe sesslons provoked a level of self-doubL LhaL haunLed Leachers
LhroughouL Lhe process:

l wos vety oftolJ oll tbe tlme to moke o foox pos, oll tbtooqb tbe ptoject. befote tbe ptoject, l
wos so cooflJeot. 8ot oftet, yoo koow, oll tbe coovetsotloos l beotJ, oftet evetytbloq, tbeo l
become vety self-cooscloos. (A8 1eacher.3, p. 6)

Some Leachers noLed LhaL Lhey had never felL Lhls degree of dlscomforL and uncerLalnLy before:

A8 1eacher.1A: . So Lhlngs llke LhaL - llke you can ask somebody where Lhey're from, and
sLep on Lhelr Loes.
Interv|ewer: And, was Lhls someLhlng LhaL you had ever experlence prlor Lo Lhese
sesslons? Cr Lhls.
A8 1eacher.18: uh uh.
A8 1eacher.1A: no.
Interv|ewer: nelLher of you.
In un|son: no
A8 1eacher.18: no. noL feellng so awkward LhaL you dldn'L wanL Lo say anyLhlng.
A8 1eacher.1A: ?eah.
A8 1eacher.18: 1haL's aL one polnL. And l Lhlnk Lhey reallzed LhaL. 8ecause Lhey had oLher
sesslons, and Lhey klnd of apologlzed. Llke, We don'L mean Lo lnLlmldaLe
you or we don'L mean Lo, you know, noL make you feel comforLable," klnd
of Lhlng buL Lhere were Llmes when we dld feel uncomforLable.
(A8 1eacher.1, p. 9-10)

Whlle Lhese momenLs of dlscomforL are dlfflculL for Leachers and faclllLaLors Lo work Lhrough, Lhey do
sLand as lndlcaLors of deeper learnlng, and of a slgnlflcanL shlfL ln Leacher self-percepLlon and
undersLandlng.

LLAkNING A8CU1 CUL1UkAL AkCkIA1ICN
ln parLlcular, dlscusslons abouL approprlaLe represenLaLlonal pracLlces cenLered on Lhe lssue of culLural
approprlaLlon. Many Leachers spoke abouL Lhelr learnlng around Lhls lssue ln speclflc. Cne Leacher
descrlbed her experlence ln Lhls way:

lt wos lotetestloq. lot lostooce. cteotloo stotles. lts polte commoo fot o teocbet to teoJ
Abotlqlool cteotloo stotles ooJ lmmeJlotely oftetwotJs bove cbllJteo moke tbelt owo
cteotloo stotles. 8ot tbots o blt llke tellloq 8lble stotles ooJ tbeo soyjloq], Moke op yoot owo
8lble stotles. lts jost tbese ote socteJ stotles, ooJ tbeyte sollJ ttotb. 1bey ote tbese stotles,
ooJ yoo sboolJot be mokloq op ooy otbets. 8ot lts sometbloq tbot teocbets Jo polte
typlcolly. (A8 1eacher.14, p. 2-3)

1he same Leacher reflecLed on Lhe dlscusslon abouL wheLher sLudenLs should be copylng Lhe arLlsLlc
works of famous Aborlglnal arLlsLs, or worklng ln Lhese sLyles:

42
we olso tolkeJ oboot copyloq Abotlqlool vlsool lmoqes ooJ bow tbe focos of oll ott ptojects
sboolJ be petsoool to tbe cbllJteo tbot we wete teocbloq, oot copyloq someboJy elses wotk,
bot to embtoce lt lo yoot owo woy. AoJ tbete wos polte oo empbosls oo tbot, ooJ l tbooqbt
tbot wos, tbots qooJ. (A8 1eacher.14, p. 3)

She goes on Lo explaln:

5omeooe oskeJ lf tbey coolJ teocb tbe cbllJteo bow to moke o Jteomcotcbet, ooJ ooe of tbe
Notlves [slc] tbete solJ, No, l woolJot tecommeoJ lt, becoose l woolJ teocb yoot stoJeots
bow to Jo tbot. 8ot tbots becoose lts o qlft ftom me to tbem. lf someooe, lf o Notlve sbows
yoo bow to Jo lt, tbeo yoo mlqbt poss tbot qlft oo olooq. 8ot, fot lostooce, fot someooe else
to teoJ oboot lt oo tbe lotetoet ooJ moke lt wltb tbelt cbllJteo woolJ oot be opptoptlote.
AoJ tbot, l tblok lt wos tbtooqb someboJy wbo wooteJ to teocb o Jooce, o Notlve Jooce, os
well. A jkoooJ] Jooce woolJ be opptoptlote becoose lt locloJes vlsltots, oll kloJs of people
tbot mlqbt be lovlteJ to Jooce. 8ot ooe of tbe 5bowl Jooces ot tbe Ctoss Jooces sboolJ oot be
tooqbt by ooyooe except oo Abotlqlool. (A8 1eacher.14, p. 3)

AnoLher Leacher noLes LhaL Lhe dlscusslon aL Lhls sesslon helped her Lo Lhlnk abouL her goals, noLlng:

jM]y lJeos wete cbooqloq becoose l teollzeJ tbot, wbot ls tbe leotoloq tbots qoooo boppeo,
tlqbt? llke, yes we coolJ wotk wltb tbls motetlol ooJ cteote tbls bot wbot ote tbey leotoloq
oboot tbe coltote, llke wbot ote tbey leotoloq oboot tbe sttoqqle? (A8 1eacher.8, p. 10)

Whlle many Leachers suggesLed LhaL culLural approprlaLlon has long been one of Lhelr concerns, oLhers
admlLLed LhaL Lhey were encounLerlng new ways of Lhlnklng abouL Lhls lssue ln regards Lo Aborlglnal arL.
ln one lnLervlew, a Leacher Lrled Lo work Lhrough Lhls:

well, befote l woolJ bove tbe klJs wotkloq tbe style of Notvol Mottlsseoo to cteote, yoo
koow, o flqote coooecteJ to tbe oolmol wotlJ wltb eoetqy lloes, to bove tbem bove oo
ooJetstooJloq of bow eoetqy moves betweeo people ooJ ootote. AoJ tbetes o lot mote to lt
tboo tbot, yoo koow. lm poestlooloq wbetbet ot oot lll eveo tefet to Notvol Mottlsseoo oext
yeot, l mlqbt jost--. AoJ olso my vlew of wbot mlly cott JlJ. l olwoys felt tbot mlly cott
weot loto tbe wooJs ooJ JocomeoteJ totem poles oot of totol tespect fot tbe west coost
lltst Notloos. AoJ l teollze oow tbot, yeob, sbe wos opptoptlotloq. wos lt okoy? wosot lt
okoy? well, lf sbeJ beeo Abotlqlool, lt woolJ bove beeo okoy. llke wbot coo l Jo, ooJ wbot
coot l Jo? wbot ls wtooq? wbot ls oot wtooq? wbot ls tlqbt? (A8 1eacher.3, p. 7-8)

lor Lhls Leacher, Lhe confuslon lasLed LhroughouL Lhe pro[ecL and beyond:

5o, yeob, lm stlll ot o loss to koow wbot l coo Jo ooJ coot Jo os o teocbet lo tbe closstoom,
ot tbls polot. (A8 1eacher.3, p. 8)

Whlle some Leachers embraced Lhelr dlscomforL and LrusLed Lhe process and guldance provlded by lloL
ro[ecL sLaff, oLhers felL LhaL Lhe concerns abouL culLural approprlaLlon were oversLaLed, and LhaL Lhey
were sLandlng ln Lhe way of meanlngful cross-culLural learnlng. Cne Leacher ln parLlcular felL sLrongly
LhaL ln order Lo undersLand an Aborlglnal perspecLlve, sLudenLs' learnlng musL be parLlclpaLory and
experlenLlal.

!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

43
l tblok lt's oo lssoe becoose lf we ote ttyloq to teocb cbllJteo lo o moltl-coltotol soclety to be
toletoot ooJ to leoto oboot otbet coltotes, l Joo't tblok we coo teocb tbem by soyloq, 5ee,
bot Joo't toocb. oo coo slt Jowo-becoose tbls petsoo ot tbe ptoject, sbe tolJ me, we wlll
qloJly come ooJ Jo o sbow fot yoot klJs. lt's olmost llke see ftom ofot bot Joo't qet
lovolveJ. AoJ l tblok tbot qettloq lovolveJ, especlolly fot cbllJteo, lt's llvloq lt. oo koow?
llke, oow lf l Jo, oow l ooJetstooJ. AoJ l Jo ooJetstooJ tbot some jsooqs, Jooces, otts], yoo
Joo't toocb tbem, etceteto. 8ot l tblok lf yoo Jo lt cotefolly, lf yoo Jo lt tespectfolly, yoo koow.
AoJ l felt opset. l wos olmost teoJy to soy, oo koow wbot? Moybe oot. (A8 1eacher.3, p.
6)

AnoLher Leacher noLed LhaL Lhese dlscusslons abouL culLural approprlaLlon caused her Lo feel a greaL
deal of fear abouL belng [udged.

A8 1eacher.6: And l was very uncomforLable wlLh LhaL, and l felL afrald.

Interv|ewer: WhaL were you afrald of?

A8 1eacher.6: l was afrald of belng [udged. l was afrald LhaL my arLwork or Lhe arLwork
my sLudenLs produced would be re[ecLed. l was afrald Lo push Lhem Lo
have lL funcLlon more 'ln Lhe sLyle of', and l dldn'L. l leL Lhem sorL of-l leL
Lhem go LhaL way. l sorL of leL Lhem creaLe whaL Lhey wanLed Lo creaLe
and klnd of [usL lefL lL and dldn'L push Lhose elemenLs and prlnclples of
deslgn Lo have someLhlng more formal, rlghL?

And, you know, l can produce arL LhaL's abouL ldenLlLy, lf LhaL's whaL you
wanL me Lo produce, buL LhaL wasn'L Lhe pro[ecL. 1haL wasn'L Lhe pro[ecL
LhaL [my co-Leacher] descrlbed us dolng or LhaL we were accepLed lnLo.
So, you know-and l felL afrald Lo be [udged. l felL afrald. l felL afrald. l felL
afrald LhaL l was golng Lo be re[ecLed. l dld noL feel lncluded. l felL
deflnlLely excluded, and l felL llke my knowledge wasn'L lncluded ln Lhelr
perspecLlve. My experlence was noL lncluded ln Lhelr perspecLlve of me,
Lhelr [udgmenL of me. (A8 1eacher.6, p. 13-14)

ln Lhls lnLervlew, Lhe Leacher spoke a greaL deal abouL her personal ldenLlLy and connecLlons Lo
Aborlglnal people. 8eallzlng LhaL her prevlous experlence and knowledge were noL belng recognlzed, she
was parLlcularly upseL. Per deslre Lo sLlck wlLh Lhe orlglnal proposed pro[ecL (LhaL wasn'L Lhe pro[ecL.
LhaL we were accepLed lnLo") also demonsLraLes her sLruggle wlLh change and her capaclLy Lo respond
dlrecLly Lo some of Lhe concerns arLlculaLed ln Lhe professlonal developmenL sesslons. ln oLher words,
Lhere seems Lo be a reslsLance Lo change, parLlcularly lf LhaL change lnvolves recognlzlng LhaL her
approach mlghL noL be enLlrely approprlaLe. ln parL, Lhls lncludes modlfylng whaL she knows and
consequenLly challenglng her percepLlon of herself as a 'knower' (an lssue Lo whlch we reLurn ln secLlon
3.3).

lL should be noLed LhaL Lhere ls no clear consensus on whaL consLlLuLes approprlaLlon. Some
performances and represenLaLlons mlghL be seen as accepLable when done by an Aborlglnal arLlsL,
whereas a slmllar lnLerpreLaLlon by a non-Aborlglnal arLlsL could ralse concerns. AddlLlonally, one arLlsL
may have no problem sharlng cerLaln lmages and symbols, whereas anoLher mlghL feel qulLe sLrongly
LhaL Lhls ls lnapproprlaLe. Cne of Lhe Aborlglnal Leachers spoke Lo Lhls debaLe dlrecLly. Whlle he felL LhaL
all 1uS8 sLudenLs should have some opporLunlLles Lo experlence Aborlglnal culLure, he noLed LhaL
44
approaches and oplnlons on Lhls vary wlLhln Lhe Aborlglnal communlLy. And whlle he dld express some
lnlLlal dlscomforL aL seelng non-Aborlglnal klds engaglng ln creaLlve lnLerpreLaLlons of Aborlglnal culLural
pracLlce, hls concern was more speclflcally LhaL he felL mosL Aborlglnal sLudenLs dld noL have Lhls klnd of
access Lo Lhelr culLure or lLs re-lnLerpreLaLlon. ln parL Lhls ls because of Lhe colonlal assaulL on culLure,
language, and arL, whlch has lefL Aborlglnal communlLles sLruggllng Lo regaln and preserve culLural
pracLlce, leavlng less space for creaLlve lnLerpreLaLlon.

l coo see Notlve people Joocloq to Jtom beots ooJ Joocloq to tbytbm ooJ tbyme, bot wbeo lt
boppeos lo o Notlve cootext wltb ooo-Notlve klJs, lm tblokloq tbots teolly sttooqe, yoo
koow. lts, lts qooJ, bot lts sttooqe to tbe exteot tbot lt Joesot, lt tokes owoy ftom tbe
coltotol cooteot ooJ mokes lt, llke, pop moslc, yoo koow, pop coltote, yoo koow. l qoess, so l
foooJ tbot totbet lotetestloq, yoo koow, tbot tbey woolJ be qlveo tbe oppottoolty to explote
Notlve ttoJltloo ooJ coltote lo tbe cottlcolom, bot tbeo becoose tbeyte so focoseJ oo tbe otts
lo o Jlffeteot cootext, tbey te-wtop tbe pockoqe ooJ qlve lt bock to os lo o Jlffeteot fotm.
wblcb ls excltloq, yoo koow, lts, l foooJ tbot teolly lotetestloq. AoJ l wos tblokloq tbey, ot tbe
opeoloq olqbt ot tbe Abotlqlool Offlces, wbeo tbey boJ tbese klJs Joocloq to Jtom, Joocloq to
sooq, Joocloq to tbytbm, tbyme ooJ poetty, l wos tblokloq, wby coot oot klJs Jo tbot?
yoo koow, wby coot lltst Notloos klJs Jo tbot? (A8 1eacher.13, p. 17-18)

Pe goes on Lo explaln:

l tblok lts okoy lo tbe cootext tbot tbey oseJ, tbot tbey woot to lotetptet sometbloq Notlve
tbtooqb Jooce, tbots tbelt lotetptetotloo of tbe Notlve coltote, tlqbt. 8ot wbot l coot see
boppeoloq ls, ls oot klJs Joloq tbot sott of, some sott of tbloq, tlqbt, yoo koow. (A8
1eacher.13, p. 18)

Whlle Lhls debaLe was dlfflculL for some Leachers, lL does sLand as an lndlcaLor of Lhe ways ln whlch
culLural pracLlce and represenLaLlon have been cenLral Lo Lhe colonlal pro[ecL, and also of Lhelr
lmporLance ln sLruggles Lo decolonlze and lndlgenlze. Clalmlng Lhe rlghL Lo self-represenLaLlon ls a
cenLral aspecL of Lhe conLemporary sLruggles of Aborlglnal people, and compeLenL Leachers musL be
able Lo navlgaLe such senslLlvlLles and Lenslons carefully. 1herefore, lL should noL be expecLed LhaL
Leachers would lmmedlaLely grasp Lhls dlsLlncLlon, buL LhaL Lhelr senslLlvlLy ls lncreased, LhaL Lhey Lravel
a llLLle furLher lnLo Lhe process of developlng an lnLernal baromeLer for deLermlnlng whaL ls approprlaLe.
Cne Leacher arLlculaLes Lhls, and noLes LhaL she has also shared her lncreaslng awareness wlLh oLher
colleagues aL her school:

8ot ot leost l tblok tbot mlqbt be o pott of tbe ptocess. At leost lm vety seosltlve to lt, ooJ l
ttleJ to sbote tbot wltb my colleoqoes bete, ooJ tbey wete llke, Ob, come oo. AoJ l solJ,
well, yeob, ooJ l coo see tbot, yoo koow, wete cotteotly mokloq mosks, ooJ we wete qoloq
to moke lltst Notloos type mosks. AoJ l solJ, well, lets jost moke mosks ooJ oot pot o lobel
oo lt. 1beo lf tbe klJs woot to oJJ some feotbets, tbey coo, ooJ tbey coo be jost oolmol
mosks. 8ot tbey Joot bove to be mosks tbot ote cetemoolol mosks. 1bey coo jost be mosks.
let tbem look ot tbose cetemoolol mosks fltst, tlqbt. 5o tbot pott of qoloq to tbls wotksbop
ptobobly leJ me to soy sometbloq llke tbot, wblcb we tbeo took-tlqbt. (A8 1eacher.3, p. 8)

1nL IMCk1ANCL CI MAkING LkSCNAL CCNNLC1ICNS
lor many Leachers, Lhe confuslon abouL approprlaLe resources and culLural approprlaLlon led Lhem Lo
rely heavlly on uAL sLaff and on Lhe guesL arLlsLs. Cne Leacher sLaLed Lhls very clearly, saylng:
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

43

.ooJ l tbooqbt, well, lm qoloq to qo look fot o lltst Notloos ottlst, becoose lf tbey teocb
tbem sometbloq, l coo wlpe my booJs, ooJ l Joot bove to wotty oboot coltotol opptoptlotloo.
5o, l wos wottleJ myself. (A8 1eacher.3, p. 3)

She wenL on Lo explaln exacLly how Lhe arLlsL LhaL worked wlLh her sLudenLs puL her mlnd aL ease:

.ooce l foooJ my ottlst, yoo koow, tbot wos kloJ of tbe blqbllqbt of lt fot me. AoJ be wos
seosltlve to my coocetos too, wblcb wos teolly qooJ. l kept soyloq, wbot oboot coltotol
opptoptlotloo? yoo koow. AoJ be kept soyloq, uoot wotty. cloo symbols ote ptetty sofe.
uoot wotty. lm llke, Okoy. l ttost yoo! (A8 1eacher.3, p. 16-17)

ulLlmaLely Lhe hope of sLaff developmenL ls Lo have Leachers galn compeLence ln deLermlnlng whaL ls
and ls noL approprlaLe on Lhelr own. ln Lhls regard, lL ls a problem when non-Aborlglnal Leachers rely so
heavlly on Aborlglnal arLlsLs, Leachers and sLaff members Lo deLermlne Lhe approprlaLeness of all
maLerlals used. 1eachers cannoL abdlcaLe Lhelr responslblllLy for learnlng whaL ls and ls noL approprlaLe.
Powever, Lhe lmporLance of havlng connecLlons Lo llvlng members of a culLure cannoL be under-
esLlmaLed.

Many Leachers noLed LhaL Lhe mosL slgnlflcanL momenLs of learnlng - for Leachers and sLudenLs allke -
came Lhrough conLacL wlLh lloL ro[ecL sLaff members, guesL arLlsLs, and sLoryLellers. 1hese personal
connecLlons helped many of Lhe Leachers Lo move from myLhlcal and sLereoLyplcal concepLlons of
Aborlglnal people Loward more complex, reallsLlc, and someLlmes more dlfflculL undersLandlngs of
Aborlglnal people, and Lhe hlsLory of colonlzaLlon ln Canada. As one Leacher noLed: wbeo yoo moke o
petsoool coooectloo, yoo leoto so mocb mote (A8 1eacher.7, lA, p. 2).

ln many cases, Lhese personal connecLlons helped Leachers Lo dramaLlcally shlfL Lhelr undersLandlngs
and approaches. Cne Leacher reflecLed on her process:

l wooteJ tbelt ottwotk to be o tespoose to sometbloq eoqoqloq ooJ ootbeotlc. My otlqlool
vlsloo wos to tolk oboot cltcle ooJ fomlly ooJ commoolty ooJ wbeo l spoke to juAll stoff
membets] oboot lt, jooe stoff membet] solJ, lll come. AoJ l woooo, lts oot oll qoooo be
posltlve. 5o l solJ, well, yoo koow moybe we coo ose yoot pteseototloo os o looocb. AoJ so
bet pteseototloo focoseJ polte o blt oo kloJ of tbe teslJeotlol scbools ooJ tbe loss of
coooectloo to commoolty ooJ tbe loss of coltote ooJ tbe loss of fomlly, ot ot leost Jotloq
tbose yeots. AoJ, we followeJ lt tbtooqb, lt become totolly o polltlcol tespoose to teslJeotlol
scbools ooJ o loss of coltote. l wos tblokloq, octoolly l wos ttyloq to tblok of bow to keep lt
tespectfol wltboot lqootloq, yoo koow, teolly, teol lssoes ooJ l octoolly tbooqbt oboot looJ
Jlspotes ooJ l wos octoolly qoooo qo tbot Jltectloo - (A8 1eacher.8, p. 3)

As a resulL, Lhe pro[ecL LhaL Lhe sLudenLs were worklng on also changed. She goes on Lo explaln:

eob lt cbooqeJ oftet jtbe pteseototloo by uAll stoff membet] jlooqbs], lt cbooqeJ. l qoess
l jost boJ to kloJ of let lt qo, yoo koow, to qlve tbem tbelt fteeJom to explote tbelt ooqet ooJ
tbelt tespooses ooJ tbelt poestloos. we teoJ o few books oftetwotJs os well, we tolkeJ oboot
5blocbls coooe jo stoty oboot two cbllJteos expetleoces of qoloq to teslJeotlol scbool]. lf l
JlJo't bove belp l coolJot bove Jooe tbls becoose oo ooe booJ, llke, tbe ptocess wos so
lovolveJ bot oo tbe otbet booJ yoote slttloq tbete tolkloq lt tbtooqb, llke, okoy uo, Jo yoo
46
temembet bow juAll stoff membet] tolkeJ oboot bet qtooJfotbet? 5o wbot JlJ, yoo
koow, wbot wos tbot oboot? (A8 1eacher.8, p. 7-8)

AnoLher Leacher noLed LhaL Lhe sLoryLeller who came Lo her classroom lmmedlaLely shlfLed Lhe pro[ecL
lnLo a conLemporary frame, dlspelllng some of Lhe common sLereoLypes - lncludlng Lhose held by Lhese
Leachers:

A8 1eacher.1A: l tblok tbe blq sblft wos . tbe stotytellet.
Interv|ewer: coo yoo explolo to me wby?
A8 1eacher.1A: 8ecoose l petsooolly tbooqbt lt wos qoloq to be o teocbloq ftom tbe post.
oo see l tbooqbt lt wos someooe qoloq to be comloq ooJ tellloq os o stoty
tbot moybe weJ olteoJy beotJ. l koew lt wos qoloq to bove sometbloq to
Jo wltb ootote ot oolmols lo some woy. 8ot l JlJot. ooJ l JlJot teolly
koow wbot kloJ of lllosttotloos tbe cbllJteo wete qoloq to Jo. 5o wbeo sbe
come, sbe . ooJ so l tbooqbt lt wos qoloq to be sometbloq ftom tbe post,
llke. oo elJet ftom . tbls wos posseJ Jowo ftom my qtooJfotbet. bot
sbe wtote o moJeto Joy stoty fot tbe klJs.
A8 1eacher.18: AoJ lf tbe cbllJteo teolly ooJetstooJ tbe eoJloq, tbeo tbeyve. tbeyve.
A8 1eacher.1A: 1beyve qot . yeob.
A8 1eacher.18: . leotot o qteot Jeol.
A8 1eacher.1A: . telotloq to eocb otbet. ooJ. ooJ telotloq.
A8 1eacher.18: eob.
A8 1eacher.1A: . to tbe wotlJ otoooJ tbem.
A8 1eacher.18: um bom.
(A8 1eachers.1, p. 33-34)

Cne Leacher's experlence wlLh Lhe ArLs-8ased ro[ecL enrlched Lhe learnlng experlence lmmensely, and
led her Lo Lhlnk abouL ways Lo ensure 'real' connecLlons and relaLlonshlps for her sLudenLs ln fuLure
pro[ecLs:

.tbls yeot l btooqbt lo someboJy ftom op Nottb wbo come lo ooJ sbe sboweJ some stoff,
ooJ sbe tolkeJ oboot wbot lts llke to be lltst Notloos toJoy, etc., etc., ooJ sbe sboteJ some
stotles wltb tbe klJs, etc. AoJ tbeo tbey qet to look ot oll bet booJlwotk. 8ot yoo koow lm
tblokloq lt mlqbt be mote effectlve to octoolly qo to ooe of tbese lltst Notloos scbools wltb my
klJs oext yeot oo o bos ooJ llke, Jo o keoJloq 8oJJy ptoqtom wltb tbem ot Jo some kloJ of
ptoqtom wltb o closstoom tbete. l tblok tbey mlqbt qet mote oot of tbot wbeo tbey meet klJs
tbelt owo oqe. (A8 1eacher.3, p. 10)

non-Aborlglnal Leachers also beneflLed Lremendously from Lhe opporLunlLy Lo meeL and learn from
Aborlglnal Leachers:

1be tbloq tbot l foooJ wos tbe level of ooJetstooJloq octoss tbe bootJ of tbe teocbets lo
tetms of Notlve coltote ooJ ttoJltloo ooJ cooteot, lo tetms of Notlve cooteot, wos votleJ,
tlqbt. 1bete wete some people wbo boJ o qooJ ooJetstooJloq of Notlve teocbloqs tbot coolJ
be locotpototeJ loto o ptoject. Ot tbey wete Joloq Notlve stoJles wltblo tbe Oototlo
cottlcolom wbete tbey pottlclpoteJ lo cettolo octlvltles to ptomote Notlve coltote.. 8ot tbe
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

47
ooo-Notlve teocbets lo tbe toom, octoss tbe bootJ, JlJot oecessotlly bove tbose teocbloqs. 5o
tbey wete sott of, moybe lo some seose, wtestlloq wltb tbose coocepts, lo tetms of ttoJltloo,
coltote ooJ teocbloqs. 8ot tbey boJ molo stteom tbooqbt, wblcb meoot tbey koew wbot ott
ls, bot lo some coses ott, lts jost oot vlsool ott, tlqbt, sometlmes lts scolptotes, sometlmes lts
moslc, sometlmes lts Jooce. 5o tbey bove o btooJet specttom lo tetms of wbot tbese
Jlffeteot ott fotms ote, bot tbey JlJot bove tbe cootext wbot tbe ott fotms ote lo ttoJltloo
coltote, lo ttoJltloo ooJetstooJloq. 5o btloqloq tbem toqetbet ooJ beloq lo tbe some toom
wltb tbem os Notlve teocbets, Notlve eJocotots, we wete lo some tespects oble to sbote oot
tbooqbts ooJ oot teocbloqs wltb tbem, tbot woolJ btooJeo tbelt lJeo of wbot ttoJltloo,
coltote ooJ teocbloq ls lo Notlve, lo tbe Notlve petspectlve. (A8 1eacher.13, p. 16)

lor many, Lhese personal connecLlons provlded Lhe lmporLanL opporLunlLy Lo broaden knowledge, Lo
dlspel perslsLenL sLereoLypes and mlsconcepLlons, and Lo bulld meanlngful connecLlons wlLh Aborlglnal
people and communlLles. 1hese connecLlons formed Lhe basls for slgnlflcanL shlfLs ln learnlng for
Leachers and sLudenLs. 1he healLhlesL of Lhese relaLlonshlps were Lhose ln whlch a reclprocal LrusL was
bullL:

AoJ tbey jtbe vlsltloq ottlsts] woot me to wtlte o tefeteoce fot tbem fot o qtoot, so l solJ lJ
Jo tbot. 5o, yoo koow, tbots oootbet petsoo lo tbe ott commoolty tbot lve met tbot l mlqbt
oot bove oecessotlly met. 5o, tbots o beoeflt, ooJ tbotll loJltectly beoeflt tbe klJs tbot l
teocb, tlqbt. eob. (A8 1eacher.3, p. 17)

1nL IMCk1ANCL CI AkCkIA1L kLSCUkCLS
wbot qooJ ote tbose 1ool klts? 1bey bove to come wltb books. 1bey bove to come wltb fllms.
1bey bove to come wltb booJs-oo oewspopet ottlcles, wltb mops, wltb petbops o cootoct
petsoo. oo koow wbot l meoo, bow we qot tbe Abotlqlool ottlsts lo tbete. (A8 1eacher.13,
p. 3-4)
!
1o a large exLenL, lndlgenlzlng Lhe currlculum requlres access Lo approprlaLe resources. 1eachers
lndlcaLed LhaL some of Lhelr greaLesL concerns cenLered around resources. Cne Aborlglnal Leacher
lnvolved ln Lhe ArLs-8ased ro[ecL noLed LhaL Lhe oLher Leachers aL her school were eager Lo lnLegraLe
Aborlglnal LducaLlon lnLo all aspecLs of Lhe currlculum, as long as she gaLhered Lhe necessary resources.
She explalned:

5o looq os tbey bove tbe tesootces, tbeyll Jo lt. 5o, l qot to sctomble ooJ qet tbe tesootces lo
5eptembet, moke sote oll tbe fllms ooJ books ooJ evetytbloq tbot tbey oeeJ to cooJoct tbe
closses ls tbete. AoJ tbeo wbot wete qoloq to Jo ls teocb oot to oootbet scbool ooJ ptovlJe
tbose tesootces to tbot scbool so tbot tbey coo Jo tbe some tbloq. (A8 1eacher.13, p. 2)

When pressed furLher on whaL klnds of resources were mlsslng, she clarlfled:

well, tbeyte oot teoJlly ovolloble. llke, fot exomple, lets soy yoote Joloq o Jocomeot,
yoote Joloq o oolt oo tbe Mobowk steel wotkets, qoys tbot wotkeJ lo New otk clty ooJ
cblcoqo ooJ stoff llke tbot. wbot lf yoo boveot qot tbe book? Ot wbot lf yoo Joot koow
wbete tbls kesetve ls locoteJ? oove qot to Jo o lot of ptlot ptepototloo befote yoo teocb
sometbloq, ooJ tbeo yoove qot to qet tbe klJs eoqoqeJ lo lt somebow. 8ot lf yoo boveot qot
tbot book tbete, Skywalkers, lts teolly botJ to ptoceeJ oo tbot kloJ of o oolt, yoo koow. lts o
vety blstotlcol tbloq tbot tbe Mobowk people woolJ leove tbelt fomllles to floJ wotk, ooJ tbey
48
woolJ bove to Jo tbot. AoJ tbe mytb oboot tbe meo beloq oble to wolk oo blqb oltltoJes, yoo
koow, tbots jost o mytb. 1bey boJ to Jo tbot to feeJ tbelt fomllles. lt wosot tbot tbey boJ
looote oblllty to qet op tbete ooJ, yoo koow, oo tbe blqb steel. lts becoose tbey oeeJeJ to
feeJ tbelt fomllles ooJ floJ wotk, ooJ o lot of tbe otbet meo woolJot Jo lt. 5o, tbe Mobowk
people woolJ Jo tbot, yoo koow. 8ot tbetes tbot mytb tbot tbey, yoo bove to Jemystlfy some
of tbe, yoo koow, tbloqs tbot, tbe bellefs tbot ote cltcolotloq, ooJ tbeo yoo coo teocb tbe
lessoo. 5o, lf tbey boveot qot tbot book tbots o teolly qooJ tesootce, lts botJ to teocb tbot
ftom tbot cottlcolom. (A8 1eacher 13, p. 2-3)

ln anoLher lnLervlew, Lhe Leachers repeaLedly spoke abouL Lhelr concerns wlLh havlng Lhe rlghL
resources. noL only were Lhey concerned LhaL Lhey dldn'L have Lhe rlghL resources Lo Leach Lhe
maLerlal, Lhey were also concerned LhaL some of LhaL maLerlals ln Lhelr school mlghL be
lnapproprlaLe. 1hey dld noL feel LhaL Lhey could or should be Lhe ones Lo make such
deLermlnaLlons:

A8 1eacher.1A: llke, tbe teocbet tesootces. AoJ bovloq moybe someboJy wbo coo qo
tbtooqb scbools, ooJ flltet ooJ see. llke, tbete ote texts tbot ote lo
llbtotles ooJ lo closstooms tbot ote olJ. AoJ yoo Joot koow lf tbey ote
vollJ, lf tbey ote cottect, lf tbey ote locottect. lf tbeyte bloseJ. now Jo
yoo koow? (A8 1eacher.1, p. 64)

ln facL, LhroughouL her lnLervlew Lhls Leacher emphaslzed Lhe lmporLance of havlng someone Lo 'check'
her resources. She Lalked abouL calllng Lhe uAL sLaff, and abouL havlng maLerlal checked by Cood
Mlnds, a dlsLrlbuLor of Aborlglnal LducaLlon maLerlals. 1hls ls desplLe a shared undersLandlng LhaL Lhe
lnLenLlon of Lhe ArLs-8ased ro[ecL sesslons was Lo help Leachers develop Lhelr own undersLandlngs of
whaL ls and ls noL approprlaLe:

A8 1eacher.18: 1belt wbole lJeo wos tbot tbey weteot qoloq to tell os. oboot wbot wos
tlqbt ooJ wbot wos wtooq. we boJ to kloJ of Jlscovet tbese tbloqs, ot else
we woolJot teolly oppteclote lt. wos tbot bow yoo felt?
A8 1eacher.1A: ttt. lts jost vety opeo. lt wos vety opeo. lt wos llke. we woot yoo to
leoto. wbot Jo yoo woot to leoto? .now Jo yoo woot to leoto lt? Okoy,
qo Jo lt. wete bete lf yoo oeeJ os. klqbt?
(A8 1eacher.1, p. 8)

As was evldenL ln Lhls lnLervlew, Leachers' concerns wlLh approprlaLe resources can be Lraced Lo Lhelr
general sense of lack of preparaLlon and Lralnlng relaLed Lo Aborlglnal LducaLlon. lL can also be
aLLrlbuLed Lo Leachers' concerns abouL ensurlng LhaL Lhelr lnsLrucLlon ls respecLful and approprlaLe.
Whlle many Leachers seemed cerLaln LhaL wlLh Lhe rlghL resources Lhey could Leach Lhe maLerlal, ln
longer dlscusslon, lL became evldenL LhaL ofLen, uncerLalnLy abouL approprlaLeness of resources (or Lhe
deslre for Lhe mosL 'auLhenLlc' resources) was rooLed ln a deeper uncerLalnLy abouL how Lo Leach Lhls
maLerlal, and how Lo relaLe Lo lL, and Lhe Aborlglnal sLudenLs ln Lhelr classrooms. ln oLher words,
resources alone are noL sufflclenL. ln Lhe hands of a well-meanlng buL lll-lnformed Leacher, even Lhe
mosL useful resources may be used lnapproprlaLely. 1he larger pro[ecL of shlfLlng undersLandlngs and
ensurlng LhaL Leachers are uslng Lhe resources approprlaLely, ls parL of Lhe larger, much longer process
of decolonlzlng and lndlgenlzlng.

!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

49
3.3 Challenges
1eachers confronL a range of loglsLlcal and ldeologlcal challenges LhaL creaLe barrlers Lo change.

3.3A Log|st|ca| Cha||enges
8esearch parLlclpanLs lndlcaLed LhaL Lhey encounLered a number of loglsLlcal challenges lmpedlng Lhe
professlonal developmenL goals of Lhe lloL ro[ecL. Clven Lhe geographlcal slze of Lhe board, Lhe
number of Leachers, and Lhe small lloL ro[ecL sLaff Leam, lL was dlfflculL for sLaff members Lo aLLend Lo
all of Lhe needs Leachers expressed. Clven Lhe anxleLles and needs expressed by Leachers, lL ls no
wonder LhaL lloL ro[ecL sLaff felL lncredlbly sLreLched ln Lhelr aLLempLs Lo supporL Leachers Lhrough Lhe
pro[ecLs and dlfflculLles encounLered.

3.38 Ideo|og|ca| Cha||enges
Cf course, even when Lhey were able Lo devoLe slgnlflcanL amounLs of Llme Lo professlonal developmenL
and Leacher supporL, lloL ro[ecL sLaff and Leachers encounLered reslsLance. WheLher Leachers were
faclng Lhls reslsLance from admlnlsLraLors, parenLs or oLher Leachers, or sLaff experlenclng lL from
Leachers, Lhls reslsLance fell lnLo Lhree domlnanL narraLlves

'8U1 WL DCN'1 nAVL AN A8CkIGINAL S1UDLN1S'
Cne Leacher lndlcaLed LhaL Lhe sLaff aL her school quesLloned her parLlclpaLlon ln Lhe ArLs-8ased ro[ecL,
asklng: wby bove oo Abotlqlool jteocbloq] ot tbe eottooce to tbe scbool wbeo we ote oot oo Abotlqlool
scbool?. Per response was LhaL 'Lhls ls Canada' (A8 1eacher.9).

1eachers and lloL ro[ecL sLaff members allke reporLed hearlng Lhls phrase used Lo quesLlon Lhe uLlllLy
of professlonal developmenL sesslons and oLher acLlvlLles around Aborlglnal LducaLlon. WheLher comlng
from prlnclpals, oLher Leachers, sLaff members, or parenLs, Lhls senLlmenL suggesLs LhaL unless Lhere ls a
large number of Aborlglnal sLudenLs, Leachlng and learnlng relaLed Lo Lhls conLenL ls unnecessary.
SuggesLlons LhaL Lhere musL be a slgnlflcanL percenLage of Aborlglnal sLudenLs ln order Lo merlL
professlonal developmenL relaLed Lo Aborlglnal LducaLlon are problemaLlc on Lwo maln counLs. llrsLly,
Lhey are rooLed ln an assumpLlon LhaL ls ofLen faulLy (for example, Lhe assumpLlon LhaL Lhere are no
Aborlglnal sLudenLs ln a school or communlLy ls ofLen a resulL of Lhe Lendency Lo slmply 'noL see'
Aborlglnal sLudenLs). Secondly, lL assumes LhaL Lhls learnlng ls only necessary lf Aborlglnal people are
presenL, suggesLlng LhaL oLherwlse, 1uS8 sLudenLs do noL need Lo know abouL Aborlglnal people, hlsLory
and culLure, Canada's colonlal hlsLory, or abouL conLemporary relaLlonshlps.

"I1 WAS A kLIkLSnLk SLSSICN": kLIUSING 1C SLL CNLSLLI AS NC1 kNCWING
1eachers are expecLed Lo know mosL Lhlngs. ln some regards, Lhls ls an unfalr expecLaLlon. lL also
becomes a barrler Lo confronLlng Lhe pervaslve lgnorance surroundlng Aborlglnal people, hlsLory and
culLure ln Canadlan socleLy. A couple of Lhe Leachers LhaL we lnLervlewed were heslLanL Lo admlL LhaL
Lhey learned someLhlng new, or LhaL Lhelr exlsLlng undersLandlngs were slgnlflcanLly shlfLed by Lhe
professlonal developmenL sesslons. Some Leachers suggesLed LhaL whlle otbets were really challenged
by whaL was presenLed, for Lhem, lL was more of a refresher sesslon:

30
A8 1eacher.1A: .. ooJ, llke, tbot kloJ of stoff, lt wos teftesbet, lt wosot . lt wosot llke,
yoo koow, we wete qlveo sometbloq tbot wos, ot we wete tolJ sometbloq
tbot we wete llke, Ob, l sboolJot soy tbot lo tbe closstoom ot Ob, l wos
qoloq to Jo tbot tomottow. lets oot Jo tbot. 1bete wosot ooy of tbot,
bot tbete wete mooy teocbets lo tbete wbo JlJ bove tbose momeots. Ob
yeob, tbete wete teocbets lo tbete wbo. yoo lltetolly wete slttloq ooJ
yoo. yoo beotJ someooe soyloq, Obbb.
jCtoop looqbtet]
A8 1eacher.1A: klqbt? (looqbloq)
A8 1eacher.18: (looqbloq) es, tbete wete.
jCtoop looqbtet]
A8 1eacher.1A: 1bete wete. eob.
Interv|ewer: Okoy. (looqbloq). 1bete wete some momeots tbeo?
A8 1eacher.18: eob (looqbloq)
A8 1eacher.1A: eob. l meoo, oot fot os, bot yoo. yoo beotJ some lo tbe toom.
A8 1eacher.18: um bom. eob yoo JlJ.
(A8 1eacher.1, p. 42-3)

1hls was desplLe Lhe facL LhaL elsewhere ln Lhelr lnLervlew Lhese Leachers expressed a greaL deal of
lnsecurlLy and dlscomforL, noLlng LhaL Lhey repeaLedly called lloL ro[ecL sLaff Lo 'check' and see lf
cerLaln resources were approprlaLe. AL anoLher polnL ln Lhelr lnLervlew Lhey dld admlL LhaL Lo feellng
uncerLaln aL Llmes:

AoJ lts . lts sobtle. AoJ. ooJ lt wos sometbloq tbot we leotoeJ evety tlme we weot
becoose lt wos. ooJ ot some polots (looqbloq) we JlJot woot to soy ooytbloq becoose
we tbooqbt, Ob, wete teolly pottloq oot foots, foot lo oot mootb becoose of bow we
woolJ opptoocb tbloqs. 8ecoose we JlJot koow. (A8l 1eocbet.1, p. 8)

ln order Lo engage ln meanlngful professlonal developmenL, Leachers musL be prepared Lo (and
allowed Lo) admlL whaL Lhey do noL know.

"WL nAVL ALL GCNL 1nkCUGn DIIIICUL1ILS": MUL1ICUL1UkAL DISCCUkSL
Many of Lhe Leachers lnLervlewed referenced Lhe mulLlculLural Leachlng conLexL of Lhe 1uS8, noLlng LhaL
Lhey have long been Lralned Lo aLLend Lo Lhls dlverslLy ln an lncluslve, respecLful way. Many responded
Lo Lhe professlonal developmenL sesslons uslng a slmllar approach. As one Leacher explalned:

we coolJ oll beoeflt ftom tbot. 8ecoose we ote mlxeJ, we ote oot oll wblte ot oll 8lock. Ooe
of tbe teocbets lo tbe wotksbop tolJ o stoty oboot uktololoo qtooJfotbet beloq colleJ o
qotllc eotet... 1bete ote mooy beoeflts to stotytellloq, we bove oll qooe tbtooqb
Jlfflcoltles. (A8 1eacher.4, p. 2)

AnoLher Leacher made a slmllar observaLlon, noLlng LhaL Lhe same concepLs employed ln anLl-raclsL
pedagogy could be Lurned Loward Aborlglnal LducaLlon.

lo 1eocbets colleqe yoote moJe to be owote of tbese tbloqs ooJ os yoo qtow op yoote
moJe to be owote of tbese tbloqs, yoo koow. lf yoo qtew op lo llke o vety Jlvetse bockqtoooJ,
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

31
lo o vety Jlvetse clty, yoote moJe to be owote of tbese tbloqs, ooJ l tblok tbe sessloos moJe
os owote of tbe some lJeos, bot btooqbt to o Jlffeteot qtoop.!5o lts tbe some coocepts.!
ooJ lJeos of be seosltlve to tbls, be cooscloos of tbls, be owote of tbls, wotcb yoot
vocoboloty. llke lts tbe some lJeos, tlqbt? (A8 1eacher.1, p. 31-2)

noLlng Lhe absence of maLerlals relaLlng Lo Aborlglnal people, hlsLory and culLure, one Leacher (who has
moved Lo 1oronLo from a WesLern provlnce where Lhls maLerlal flgures promlnenLly) noLed LhaL Lhe
pro[ecL was a sLarL - LhaL Lhey recelve a loL of maLerlal for 8lack PlsLory monLh, and LhaL Lhls pro[ecL wlll
begln Lo flll Lhe gap of Aborlglnal conLenL. (A8 1eacher.9, p. 3)

Whlle Lhese are lmporLanL observaLlons, Lhey also serve Lo mlnlmlze and mlsrepresenL very dlsLlncL
experlences of colonlallsm. AlLhough 'we have all gone Lhrough dlfflculLles' may be seen as an aLLempL
Lo bulld empaLhy and flnd common ground, lL also serves Lo suggesL LhaL Lhe genoclde, asslmllaLlon and
assaulL on lndlgenous peoples ln Canada ls comparable Lo name-calllng and oLher forms of raclsm. 1hls
ls noL Lo suggesL LhaL Lhere ls a hlerarchy of oppresslons, buL raLher Lo argue LhaL Lhe speclflclLy of
colonlallsm and lLs relaLlonshlp Lo Canadlan naLlon-bulldlng and formal schoollng deserves parLlcular
aLLenLlon. lor example, whlle raclsm has shaped many peoples' experlences of schoollng, Lhe lmpacL of
resldenLlal schools on Aborlglnal people cannoL be capLured by an exploraLlon of raclsm alone,
colonlallsm and Lhe aLLempLs Lo declmaLe Aborlglnal famllles, culLures, and naLlons musL be addressed.
Slmllarly, uslng Lhe same concepLs applled ln anLl-raclsL educaLlon Lo Aborlglnal LducaLlon runs Lhe rlsk
of mlnlmlzlng Lhe very speclflc experlences of Aborlglnal people and chlldren ln lnsLlLuLlons of formal
schoollng ln Canada.

1hls shlfL Loward a slngular focus on colonlzaLlon and lLs lmpacLs was dlfflculL for some Leachers Lo
accepL as lL does run counLer Lo a mulLlculLurallsL narraLlve. lor one Leacher, belng asked Lo aLLend Lo
Lhe speclflclLy of colonlzaLlon led her Lo suggesL LhaL a slngle perspecLlve was belng forced on her, LhaL
aLLenLlon Lo colonlzaLlon could noL flL alongslde her anLl-raclsL, mulLlculLural pedagogy. 8elng Lold LhaL
cerLaln pracLlces were only accepLable when done by Aborlglnal people ran counLer Lo her endorsemenL
of Lhe mulLlculLural narraLlve of lncluslon. She explalned:

AoJ evetyooe seems to bove tbose kloJ of feelloqs, ooJ tbey olso felt tbe some woy oboot
tbelt lJeotlty, tbot tbete wos o joJqmeot beloq moJe oboot tbem becoose tbey wete ooo-
Notlve. AoJ moybe tbe stoJeots tbot tbey wooteJ to pottlclpote sboolJ've oll beeo Notlve,
ooJ yoo koow, tbe moltlcoltotol petspectlve tbot l bove to btloq-l om tepolteJ to btloq loto
my closstoom by vlttoe of wotkloq lo tbls clty, lo tbls scbool, woso't tbete. 1bete woso't o
moltlcoltotol petspectlve beloq btooqbt to tbls, to bow to commoolcote tbls. (A8 1eacher.6,
p. 14)

1hls reflecLs a parLlcularly mulLlculLurallsL sLance whlch suggesLs LhaL equallLy can only be achleved
when everyone ls glven Lhe same rules and roles. Powever, Lhe goals of Lhe professlonal developmenL
sesslons were Lo demonsLraLe LhaL ln facL, due Lo Lhe hlsLory of colonlzaLlon and lLs legacy, Lhls ls noL a
posslblllLy, nor wlll lL resulL ln equallLy. lndeed, porLraylng Aborlglnal culLures and Aborlglnal people as
merely parL of a mulLlculLural mosalc ln whlch everyone can parLake and everyone ls equal belles Lhe
very vlolenL colonlal processes Lhrough whlch Lhls land has become a 'mulLlculLural naLlon'. 1he
mlsundersLandlng of Lhe klnd of shlfL requlred Lo decolonlze experlences of formal schoollng was
evldenL when one Leacher sLaLed:

32
l tblok lt's oo lssoe becoose lf we ote ttyloq to teocb cbllJteo lo o moltl-coltotol soclety to be
toletoot ooJ to leoto oboot otbet coltotes, l Joo't tblok we coo teocb tbem by soyloq, 5ee,
bot Joo't toocb. (A8 1eacher.3, p. 6)

1he language of Lolerance and culLural compeLence (learnlng oboot oLhers) ls common ln whaL Schlck
and Mcnlnch (2009) Lerm 'dlverslLy Lralnlng' approaches. Such approaches llmlL Lhe posslblllLles of
change ln Lhelr emphasls on 'pre[udlce managemenL', and acLually work agalnsL engaglng an analysls of
colonlallsm and Leacher compllclLy. ln order Lo make schools safe and welcomlng places for Aborlglnal
sLudenLs and Leachers, and ensure LhaL currlculum and pedagogy reflecL Lhe lmporLance of
acknowledglng and Laklng responslblllLy for Lhe palnful parLs of Canadlan hlsLory, Leachers musL be
prepared Lo learn dlfferenLly as well. 1hey musL be prepared Lo engage wlLh Lhe very real sLrucLures of
lnequallLy LhaL domlnaLe Canadlan socleLy, and are repllcaLed across Lhe school sysLem.

3.4 8eflecLlng on WhaL Was Learned and 8ecommendaLlons
Whlle recognlzlng LhaL Lhe decolonlzaLlon of formal schoollng ls a collecLlve responslblllLy, lL musL be
noLed LhaL Leachers play a parLlcularly lmporLanL role ln Lhls pro[ecL. As noLed aL Lhe beglnnlng of Lhls
chapLer, many Leachers readlly accepLed Lhls responslblllLy, seeklng ouL opporLunlLles Lo deepen Lhelr
Leachlng pracLlce.

uesplLe Lhe challenges and anxleLles, lL ls evldenL LhaL a greaL deal of learnlng was accompllshed
Lhrough Lhe arLs-based pro[ecL and relaLed professlonal developmenL acLlvlLles. 1eachers were able Lo
arLlculaLe Lhls very clearly:

well, bow to Jellvet tbe Abotlqlool cottlcolom, eveo tbooqb l wos vety oetvoos becoose of oll
tbe, yoo koow, bosbloq. jlooqbs] l Joo't koow lf l sboolJ coll lt tbot woy, bot l felt, yoo koow.
8ot lt wos o leotoloq expetleoce fot me. lt teolly wos. AoJ tbe woy yoo sboolJ Jellvet tbe
cottlcolom. 1be Jlfflcoltles of lt, ooJ bow to ovetcome tbose Jlfflcoltles. 1bose ote some of
tbe tbloqs tbot l leotoeJ. AoJ l tblok o lot of teocbets wlll beoeflt ftom beloq lovolveJ lo
sometbloq llke tbls. (A8 1eacher.3, p. 11]
!
AnoLher Leacher reflecLed: lt wos o bomblloq expetleoce. l teollzeJ l wos stlll wtooq, tbe looqooqe l wos
osloq wos oot opptoptlote (A8 1eacher.7, lA, p. 1). Pe suggesLed LhaL Lhrough hls lnvolvemenL wlLh Lhe
ArLs-8ased ro[ecL he learned whaL ls correcL, and whaL ls senslLlve, and Lhe dlfference beLween culLural
acqulslLlon and culLural approprlaLlon.
And anoLher Leacher suggesLed LhaL ln worklng Lhrough Lhe meLhodology suggesLed by lloL ro[ecL
sLaff, her sLudenLs had galned lmporLanL lnslghLs noL only lnLo Aborlglnal arL, buL also lnLo Lhe hlsLory
(and poLenLlal fuLure) of Aborlglnal/non-Aborlglnal relaLlonshlps ln Canada:
lm sotptlseJ ot my tespoose ooJ bow some - l llkeJ tbot, l meoo lm vety vlsool ooJ, so l
tbooqbt we woolJ bove, yoo koow, tweoty-tbtee uopboe OJjlqs to sbow jlooqbs]. 8ot l boJ
to let tbem Jo wbot tbey oeeJeJ to Jo to exptess tbemselves ooJ, ooJ l Jo bove stoJeots wbo
woolJ bove beeo boppy to ttoce ot to completely copy. 8ot l qoess tbey teollzeJ, yoo koow,
tbots oot wbot tbls ls oboot, tbls ls oboot tbelt owo coooectloo ooJ tbelt ooJetstooJloq ooJ
tbelt empotby ooJ oot wbole cooceto fot soclol jostlce ooJ oo lojostlce tbot o qovetomeot
tbot we tblok ls tokloq cote of os commltteJ, boslcolly. AoJ so, yoo koow, oot Jltectloo ls
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

33
soclol jostlce so tbelt tespoose to me ls mote lmptesslve tbot tbey, tbey sow tbe lojostlce
totbet tboo, Ob we coo polot llke uopboe OJjlq. (A8 1eacher.8, p. 9)

erhaps mosL lmporLanLly, some Leachers noLed LhaL Lhey have galned new lnslghLs LhaL wlll lncrease
Lhelr senslLlvlLy when worklng wlLh Aborlglnal sLudenLs. As one Leacher noLed on an anonymous
evaluaLlon form:

l om mote owote of tbe ptevoleot lssoes lo tbls commoolty oow. l om mote seosltlve to my
stoJeots oeeJs wbeo l'm teocbloq ooJ tolkloq oboot Abotlqlool coltote.

As one of Lhe sLaff members noLed, Lhls ls learnlng LhaL could noL have been accompllshed ouLslde of
Lhe lloL ro[ecL:

wete cbooqloq teocbets lo tbe ott ptoject we bove bete. l see tbe Jlffeteoce lo tbem. 1bey
Joot woot to jost bollJ o llttle ltopools vllloqe ooymote, jlooqb] yoo koow. 1bey woot-tbey
woot ottlsts comloq lo, ooJ tbey woot stotytellets, ooJ tbey woot to leoto, ooJ tbey woot to
ooJetstooJ. AoJ we ote oble to focllltote tbot tbtooqb tbls ptoject. AoJ tbots wbot becomes
meooloqfol, otbetwlse, tbey coolJot-lt woolJot bove beeo ovolloble to tbem.
(SLaff 1C1, p. 11)

kLCCMMLNDA1ICNS
1he followlng recommendaLlons emerged ln our dlscusslons wlLh Leachers, lloL ro[ecL sLaff members,
and our analysls of Lhe daLa.

Improve 1eacher 1ra|n|ng
1hrough Lhelr lnvolvemenL ln Lhls pro[ecL, many Leachers have become aware of Lhelr own depLh of
lgnorance. Many are frusLraLed aL Lhe lnformaLlon LhaL Lhey have noL had access Lo, and several
expressed a renewed lnLeresL ln deepenlng Lhelr personal knowledge. Many were alarmed LhaL llLLle of
Lhls hlsLory had been a parL of Lhelr prevlous learnlng experlences. Cne Leacher noLed:

1eocbets colleqe oeeJs to teocb mote oboot telotloosblps. leoto ftom Abotlqlool woys of
eJocotloq cbllJteo. 1eocbet colleqes ote ofteo ploces wbete stoJeots expetleoce toclsm.
koclst expetleoces obsetveJ lo otk uolvetslty. 1bey sboolJ seek oot ootstooJloq teocbets
ooJ lovlte tbem to teocb tbelt teocbet cooJlJotes. (A8l 1eocbet.7, lA, p. 2)

rov|de Cngo|ng rofess|ona| Deve|opment Cpportun|t|es
Whlle mosL Leachers noLed LhaL Lhey knew someLhlng abouL resldenLlal schools and Lhe colonlal hlsLory
ln Canada, many only became aware of Lhe lmpllcaLlons of Lhls hlsLory for Lhelr Leachlng pracLlce
Lhrough Lhelr lnvolvemenL wlLh aspecLs of Lhe lloL ro[ecL. 1hrough Lhelr lnvolvemenL wlLh Lhe ArLs-
8ased ro[ecL and Lhrough presenLaLlons by lloL ro[ecL sLaff members, many Leachers noLed LhaL Lhey
galned an undersLandlng of Lhe legacy of Lhe resldenLlal school sysLem and Lhe consequenL allenaLlon of
Aborlglnal people from lnsLlLuLlons of formal schoollng. 1hls ls vlLally lmporLanL Lo Leachers noL only so
LhaL Lhey can Leach oboot Lhls hlsLory, buL also so LhaL Lhey can undersLand Lhe lmpacL of Lhls legacy on
Aborlglnal sLudenLs and Lhelr relaLlonshlps Lo formal schoollng. 1o learn abouL Lhls long and dlfflculL
hlsLory ls, of course, more Lhan can be accompllshed ln one professlonal developmenL sesslon, or even
34
ln a serles of sesslons, lL musL begln ln Leachers' college and be carrled LhroughouL ongolng professlonal
developmenL opporLunlLles.

1eachers spoke abouL wanLlng Lo know more, and wanLlng more Llme Lo learn abouL Lhe hlsLory of
colonlallsm, resldenLlal schools, and Lhelr conLemporary ramlflcaLlons. Many were pleasanLly surprlsed
aL Lhe amounL of release Llme granLed for Lhelr parLlclpaLlon ln Lhe professlonal developmenL sesslons,
noLlng LhaL wlLhouL Lhls lL would have been lmposslble Lo parLlclpaLe fully ln Lhe pro[ecL and aLLend Lo
Lhelr oLher responslblllLles.

8e repared to Work 1hrough D|scomfort
uesplLe (or perhaps because of) some of Lhe dlscomforL provoked by Lhe professlonal developmenL
sesslons, all of Lhe Leachers lnLervlewed reporLed LhaL Lhey learned lmporLanL Lhlngs Lhrough Lhelr
lnvolvemenL ln Lhe ArLs-8ased ro[ecL. Meanlngful learnlng ls ofLen uncomforLable and dlfflculL. 1he
ablllLy - and supporL - Lo work Lhrough Lhls dlscomforL ls cruclal. leellng uncomforLable, or havlng one's
sense of oneself challenged cannoL be employed as an excuse Lo noL Lake up one's responslblllLy Lo
Leach respecLfully and approprlaLely.

Integrate Abor|g|na| erspect|ves |nto the Curr|cu|um
ln addlLlon Lo gaps ln Lhelr own undersLandlng, Leachers suggesLed LhaL Lhe CnLarlo currlculum needs
closer scruLlny. 1eachers noLed LhaL aL Llmes Lhe currlculum lLself ls noL ln llne wlLh lnsLrucLlon provlded
aL Lhe rofesslonal uevelopmenL sesslons and presenLed ln Lhe Abotlqlool volces lo tbe cottlcolom
documenL produced by Lhe 1uS8. Cne parLlclpanL noLed Lhe language of 'explorers', 'ploneers', and
'legends' ln Lhe currlculum (A8 1eacher.12). AnoLher noLed:

llke, fot me, l . l boJ oevet tooqbt. wbeo l opeoeJ tbe book, l wos llke, Okoy, so l bove to
teocb oboot, yoo koow, tbls Abotlqlool stoff. wbot ls tbls stoff tbot l bove to teocb? 5o l stott
opeoloq tbe 1eocbets ColJe, ooJ lt. tbetes. lts jost ovetwbelmloq ooJ tbetes so mocb
stoff ooJ tbetes. oll tbese plctotes ooJ lts llke, l Joot koow wbot lm olloweJ to Jo, wbot
lm oot olloweJ to Jo becoose ftom my petspectlve, llke, l see bloses, bot l Joot koow
becoose l bove my owo petsoool blos. (A8 1eacher.1, p. 6)

AnoLher parLlclpanL suggesLed LhaL Lhe currlculum requlres LhaL a Lremendous amounL of conLenL be
covered, wlLh llLLle aLLenLlon Lo Aborlglnal perspecLlves:

Oolte ftookly, tbe cottlcolom ltself bos, socb o llmlteJ lltst Notloos- eveo lo tbe cottlcolom,
lltst Notloos ls coveteJ, llke, fot ooe pott of o oolt oboot explotets lo qtoJe slx. 5o covetloq
cotteot eveots, tbe blstoty of lltst Notloos lo coooJo plos explotets, tbot's oo eootmoos
omooot of lofotmotloo to covet, tlqbt? (A8 1eacher.6, p. 3)

?eL anoLher Leacher concluded LhaL Lhe currlculum ls ln urgenL need of re-Loollng:

AoJ wbeo tbey tolkeJ oboot cottlcolom os well, llke l Jo tblok bovloq tbe qtoJe slx tokeo, yoo
koow, coooJos ttoJloq pottoets ooJ lltst Notloos jlooqbs]. l tblok lt ls oo losoltloq
cottlcolom. lJ llke to see lt cbooqeJ, lJ love to see otopeoo explotets cbooqeJ lo some
copoclty ooJ l woolJ llke to see mote Abotlqlool, teocbloqs wltblo oll tbe soclol stoJles ooJ
scleoces cottlcolom. (A8l 1eocbet.8, p. 2-J)
!
!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

33
llnally, one Leacher noLed LhaL changes Lo Lhe currlculum have resulLed ln less aLLenLlon Lo Aborlglnal
people, raLher Lhan more:

8efote cbllJteo leotoeJ oboot Abotlqlool people lo qtoJe J, oow lt Joes oot boppeo ootll
qtoJe 6. lt oeeJs to be ooqoloq tbtooqboot tbe cottlcolom ooJ tbtooqboot tbe yeot becoose
lts pott of coooJloo coltote ooJ blstoty. lt sboolJ oot be JlscosseJ ooly Jotloq Abotlqlool
week, bot oll tbe tlme. (A8 1eacher.12, p. 2)

uesplLe Lhe llmlLed aLLenLlon Lo Aborlglnal LducaLlon across Lhe exlsLlng currlculum, many Leachers
noLed LhaL Lhelr lnvolvemenL ln Lhe ArLs-8ased ro[ecL and relaLed acLlvlLles lnsplred Lhem Lo seek ouL
greaLer lnLegraLlon of Aborlglnal perspecLlves.

l om beqlooloq to ooJetstooJ tbe vety lmpottoot Jlstloctloo betweeo embeJJloq Abotlqlool
petspectlves/wotlJvlew loto tbe cottlcolom ooJ jost oJJloq lt oo. lt wlll slqolflcootly cbooqe
tbe sobstooce of wotk wltb stoJeots. (anonymous commenL on evaluaLlon form afLer u
sesslon 1).

AnoLher Leacher suggesLed:

lJ llke to see Abotlqlool boseJ cottlcolom lo otbet sobject oteos, fot exomple, scleoce. eob,
wltb meJlcloe, oll kloJs of stoff lo scleoce. AoJ motb. AoJ teoJloq. (A8l 1eocbet.1J, p. 6).

Lnsure Access to Appropr|ate kesources
As dlscussed above, Leachers expressed a greaL deal of concern abouL havlng access Lo approprlaLe
resources, as well as unlL and lesson plans for puLLlng Lhese resources Lo good use. lL ls vlLally lmporLanL
LhaL Leachers and sLudenLs have access Lo good resources, parLlcularly Lhose ln whlch Aborlglnal people
are able Lo glve volce Lo Lhelr own experlences and represenLaLlons. ln Lhls regard, Lhe resource llbrary
aL Lhe Aborlglnal LducaLlon CenLre wlll be a lasLlng conLrlbuLlon Lo ongolng aLLempLs Lo lndlgenlze
classroom maLerlals across Lhe 1uS8. Pavlng ongolng access Lo sLaff members wlLh whom Leachers can
engage ln dlscusslons and conversaLlon abouL brlnglng Lhese resources lnLo Lhelr classrooms ls also of
vlLal lmporLance.

Powever, ln addlLlon Lo ensurlng access Lo approprlaLe resources, lL ls lmporLanL LhaL Leachers conLlnue
Lo work Lo develop Lhelr own assessmenLs of maLerlals. Whlle lL ls lmporLanL LhaL Leachers have access
Lo knowledgeable members of Lhe Aborlglnal communlLy (lncludlng sLaff aL Lhe Aborlglnal LducaLlon
CenLre), requesLs for asslsLance musL recognlze Lhe llmlLed Llme and maLerlal resources of Lhese key
communlLy members.

Lstab||sh a kespectfu| C|assroom Lnv|ronment
1he successes of professlonal developmenL sesslons provlded by lloL ro[ecL SLaff were also felL ln Lhe
classroom. 1eachers reporLed LhaL Lhelr sLudenLs were able Lo engage ln meanlngful learnlng abouL
lmporLanL lssues Lhrough Lhelr lnvolvemenL ln Lhe ArLs-8ased ro[ecL. lL ls cruclal LhaL a respecLful
classroom envlronmenL be nurLured, so LhaL sLudenLs are able Lo learn and work Lhrough Lhelr own
quesLlons, and emoLlonal responses. Cne Leacher spoke abouL her sLudenLs' responses Lo a presenLaLlon
on resldenLlal schools provlded by a lloL ro[ecL sLaff member:

36
oo koow cettolo tbloqs, tbete wete cettolo expetleoces tbot tbey - jost lofotloteJ tbem,
sotptlsloqly lt wos, ooJ lt wos tbe bolt.1be btolJs beloq cot. Ao lmoqe tbot sbe jtbe
pteseotet] boJ, vety powetfol lmoqe, wos tbe ptoyet, lo tbe books. 1bete wete stoJeots kloJ
of stlffly lo posltloos ooJ poses of ptoyet ooJ tbot wos, kloJ of stock wltb o few of tbem.

She wenL on Lo explaln LhaL a number of her sLudenLs also Look up Lhe sLorles of sLudenLs' aLLempLs Lo
escape Lhe resldenLlal schools:

tbots sometbloq tbot Jefloltely tesoooteJ oftet jtbe] pteseototloo, yoo koow. 1bete weteot
plctotes of tbot bot tbe stotles of cbllJteo ttyloq to escope, eveo lo tbe JeoJ of wlotet, jost to
qet owoy ooJ oot beloq ptepoteJ fot tbe weotbet. AoJ yoo coolJ teolly feel tbe, wby JlJot
tbey escope? l woolJ bove escopeJ, l woolJ bove. wby? wbot wos?. 1bey wete, tbey wete
ooqty, wby?, tbey boJ o lot of wby?

1hls anecdoLe demonsLraLes Lhe posslblllLles of learnlng from Lhls hlsLory, raLher Lhan slmply abouL lL.
Such learnlng has Lhe poLenLlal Lo splll over lnLo conLemporary relaLlonshlps beLween Aborlglnal and
non-Aborlglnal sLudenLs ln Lhe classroom. ln parLlcular, one Leacher noLed LhaL Lhrough Lhe respecLful
lnsLrucLlon abouL Aborlglnal people and Aborlglnal culLure encounLered Lhrough Lhe lloL ro[ecL,
relaLlonshlps beLween Aborlglnal and non-Aborlglnal sLudenLs were fosLered. ln addlLlon, Aborlglnal
sLudenLs galned some sense of belonglng and worLhlness, whlle non-Aborlglnal sLudenLs were provlded
wlLh Lhe opporLunlLy Lo learn dlrecLly from Lhelr Aborlglnal classmaLes and Lo Lhlnk abouL Lhelr
relaLlonshlps. When asked whaL she wlll remember mosL abouL Lhe ArLs-8ased ro[ecL, Lhls Leacher sald:

now jtbe ooo-Abotlqlool] cbllJteo wete sotptlseJ, especlolly wltb tbe vlJeo jlm Not tbe
loJloo oo noJ lo MloJ]. 1bey stotteJ to bebove Jlffeteotly wltb otbet Notlve stoJeots.

1hls Leacher has Lwo Aborlglnal sLudenLs ln her classroom:

Ooe. boJ oo ftleoJs. Aftet wotcbloq tbe vlJeo, tbe otbet stoJeots wete o lot mote toletoot of
bet bebovloot. 5be wos mote cooflJeot, too. 1be otbet stoJeots oskeJ bet oboot bet coltote.
5be felt tbot sbe belooqeJ. (A8 1eacher.12, p. 2)

Work kespectfu||y and Support|ve|y w|th Abor|g|na| Students
Aborlglnal sLudenLs can be found ln mosL schools and classrooms across Lhe 1uS8, regardless of wheLher
Lhey are vlslble, or comforLable enough Lo self-ldenLlfy. Whlle all learners bear a responslblllLy Lo learn
abouL Canada's hlsLory of colonlzaLlon and lLs conLemporary lmpacLs, lL ls cruclally lmporLanL LhaL
Leachers flnd ways of valulng Lhelr Aborlglnal sLudenLs, and worklng respecLfully and supporLlvely wlLh
Lhem, Lhelr famllles and communlLles. Schools have long been very dangerous places for Aborlglnal
sLudenLs. ln order Lo brlng Lhls long legacy Lo an end, classroom envlronmenLs ln whlch Aborlglnal
sLudenLs feel comforLable and confldenL self-ldenLlfylng Lo Leachers and classmaLes musL be bullL.
Aborlglnal sLudenLs should feel LhaL Lhey are represenLed ln Lhe classroom and currlculum ln poslLlve
and approprlaLe ways, and LhaL Lhey are noL asked Lo represenL all Aborlglnal people or Lo bear sole
responslblllLy for Leachlng abouL Lhls maLerlal. Cnly Lhen can Lhe LraumaLlc legacy of resldenLlal schools
and colonlallsm be addressed.

!!!!!!!!!!!!!!!!!!!!!!!!!! ! "#$%&%'()('*!+,-!.$/%%&0!

37
1LACnLkS CCN1kI8U1ICNS 1C AND kLSCNSI8ILI1ILS ICk DLCCLCNI2A1ICN
8eachlng Lhese goals requlres a large shlfL ln Leacher perspecLlve, preparaLlon, and an accepLance of
Lhelr responslblllLles. lL requlres LhaL Leachers be seen as - and see Lhemselves as - cenLral Lo Lhe
pro[ecL of decolonlzaLlon. Clven Lhe shorL perlod of Llme and Lhe small number of sLaff, Lhe uAL was
successful ln helplng Leachers Lo fulflll Lhelr responslblllLles. 8uL Lo achleve such a slgnlflcanL shlfL, more
Llme, sLaff, resources, and paLlence are needed. 1hls ls lmporLanL for non-Aborlglnal sLudenLs who need
and wanL Lo learn abouL Aborlglnal people, hlsLory, and culLure. 8uL lL ls ctoclol for Aborlglnal sLudenLs
and Lhelr famllles.
38

! ! ! "#$%&%'()('*!%+,!-$.%%&/!
!

39
"#$%&!'$(#)*)&%+!,-./%0)(&1!!
2/3((+!4567(&6)$)+)0)56!
1be wbole scbool come. AoJ we boJ o qoest speoket, 1ooyo 5eok ftom otk uolvetslty come
ooJ spoke oboot tbe lmpottooce of Notloool Abotlqlool uoy. 8we olso boJ Mottbo 1ooloose,
oot Notlve Ojlbwo losttoctot, sbe tooqbt tbe cbllJteo oboot tbe 5eveo CtooJfotbet 1eocbloqs.
5o tbey exploloeJ tbe 1eocbloqs ooJ teoJ o book lo tbe Ojlbwo looqooqe oboot tbe
1eocbloqs. AoJ tbeo we oovelleJ - we JlJ oo ott motol oo tbe 5eveo CtooJfotbet 1eocbloqs
octoss tbe wbole scbool. AoJ tbeo we oovelleJ tbot oo tbe uvu ooJ sboweJ tbe cbllJteo wbot
lt lookeJ llke, ooJ tbeo we followeJ tbot wltb tbe sloqloq. (leoJ 1eocbet.1, l8, p. 6)
!

89:!!ueflnlng School 8esponslblllLles
Chlldren come Lo know Lhemselves and Lhemselves ln relaLlonshlp wlLh oLhers Lhrough Lhelr home and
school experlences (McLaren, 2007). ConsequenLly how schools address or fall Lo address Aborlglnal
LducaLlon has a slgnlflcanL lmpacL on all sLudenLs. 1he uAL ln Lhe 1uS8 worked ln collaboraLlon wlLh
sLaff aL Lhe school level ldenLlfylng useful sLraLegles for creaLlng decolonlzed and lndlgenlzed school
envlronmenLs. 1hese were learnlng envlronmenLs where Aborlglnal sLudenLs felL safe and supporLed ln
explorlng Lhelr AborlglnallLy and where non-Aborlglnal sLudenLs had opporLunlLles Lo know Lhemselves
ln relaLlonshlp wlLh Aborlglnal sLudenLs. 1he lloL ro[ecL sLaff were mosL successful ln schools where
Lhe prlnclpals and vlce prlnclpals were supporLlve of Lhelr presence and acLlons.

School prlnclpals have lmporLanL roles and responslblllLles ln Lerms of esLabllshlng Aborlglnal LducaLlon
as a prlorlLy wlLhln Lhelr schools. A school's physlcal envlronmenL can be an lnlLlal lndlcaLor Lo sLudenLs,
Lhelr famllles, and vlslLors LhaL Lhere ls a respecLful acknowledgmenL and awareness of Aborlglnal
people and aLLenLlon glven Lo Aborlglnal LducaLlon ln Lhe school. Powever concern cannoL sLop aL Lhe
physlcal envlronmenL. 1he experlence of belonglng and respecL LhaL Aborlglnal sLudenLs and famllles
have a rlghL Lo expecL ls premlsed on sLaff aLLlLudes and undersLandlng, and Lhe lncluslon of Aborlglnal
experlences and perspecLlves ln Lhe school currlculum. Some prlnclpals are Laklng an acLlve lnLeresL ln
undersLandlng Lhe concepLs of decolonlzlng and lndlgenlzlng and are worklng ln collaboraLlon wlLh Lhe
lloL ro[ecL sLaff and wlLh Lhelr school sLaff Lo Lransform Lhe school envlronmenL.

ln Lhls chapLer we reporL on Lhe work lloL ro[ecL sLaff dld ln schools. 1he chapLer lncludes a
descrlpLlon of school audlLs, and draws ln parLlcular on our lnLervlews wlLh llbrarlans, school prlnclpals,
and a Lead 1eacher.

key CuesLlon: ;3%0!%#5!6/3((+!+5<5+!#567(&6)$)+)0)56!=(#!'$(#)*)&%+!,-./%0)(&>!
!
!
89? CreaLlng uecolonlzed and lndlgenlzed School CommunlLles:
Learnlng from Lhe uAL
1here are 393 schools aL 362 slLes ln Lhe 1uS8 and when fully sLaffed Lhe lloL ro[ecL had 12 people. ln
order Lo be successful Lhe sLaff had Lo be sLraLeglc. 1he 8oard ls dlvlded lnLo quadranLs and furLher
dlvlded lnLo grouplngs referred Lo as famllles of schools." AlLhough Lhere was always flexlblllLy and all
8!!!

60
sLaff members worked ln collaboraLlon plannlng evenLs, on a day-Lo-day basls dlfferenL sLaff Look
responslblllLy for speclflc areas of Lhe 8oard. AddlLlonally, parLlcular schools were ldenLlfled as key slLes.
1hese schools were ldenLlfled based on Lhe presence of Aborlglnal sLudenLs and/or Lhe presence of
lnLeresLed Leachers or prlnclpals. Clven Lhe shorL Llmellnes of Lhe lloL ro[ecL, lL was necessary Lo work
wlLh schools where lnLeresL, need, and or supporL exlsLed from Lhe sLarL.

Schools came Lo be lnvolved wlLh Lhe lloL ro[ecL for dlfferenL reasons lncludlng Lhe followlng:
Schools ldenLlfled as havlng a hlgh concenLraLlon of Aborlglnal sLudenLs,
Schools LhaL offered C[lbwa language classes,
School Leachers and prlnclpals ldenLlfled Aborlglnal sLudenLs who were ln need of supporL,
arenLs of chlldren aLLendlng cerLaln schools requesLed supporL from Lhe lloL ro[ecL sLaff ln
advocaLlng on behalf of Lhelr chlldren,
School Leachers self-ldenLlfled as havlng a parLlcular lnLeresL ln parLlclpaLlng ln Lhe pro[ecL, and
Aborlglnal Leachers worklng ln parLlcular schools requesLed supporL.

Schools were lnvolved ln Lhe lloL ro[ecL ln dlfferenL ways such as:
lloL ro[ecL sLaff worked wlLh lndlvldual sLudenLs ln schools,
lloL ro[ecL sLaff held small group Leachlng clrcles for sLudenLs ln schools,
lloL ro[ecL sLaff dld workshops for Leachers,
Classroom Leachers parLlclpaLed ln Lhe ArLs-8ased ro[ecL and had Aborlglnal arLlsLs do school
vlslLs,
Schools hosLed lloL ro[ecL sponsored evenLs,
Classroom Leachers Look Lhelr sLudenLs Lo workshops, assemblles, and evenLs aL Lhe ALC, and
SLudenLs who parLlclpaLed ln lloL ro[ecL evenLs dld Leachlngs ln Lhelr schools.

1he level of lnvolvemenL depended on boLh needs and sLaff avallablllLy.

89?'!2/3((+!20(#)56!
1hls secLlon lncludes Lhe sLorles of four schools and Lhe varled ways ln whlch Lhe lloL ro[ecL supporLed
Aborlglnal LducaLlon aL Lhe school level.

@"4AB!2'AC!2,DEAC'4F!2DGEEH!!
8otot 5ooJ ls o 5ecooJoty 5cbool fot qtoJes 9 to 12 locoteJ lo 5cotbotooqb, wltb o stoJeot
popolotloo of 608 stoJeots. Of 8otot 5ooJs stoJeot popolotloo, 2JX of tbe stoJeots bove o
looqooqe otbet tboo oqllsb os tbelt ptlmoty looqooqe, 11X of stoJeots speok o looqooqe
otbet tboo oqllsb ot bome, ooJ 10X of tbe stoJeots bove llveJ lo coooJo fot less tboo flve
yeots.
lloL ro[ecL sLudenL success Leacher Ms. Summers spenL a conslderable amounL of Llme worklng ln
collaboraLlon wlLh Leachers and sLudenLs aL Lhls school. 1he prlnclpal noLed LhaL her lnvolvemenL was
parLlcularly helpful Lo Lhe naLlve SLudles Leacher who was Leachlng Lhe course for Lhe flrsL Llme. uurlng
a slLe vlslL Lo Lhe school Ms. Summers was observed lnLeracLlng wlLh sLudenLs who clearly appreclaLed
her supporL: she checked ln wlLh Lhem regardlng Lhe sLaLus Lhelr of classes, asked abouL Lhelr homework
asslgnmenLs, and lnqulred abouL how Lhlngs were golng aL home and lf Lhey needed anyLhlng. SLudenLs
reporLed LhaL Ms. Summers had a poslLlve lmpacL on Lhelr aLLlLude Loward school and Lhelr school
aLLendance. 1hey appreclaLed her lnLeresL ln how Lhey were dolng. 1he prlnclpal sLaLed LhaL prlor Lo her
! ! ! "#$%&%'()('*!%+,!-$.%%&/!
!

61
work aL Lhe school few sLudenLs were self-ldenLlfylng as Aborlglnal. As a resulL of her work and Lhe
Aborlglnal focused evenLs LhaL she supporLed aL Lhe school, many more sLudenLs chose Lo self-ldenLlfy ln
whaL was becomlng a safer, less dlscrlmlnaLory, and more poslLlve learnlng envlronmenL.

leople sboolJ be ptooJ of tbelt lJeotlty ooJ tbelt bockqtoooJ oo mottet wbot. AoJ so lt's oll
oboot tbe scbool eovltoomeot ooJ cteotloq o welcomloq ploce so tbot stoJeots ote ftee to
Jlsclose. lf tbey cboose to Jlsclose, wlll koow tbot tbey'll oot be tlJlcoleJ, bollleJ, pot Jowo. l
tblok os we celebtote tbls ooJ bove stoff ooJ stoJeots become mote koowleJqeoble-
becoose tbot's tbe blqqest tbloq-ooJetstooJloq. 1be mote l ooJetstooJ of tbe Abotlqlool
people ooJ tbelt coltote, tbe mote l oppteclote lt ooJ tbe mote ottlcolotely l coo speok oboot
lt. (ltloclpol.1, p. 4)

A naLlve SLudles class was belng offered aL Lhls school for a second year and Lhe school was holdlng
Aborlglnal focused evenLs LhaL Aborlglnal sLudenLs were lnvolved ln plannlng. Aborlglnal arL and posLers
were dlsplayed ln boLh Lhe maln offlce and Lhe guldance offlce. As a resulL of lloL ro[ecL lnvolvemenL
Lhe school has been movlng Loward decolonlzlng and lndlgenlzlng Lhelr communlLy. 1hey have been
accompllshlng Lhls lmporLanL Lask ln a number of ways:
lmprovlng currlculum offerlngs by supporLlng Lhe developmenL of naLlve SLudles,
AcLlvely aLLendlng Lo and supporLlng Lhe well-belng of Aborlglnal sLudenLs,
LducaLlng non-Aborlglnal sLudenLs abouL Aborlglnal peoples and culLures, Lhe hlsLory of
colonlallsm, and conLemporary lssues, challenges, and sLrengLhs,
rovldlng opporLunlLles for Aborlglnal sLudenLs Lo become leaders and advlsors ln Lhe educaLlon
and consclousness ralslng" of non-Aborlglnal sLudenLs and Lhe whole school communlLy, and
Changlng Lhe physlcal envlronmenL Lo reflecL Aborlglnal presence ln Lhe school.

D4'A@,44F!4IJ,4!K"AIE4!L"@HID!2DGEEH!
ctoobetty klvet ls o joolot pobllc scbool lo toblcoke tepteseotloq qtoJes Ik to 5, wltb o
stoJeot popolotloo of 250 stoJeots. J6X of tbe stoJeots bove oqllsb os o 5ecooJ looqooqe
wltb o totol of 20 Jlffeteot looqooqes spokeo by tbe stoJeot popolotloo, ooJ 16X of tbe
stoJeots bove llveJ lo coooJo fot less tboo flve yeots.
1eachers from Cranberry 8lver were lnvolved ln Lhe ArLs-8ased ro[ecL for each of Lhe Lwo years of Lhe
lloL ro[ecL. lloL pro[ecL sLaff worked wlLh Lhe classroom Leachers sharlng resources and provldlng
dlrecLlon for lnLegraLlng Aborlglnal conLenL across Lhe currlculum. 1eachers sLaLed LhaL lL would be hard
Lo know how Lo hold evenLs and supporL sLudenLs wlLhouL dlrecLlon from Lhe lloL ro[ecL sLaff, as non-
Aborlglnal Leachers Lhey slmply dld noL have access Lo Lhe knowledge and undersLandlng LhaL sLaff
broughL. 1he CommunlLy Llalson held lunchLlme Clrls Croup +1 meeLlngs aL Lhe school and Lhese
sLudenLs performed durlng an Assembly aL Lhe ALC.

An Aborlglnal arLlsL, who had vlslLed Lhe school durlng Lhe week of !une 21, reporLed, lL was Lhe flrsL
Llme l saw naLlonal Aborlglnal uay announced on a school slgn LhaL ls usually reserved for announclng
upcomlng parenL lnLervlews and school holldays." 1hls mlghL seem lnconsequenLlal. Powever, noL only
dld lL have a poslLlve lmpacL on Lhe arLlsL who had never heard a school publlcly announce naLlonal
Aborlglnal uay Lo Lhe communlLy, buL lL slgnlfled Lhe aLLenLlon glven Lo Aborlglnal LducaLlon aL Lhls
school. Worklng ln collaboraLlon wlLh ArLlsL/LducaLors 1anya Senk and vanessa ulon lleLcher, Lhe school
also Look on a mural pro[ecL reflecLlng Lhe Seven CrandfaLher 1eachlngs. Aborlglnal sLudenLs Look an

62
acLlve role ln creaLlng Lhe mural. llnally, a parenL resource room was esLabllshed LhaL lncluded a
number of resources wlLh a speclflc Aborlglnal Lheme.

1hls school ls also ln Lhe process of decolonlzlng and lndlgenlzlng Lhelr communlLy ln Lhe followlng ways:
lmprovlng represenLaLlon of Aborlglnal peoples and perspecLlves ln Lhe currlculum by
encouraglng Lhe lnLegraLlon of Aborlglnal conLenL across Lhe currlculum,
8ecognlzlng how processes of colonlzaLlon have affecLed Aborlglnal women and men (and glrls
and boys) dlfferenLly by acLlvely aLLendlng Lo Lhe well-belng of Aborlglnal young women,
uslng opporLunlLles llke naLlonal Aborlglnal uay Lo educaLe non-Aborlglnal sLudenLs abouL
Aborlglnal peoples and culLures, Lhe hlsLory of colonlallsm, and conLemporary lssues, challenges,
and sLrengLhs (as ln Lhe 8urnL Sand case),
rovldlng space and opporLunlLy for Aborlglnal sLudenLs Lo become leaders and advlsors ln Lhe
educaLlon of non-Aborlglnal and Lhe whole school communlLy,
lnLervenlng ln and overcomlng hlsLorlcal relaLlons of mlsLrusL and allenaLlon beLween Aborlglnal
famllles and communlLles and school Lhrough esLabllshlng a parenL resource room, and
Changlng Lhe physlcal envlronmenL (as ln Lhe 8urnL Sand case) Lo reflecL Aborlglnal presence ln
Lhe school.

2;'A!H'M,!NICCH,!2DGEEH!!
5woo loke ls o MlJJle 5cbool lo Nottb otk offetloq qtoJes slx to elqbt, wltb o stoJeot
popolotloo of 587 stoJeots. 6JX of tbe stoJeots bove o looqooqe otbet tboo oqllsb os tbelt
ptlmoty looqooqe ooJ 14X of tbe stoJeots bove llveJ lo coooJo fot less tboo flve yeots.
lloL ro[ecL sLaff organlzed a boys and glrls group aL Lhls school and meL durlng Lhe lunch hour on a
seml-regular basls. uurlng Lhe schools CulLure uay" evenLs sLudenL success Leacher Ms. Lvans dld an
openlng ceremony and song. 1he school gymnaslum was fllled wlLh sLudenLs, Lhe vasL ma[orlLy of whom
were flrsL or second generaLlon Canadlans. When Lhe assembly began, four young women [olned Ms.
Lvans and were her 'helpers' ln Lhe openlng ceremony. AfLer Lhe assembly sLudenLs parLlclpaLed ln a
serles of workshops LhaL focused on learnlng abouL dlfferenL culLures. Ms. Lvans presenLed workshops
Lo slx groups of sLudenLs and whlle Lhe conLenL of Lhe workshops provlded a slmple lnLroducLlon Lo
Aborlglnal people and lssues, lL served as an lmporLanL opporLunlLy Lo begln Lhe process of decolonlzlng
Lhe school envlronmenL. uurlng Lhe openlng and Lhe workshops Lhe Aborlglnal sLudenLs Look on
leadershlp roles servlng as asslsLanLs Lo Ms. Lvans, Lhereby accepLlng responslblllLy for sharlng some of
whaL Lhey had learned wlLh Lhe whole of Lhelr school communlLy.

1hrough Lhese acLlvlLles, Swan Lake Mlddle School has lnlLlaLed Lhe process of decolonlzlng and
lndlgenlzlng Lhe school envlronmenL ln a few slgnlflcanL ways:
uslng school evenLs such as Lhe CulLure uay workshops Lo presenL Aborlglnal LducaLlon from
Aborlglnal perspecLlves,
racLlclng lndlgenous-lnformed Leachlng phllosophy LhaL charges learners wlLh responslblllLy Lo
share, when approprlaLe and safe, some of Lhelr Leachlngs wlLh oLhers, and
Changlng Lhe physlcal envlronmenL (as ln Lhe above Lwo examples) Lo reflecL Aborlglnal
presence ln Lhe school.

! ! ! "#$%&%'()('*!%+,!-$.%%&/!
!

63
'"4E4'!2'AC2!NICCH,!2DGEEH!
Aototo 5ooJs ls o MlJJle 5cbool lo toblcoke tepteseotloq qtoJes slx to elqbt, wltb o stoJeot
popolotloo of 850 stoJeots. 67X of tbe stoJeots bove o looqooqe otbet tboo oqllsb os tbelt
ptlmoty looqooqe wltb o totol of J0 Jlffeteot looqooqes spokeo by tbe stoJeot popolotloo.
24X of tbe stoJeots bove llveJ lo coooJo fot less tboo flve yeots.
1he lloL ro[ecL sLaff became acLlvely lnvolved ln Lhls school communlLy under Lraglc clrcumsLances.
uurlng Lhe 2009-2010 school year an Aborlglnal sLudenL and her faLher were kllled ln a house flre. lloL
ro[ecL sLaff wenL Lo Lhe school and meL wlLh Lhe sLaff and sLudenLs. 1hey worked ln collaboraLlon wlLh
Lhe sLaff Lo plan and lead a memorlal servlce grounded ln Aborlglnal pracLlces. Cn Lhe day of Lhe
memorlal 30 members of Lhe sLudenL's famlly parLlclpaLed ln Lhe servlce. 1hrough Lhls process Lwo
Leachers and slx sLudenLs from Lhe school self-ldenLlfled. Cne of Lhe Leachers became lnvolved wlLh Lhe
ArLs-8ased ro[ecL and worklng ln collaboraLlon wlLh an Aborlglnal arLlsL engaged sLaff and sLudenLs aL
Lhe school ln creaLlng a mural ln memory of Lhe sLudenL. ArL produced by Aurora Sands sLudenLs
became parL of Lhe Sprlng 2010 1uS8 Aborlglnal ArL Show aL Lhe 1oronLo ollce Academy. SLudenLs from
Lhe school vlslLed Lhe ollce Academy Lo vlew Lhe ArL Show.

8y Lhe end of Lhe flrsL week of school ln SepLember 2010, Leachers from Aurora Sands were already ln
Louch wlLh Lhe sLaff aL Lhe ALC, asklng abouL currenL pro[ecLs and how Lhey could conLlnue Lhelr
lnvolvemenL wlLh Lhe ALC.

Aurora Sands Mlddle School llkewlse has lnlLlaLed Lhe process of decolonlzlng and lndlgenlzlng Lhe
school envlronmenL ln some slgnlflcanL ways:
8rldglng Lhe gap beLween Aborlglnal famllles and school sysLems by reachlng ouL Lo supporL
famllles encounLerlng slgnlflcanL loss and Lragedy,
racLlclng lndlgenous-lnformed splrlLual LradlLlons and ceremonles when safe and approprlaLe
ln ways LhaL do noL lnvolve non-Aborlglnal people approprlaLlng Aborlglnal pracLlces,
8ecognlzlng how changlng Lhe soclal and culLural envlronmenL Lo reflecL and value Aborlglnal
LradlLlon and presence (Lhrough Lhe memorlal servlce) creaLes space for Aborlglnal Leachers and
sLudenLs Lo self-ldenLlfy as Aborlglnal, and
uslng poslLlve lmagery and arLs-based lnLervenLlons (as ln Lhe prevlous Lhree examples) Lo
showcase Aborlglnal presence and creaLlvlLy ln Lhe school.

89?@!"',LL!20%==!;(#O)&*!)&!D(++%$(#%0)(&!P)03!2/3((+6!
1he collaboraLlve work beLween lloL ro[ecL sLaff and school sLaffs was especlally successful. Cenulne
collaboraLlon creaLed condlLlons LhaL made lL posslble for schools Lo move Loward decolonlzlng and
lndlgenlzlng.

'@E4IQIA'H!2B"C,AB!DEARIC,AD,S!L'4BIDIL'BIEA!'AC!2,HR!IC,ABIRID'BIEA!
1he prlnclpals aL 8urnL Sand SS and Cranberry 8lver MS were surprlsed Lo learn LhaL Lhelr schools
lncluded a subsLanLlal Aborlglnal sLudenL populaLlon. 8oLh explalned LhaL Lhey had noL recognlzed" Lhe
Aborlglnal sLudenLs ln Lhelr schools. When lloL ro[ecL sLaff became lnvolved ln organlzlng evenLs and
meeLlng wlLh sLudenLs and parenLs, sLudenLs began Lo feel comforLable enough Lo self-ldenLlfy.

64
5o, l wos soyloq tbot tbe self-lJeotlflcotloo of stoJeots ooJ tbelt oblllty to soy tbot tbey ote of
Abotlqlool Jesceot, to see tbemselves lo tbe cottlcolom, to see tbemselves teflecteJ lo tbe
scbool commoolty, wos o boqe pott of tbe wotk tbot tbe Abotlqlool Jocotloo ceotte JlJ wltb
os tbls pottlcolot yeot (leoJ 1eocbet.1, l2 p. 1).

AoJ l tblok we oeeJ to moke lt eoslet fot cbllJteo to self-lJeotlfy ooJ bollJ mote ptoqtoms llke
tbls loto, llke embeJ lt loto tbe cottlcolom so tbot tbete ls tbot Abotlqlool volce, ooJ tbe
cbllJteo see tbemselves lo tbe cottlcolom, ooJ tbeyll feel mote cooflJeot ooJ wlllloq to
lJeotlfy. (ltloclpol.2, p. 5)

lf prlnclpals wanL Aborlglnal sLudenLs Lo feel comforLable and accepLed ln Lhelr schools Lhey cannoL walL
for sLudenLs Lo come forward. 1hey musL acLlvely supporL Lhe lncluslon of Aborlglnal LducaLlon.

D"44ID"H"N!2"LLE4B!
8oLh Lhe Lead 1eacher and Lhe School rlnclpal aL Cranberry 8lver descrlbed Lhe slgnlflcanL supporL lloL
ro[ecL sLaff offered classroom Leachers, by provldlng resources and ln-servlce workshops on how Lo use
Lhe resources ln respecLful ways. 1hls guldance was especlally lmporLanL for prevenLlng some common
mlsuses of Aborlglnal conLenL.

1beyte qettloq Jltect soppott lo cottlcolom. wete bovloq tbloqs set oslJe speclflcolly fot tbe
Abotlqlool commoolty, ooJ tbey jAbotlqlool people] ote olso loteqtoteJ-loteqtoteJ, bot olso
qlveo o blqbllqbt lo evetytbloq we Jo (leoJ 1eocbet.1, l8, p. 1)

lloL pro[ecL sLaff meL wlLh Leachers lndlvldually, held workshops for Leachers aL schools, and dellvered
professlonal developmenL ln-servlce Leacher educaLlon workshops.

"',LL!'AC!BC2@!2DGEEH!DENN"AIBF!DEAA,DBIEA2!
Schools were lnvlLed Lo vlew and parLlclpaLe ln a varleLy of evenLs organlzed and presenLed by lloL
ro[ecL sLaff. 1hese evenLs lncluded
Aborlglnal LducaLlon MonLh Assemblles ln november 2008 and november 2009,
Louls 8lel uay SLudenL Symposlum ln november 2009,
Aborlglnal veLerans' Sunrlse Ceremony & CommunlLy 8reakfasL ln november 2009,
Showlng of Lhe documenLary fllm 8eel ln[un" on Pollywood represenLaLlons of Aborlglnal
people, and
urama Co-op resenLaLlon LlLled NuA 8l8AAM5 (My Iootoey).

Schools were lnvlLed Lo aLLend and parLlclpaLe ln Lhese evenLs LhaL provlded opporLunlLles for Leachers
and sLudenLs Lo access Aborlglnal Leachlngs and perspecLlves, Lo learn abouL Lhe lloL ro[ecL and Lhe
ALC, and Lo come Lo know abouL Lhe Aborlglnal communlLy wlLhln Lhe 1uS8.

Some non-Aborlglnal Leachers and parenLs expressed concerns Lo school prlnclpals abouL Lhe amounL of
Llme belng spenL on Aborlglnal LducaLlon.

wbeo we wete tblokloq oboot beloq coltotolly tespooslve, ooJ we look oot ooJ see o wbole
seo of 8lock foces, tbots coltotolly tespooslve fot tbot, tlqbt. 8ot bow tbeo Jo yoo molotolo
tbot coltotol tespooslve opptoocb ooJ tbeo embeJ tbe Abotlqlool petspectlve lo tbot, ooJ
wby woolJ tbot be lmpottoot fot some stoJeots? (leoJ 1eocbet.1, lA p. J)
! ! ! "#$%&%'()('*!%+,!-$.%%&/!
!

63
lo tetms of owoteoess lts jtbe lllot ltoject bos] belpeJ, becoose tbe teocbets ote wooJetfol.
1bey woot to locloJe oll petspectlves, bot lt moy oot bove beeo obvloos to tbem tbot tbe
Abotlqlool volce wos oo lmpottoot ooe os well. (ltloclpol.2, p. 2)

When Lhls happened lloL ro[ecL sLaff helped Leachers' and admlnlsLraLors' respond Lo Lhelr quesLlons
and concerns by explalnlng Lhe lmporLance of Aborlglnal LducaLlon for all sLudenLs. 1he lloL ro[ecL
sLaff had key conLacLs ln each school, Lhese were people commlLLed Lo Lhe pro[ecL of decolonlzlng and
lndlgenlzlng who could respond Lo quesLlons and concerns.

2"LLE4BIAQ!2DGEEH!DEAA,DBIEA2!;IBG!BG,!'@E4IQIA'H!DENN"AIBF!
1beyve (uA ll stoff) beeo soppottloq os tbtooqb most of tbe yeot tbtooqb oot ptoqtoms
bete, eltbet wltb tesootces ot wltb occess to otbet tesootces llke petfotmooces, ottlsts. Of
cootse, 5oto bos come lo os tbe llolsoo, so sbes wotkeJ exteoslvely wltb o qtoop of oot
stoJeots ooJ wltb some of oot poteots. weve olso tecelveJ soppott ftom tbem wltb oot
Ojlbwo teocbet. (ltloclpol.2, p. 1)

lloL ro[ecL sLaff vlslLed schools on a regular basls supporLlng and faclllLaLlng connecLlons beLween
schools and Lhe Aborlglnal communlLy. 1hrough Lhe ArLs-8ased rogram, for example, sLaff faclllLaLed
connecLlons beLween Aborlglnal arLlsLs and schools. 1he Senlors' Aborlglnal LlLeracy ro[ecL, a pro[ecL
LhaL llnked Aborlglnal Llders wlLh elemenLary school sLudenLs, also operaLed ln Lwo schools wlLh supporL
from Lhe uAL. 1he uAL sLaff also faclllLaLed and sponsored Lhe pracLlce of resLoraLlve [usLlce
clrcles. 1he 8esLoraLlve !usLlce Lralnlng lnvolved approxlmaLely 33 parLlclpanLs from LqulLable and
lncluslve Schools, Safe Schools, soclal workers, Leachers, prlnclpals, and behavloural Leachers from Lhe
1uS8, and Aborlglnal LducaLlon CenLre sLaff. lL lnvolved Lwo-day Lralnlng sesslons and subsequenLly was
puL lnLo pracLlce ln classrooms, wlLh famllles, school admlnlsLraLors, and sLudenLs.

4,2E"4D,2!'AC!HI@4'4I'A2!
We lnLervlewed Lwo elemenLary school llbrarlans who were known Lo have an lnLeresL ln Aborlglnal
LducaLlon. Whlle one of Lhe llbrarlans was aware of Lhe uAL and had accessed supporL from Lhe ALC,
Lhe second llbrarlan was noL aware of elLher Lhe pro[ecL or Lhe ALC. 8oLh llbrarlans expressed a deslre Lo
have lncreased opporLunlLles Lo work wlLh Lhe lloL ro[ecL sLaff. As one lnformanL puL lL: l tblok tbe
llbtotloos tole ls so lmpottoot fot lettloq teocbets koow wbot ls ovolloble (Llbrarlan.2, p. 9). 8oLh
llbrarlans sLaLed LhaL unless Lhey are dolng Lhe Crade 1hree or Lhe Crade Slx Aborlglnal relaLed
rovlnclal Currlculum unlLs, Leachers do noL requesL Aborlglnal resources. 1hese llbrarlans Lake Lhelr
responslblllLy for lnLroduclng classroom Leachers and sLudenLs Lo Aborlglnal conLenL very serlously. 1hey
expressed Lhe need for ln-servlclng wlLh regard Lo resource acqulslLlon: Lhey Lhemselves and surely
oLher llbrarlans would llke Lo know whaL books and resources are avallable so LhaL Lhey can pass LhaL
lnformaLlon onLo Leachers and sLudenLs.

As parL of Lhelr focus on currlculum developmenL, lloL ro[ecL sLaff worked on creaLlng an exLenslve
Aborlglnal 8esource CenLre. 1he CenLre ls housed ln Lhe ALC and lncludes many relevanL, approprlaLe,
and excellenL resources:
LlLeraLure 8ased 8esource Culdes and Classroom klLs,
8esource guldes revlsed and publlshed for Aborlglnal LducaLlon MonLh, Louls 8lel uay, naLlonal
Aborlglnal uay,
Aborlglnal auLhored plcLure books and novels, and

66
An exLenslve collecLlon of books for sLaff lnLeresLed ln decolonlzlng and lndlgenlzlng Lhe self and
school.

0.#!1,('$(12&/!2'3!4#2$.#,/!('4#,5(#6#3!6#,#!23272'4!('!4.#(,!/+11%,4!%8!4.#!9(&%4!9,%:#$4!/4288;!4.#<!
,#$%*'()#3!=%4.!4.#(,!%6'!'##3!8%,!/+11%,4!2/!6#&&!2/!4.#!#>#71&2,<!6%,?!4.#!/4288!6#,#!3%('*!('!
4#,7/!%8!/+11%,4('*!/4+3#'4/!2'3!/$.%%&!$%77+'(4(#/!('!$,#24('*!$.2'*#@!!

89T!!8arrlers and Challenges ConfronLed: AudlLs, ALLlLudes, and 8eslsLance
Lo Change
1he lack of represenLaLlon and Lhe mlsrepresenLaLlon of Aborlglnal people conLrlbuLe Lo ongolng
condlLlons of oppresslon (Churchlll, 2002, klng, 2008, SLaurowsky, 1999). Schools are named as key slLes
ln whlch chlldren are lnLroduced Lo sLereoLyplcal represenLaLlons (ulon, 2009, lrancls, 1992). 1he
relaLlonshlp beLween represenLaLlon and oppresslon ls complex and lnvesLlgaLlng LhaL relaLlonshlp
provldes opporLunlLles for people Lo uncover whaL Lhey know and whaL Lhey do noL know abouL
Aborlglnal people. 1he ArLs-8ased ro[ecL provlded an opporLunlLy for Lhe lloL ro[ecL sLaff Lo address
lssues and quesLlons of represenLaLlon wlLh Leachers. See ChapLer 3 of Lhls reporL for a deLalled
descrlpLlon of LhaL pro[ecL.

ln Lhls secLlon of ChapLer 4, we draw on daLa collecLed Lhrough our audlLlng of schools and a school case
sLudy Lo reporL on Lhe absence of poslLlve and presence of negaLlve represenLaLlons of Aborlglnal
people ln 1uS8 Schools.

89T'! L3U6)/%+!,&<)#(&V5&061!457(#0)&*!(&!035!2/3((+!'.-)06!
My soo ls mlxeJ toce, bls fotbet ls Abotlqlool ooJ l om o noltloo-coooJloo. uotloq block
blstoty mootb ot bls scbool tbete ote ossemblles ooJ motoloq oooooocemeots celebtotloq
ooJ lofotmloq blm oboot bls blockoess, l see postets oo tbe wolls of bls scbool ooJ books lo
tbe scbool llbtoty tbot tepteseot bls blockoess, ooJ Joot qet me wtooq l oppteclote lt. 8ot
wbot oboot bls Abotlqlool slJe, bow come tbete ls oo tepteseototloo of bls Abotlqlool slJe?
(loteot.6, p. 1)

1he quesLlon posed by Lhls parenL draws aLLenLlon Lo Lhe lack of poslLlve represenLaLlons of Aborlglnal
people ln schools.

1he 1uS8 has been aLLenLlve Lo acknowledglng parLlcular klnds of dlverslLy. SLudenLs see posLers
emphaslzlng respecL for raclal and language dlverslLy ln Lhelr schools. AlLhough Lhe effecLlveness of
Lhese messages ln acLually conLrlbuLlng Lo equlLable relaLlonshlps ls called lnLo quesLlon by many crlLlcal
race LheorlsLs, mosL acknowledge Lhe lmporLance of represenLaLlon Lo sLudenLs' ldenLlLy and belonglng
(uel, 1996, !ames, 2010). ln Lhls sLudy, 1olkloq 5tlck lnformanLs were unlfled ln Lhelr bellef LhaL Lhe
absence of poslLlve represenLaLlons of Aborlglnal people conLrlbuLes Lo Lhe reproducLlon of
sLereoLyplcal ways of knowlng. 1hls ofLen-made polnL ls supporLed by much of Lhe exlsLlng research
llLeraLure (8aLLlse, 1998).

! ! ! "#$%&%'()('*!%+,!-$.%%&/!
!

67
C,2D4ILBIEAS!L"4LE2,!'AC!N,BGEC!
School audlLs were conducLed ln 18 1uS8 schools. ln Lhe ma[orlLy of cases, research asslsLanLs
1
(8As)
conducLed Lhe audlLs when Lhey were dolng school vlslLs Lo lnLervlew Leachers and or observe lloL
ro[ecL sponsored evenLs. 8As Loured publlc spaces ln Lhe school lncludlng Lhe maln offlces, lobby,
hallways, and when posslble, school llbrarles. 8As provlded descrlpLlons of whaL Lhey saw dlsplayed on
walls, bulleLln boards, and llbrary shelves, and ln dlsplay cases, llbrary daLabases, and oLher common
feaLures and resources of schools.

1he school audlL reporL lncluded 3 quesLlons.
1. uoes Lhe school dlsplay any posLers, lmages, and messages celebraLory of dlfference and
dlverslLy? uescrlbe locaLlon, conLenL, and lmpacL.
2. uoes Lhe school have any Aborlglnal poslLlve arL, messages, and lmages? uescrlbe locaLlon,
conLenL, and lmpacL.
3. uoes Lhe school llbrary have books, magazlnes, fllms, or oLher resources wlLh Aborlglnal
conLenL? lease glve a deLalled descrlpLlon of Lhe conLenL.

4,2"HB2!ER!BG,!'"CIB2!
1. ln 17 of Lhe 19 schools audlLed, professlonally produced and whaL appeared Lo be permanenL
posLers represenLlng and celebraLlng raclal and/or language dlverslLy were dlsplayed. 1hls
lncluded for example Lhe Legacy of our Leaders" posLer feaLurlng lmporLanL flgures of Afrlcan
descenL and a CelebraLe Aslan PerlLage" posLer.
2. ln one of Lhe 19 schools, a posLer announclng naLlonal Aborlglnal uay was dlsplayed.
3. ln flve of Lhe 19 schools, sLudenL produced (and whaL appeared Lo be Lemporary) Aborlglnal
Lhemed arLwork was dlsplayed.
4. ln four of Lhe flve schools where sLudenL produced Aborlglnal Lhemed arL was dlsplayed, Lhese
schools had parLlclpaLed ln Lhe A8.
3. ln Lwo of Lhe 19 schools audlLed, Lhere ls a large ldenLlfled Aborlglnal sLudenL populaLlon. 1hese
schools had a varleLy of professlonally produced posLers wlLh poslLlve represenLaLlons of
Aborlglnal people and sLudenL produced arL dlsplayed.
6. ln one school LhaL bears Lhe name of an Aborlglnal naLlon, permanenL Aborlglnal Lhemed
murals adorn Lhe walls.
7. ln one school, sLudenL produced pro[ecLs on an Aborlglnal Lheme were dlsplayed. 1hese pro[ecLs
lncluded lnaccuraLe lnformaLlon abouL Aborlglnal people lncludlng for example 1be
Alqoopoloos booteJ eoqles lo Ioly, loJloo ttlbes boJ floqs, Mobowk meo wote bteecb clotbes
wltb leqqloqs ooJ Mobowk womeo wote tlotos, Mlkmop Joes oot ose boots llke ootmol people
jslc]."
8. rlnclpals were relucLanL Lo have Lhelr schools audlLed.

CI2D"22IEA!
AlLhough Lhls audlL was llmlLed by boLh Llme consLralnLs and Lhe lack of access Lo schools, lL does
provlde a snapshoL LhaL reflecLs Lyplcal physlcal envlronmenLs of 1uS8 schools. 1he mosL sLrlklng resulL

1
8esearch AsslsLanLs were graduaLe sLudenLs worklng ln Lhe laculLy of LducaLlon or Lhe laculLy of LnvlronmenLal SLudles aL ?ork
unlverslLy lnvlLed Lo work on Lhe pro[ecL by Lhe rlnclpal 8esearcher on Lhe basls of Lhelr lnLeresL ln Aborlglnal LducaLlon.

68
ls Lhe lack of reference Lo or acknowledgemenL of Aborlglnal presence even ln schools where Lhere ls
slgnlflcanL aLLenLlon Lo dlverslLy" on dlsplay. 1he experlence of aLLendlng a school where dlverslLy ls
acknowledged and celebraLed buL where your dlverslLy ls lgnored can be especlally allenaLlng. 1he
lncluslon of posLers can be seen as a slmple flrsL sLep. Some would argue LhaL Lhe posLers should noL
appear unLll school sLaff members are prepared Lo acL ln ways respecLful of Aborlglnal people.
noneLheless, posLers could also acL as a remlnder and/or as an lnLroducLlon Lo Lhe need for aLLenLlon Lo
Aborlglnal LducaLlon.

arLlclpaLlon ln Lhe ArLs-8ased ro[ecL slgnlflcanLly lncreased Lhe probablllLy of flndlng respecLful
Aborlglnal Lhemed sLudenL produced arL on dlsplay. And as parL of Lhe work of Lhe lloL ro[ecL, a posLer
wlLh Lhe word Welcome" ln Aborlglnal Languages was developed and ls belng dlsLrlbuLed Lo schools ln
Lhe lall of 2010.

1he school LhaL dld have permanenL Aborlglnal Lhemed arLwork ralsed concerns. 1he 8A noLed LhaL
nelLher Lhe arLlsL names nor blographlcal noLes were lncluded wlLh Lhe work. Clven LhaL Lhere was no
plaque acknowledglng Lhe slgnlflcance of Lhe arLwork, Lhere was no way of knowlng wheLher Aborlglnal
arLlsLs produced Lhe arL. A greaLer concern was Lhe dlsconnecL LhaL exlsLs beLween Lhe name of Lhe
school and Lhe arL lLself. 1he arLwork ls represenLaLlve of Lhe woodland LradlLlon Lyplcal of C[lbwa llrsL
naLlons yeL Lhe school ls named for a naLlon whose LradlLlonal LerrlLory ls noL even ln close proxlmlLy Lo
LhaL of Lhe C[lbwa. 1here ls no connecLlon beLween Lhe arL and Lhe name of Lhe school. 1hls suggesLs
LhaL one naLlon ls lnLerchangeable wlLh anoLher, collapses Lhe dlfferences beLween naLlons, and
reproduces Lhe undersLandlng LhaL all Aborlglnal people are Lhe same.

1he dlsplay of sLudenL-produced work LhaL lncludes lnaccuraLe lnformaLlon ls also problemaLlc. Schools
are ln parL sLudenL spaces and Lhelr work musL be dlsplayed. Powever, Leachers have a responslblllLy Lo
ensure LhaL work dlsplayed ln publlc spaces be accuraLe. 1hls ls especlally lmporLanL when Lhe work
belng dlsplayed reflecLs whaL sLudenLs are learnlng abouL people. ln her audlL noLes Lhe 8A wroLe,
1hese posLer board asslgnmenLs were lnaccuraLe, dlspasslonaLe, and backward-looklng Lo say Lhe
leasL" (AudlL #17). ln response Lo Lhls audlL more Lhan one researcher has asked, WhaL lmpresslon does
Lhls glve abouL Lhe Leachers aLLlLude Loward Aborlglnal people? lL ls as lf lL dld noL maLLer LhaL Lhe work
was full of lnaccuracles."

CompleLlng Lhe school audlLs broughL Lhe 8As lnLo conLacL wlLh school prlnclpals. rlnclpals were ofLen
exLremely defenslve abouL Lhe audlLs. 1he research Leam had a leLLer of supporL from Lhe
superlnLendenL responslble for Aborlglnal LducaLlon yeL prlnclpals were relucLanL Lo have Lhelr schools
audlLed, Lhey falled Lo reLurn phone calls, and sLaLed LhaL an 8A vlslLlng Lhe school would be Loo
dlsrupLlve even when Lhe 8As explalned LhaL Lhey would vlslL afLer school hours and would only do a
walk Lhrough Lhe publlc spaces of Lhe school. Whlle some of Lhls defenslveness can be aLLrlbuLed Lo Lhe
over-survelllance LhaL schools are experlenclng, 8As reporLed LhaL Lhe response from prlnclpals and
offlce sLaff was especlally helghLened when Aborlglnal LducaLlon" was menLloned. Ch Aborlglnal
LducaLlon, LhaL has noLhlng Lo do wlLh us, why would you wanL Lo vlslL Lhls school" was a Lyplcal
response. Cn more Lhan one occaslon prlnclpals Lold Lhe 8As because Lhere were no Aborlglnal sLudenLs
ln Lhelr school, Lhere were no poslLlve represenLaLlons of Aborlglnal people and no need for such
represenLaLlons ln Lhe school.

1wo crlLlcal lessons emerge from Lhe conLenL and conducLlon of Lhe school audlLs:
- 1he undersLandlng LhaL decolonlzaLlon ls an ongolng process, LhaL nelLher a slngle admlnlsLraLor
nor school ls Lo blame" for Canada's colonlal hlsLory or Aborlglnal chlldren's negaLlve
experlences of school, and LhaL audlLs can Leach us much abouL Lhe presence, absence, and
overall conLenLs of lmagery and messaglng abouL Aborlglnal people ln our schools.
! ! ! "#$%&%'()('*!%+,!-$.%%&/!
!

69
- 1he undersLandlng LhaL lnLroducLlon of poslLlve represenLaLlons, Lhough necessary, ls noL
sufflclenL Lo achleve sLudenL well-belng or Lhe decolonlzaLlon and lndlgenlzaLlon of schools. 1o
work Loward Lhese ob[ecLlves, ln-servlce acLlvlLles and resources LhaL prepare school sLaff
members Lo acL ln ways respecLful of Aborlglnal people should be lnLroduced along wlLh lmages
and maLerlals LhaL emphaslze respecL for Aborlglnal people.

89T@!B35!I66.5!%0!D#U60%+!H%O51!,&/(.&05#)&*!456)60%&/5!
AL dlfferenL Llmes and ln dlfferenL ways, lloL ro[ecL sLaff encounLered reslsLance from 1uS8 employees
lncludlng school prlnclpals, classroom Leachers, and admlnlsLraLlve sLaff. 1he lncldenL aL CrysLal Lake
provldes Lhe opporLunlLy Lo look closely aL and undersLand reslsLance on Lhe parL of non-Aborlglnal
people Lo Lhe process of decolonlzaLlon.

BG,!I22",!
ln Lhe fall of 2008 sLaff aL Lhe ALC was conLacLed by represenLaLlves of a school LqulLy CommlLLee
requesLlng asslsLance wlLh efforLs Lo engage Lhelr school communlLy ln replaclng Lhe school's logo. 1he
school's logo was a sLereoLyplcal lmage of a 8ed lndlan wearlng a feaLhered headdress." CommlLLee
members were concerned LhaL Lhe logo reflecLed a negaLlve represenLaLlon of Aborlglnal people.
AlLhough Lhe logo had been a parL of Lhe school's hlsLory for more Lhan 30 years and many members of
Lhe school communlLy were deeply aLLached Lo Lhe logo, Lhe LqulLy CommlLLee wanLed help from Lhe
ALC Lo lnlLlaLe change.

'B!BG,!2DGEEH!H,J,H!
8eglnnlng ln Lhe fall of 2008, meeLlngs were held Lo develop a plan for lnvolvlng Lhe school communlLy
ln Lhe deslgn of a new logo. 1he process became exceedlngly dlfflculL as lndlvlduals wlLh shared
commlLmenLs Lo lssues of equlLy and respecLful represenLaLlon came up agalnsL lndlvlduals wlLh shared
commlLmenLs Lo Lhelr experlence of hlsLory and LradlLlon, and a flrm bellef LhaL Lhere was noLhlng
dlsrespecLful abouL Lhe logo.

1he 1uS8 LqulLy ueparLmenL was called ln and accordlng Lo Lhe equlLy pollcy Lhe logo had Lo change.
1he school's LqulLy CommlLLee worked ln collaboraLlon wlLh lloL ro[ecL sLaff Lo develop a serles of
evenLs Lo lnvolve Lhe school communlLy ln learnlng abouL and learnlng from Aborlglnal experlences and
perspecLlves. 1eachers on Lhe school LqulLy CommlLLee flrmly belleved LhaL educaLlon would lead Lo
change. naLlve LarLh erformlng ArLs (nLA) was commlssloned and developed a shorL drama
presenLaLlon Lo explore Lhe lssues. Worklng ln collaboraLlon wlLh lloL ro[ecL sLaff and Lhe school
LqulLy CommlLLee, members of nLA developed a play LlLled 1oklo ltlJe.

70

;3%0W6!)&!%!&%V5>!'!6/3((+!$%00+56!(<5#!)06!05%V!&%V5!%&-!+(*(9
1akln' rlde deals wlLh Lhe use of Aborlglnal lmagery ln sporLs logos. 1he show was
commlssloned by a 1uS8 Secondary School ln 2009 Lo faclllLaLe Lhe dlscusslon around Lhe deslre
Lo change Lhelr Leam Warrlor" logo. uslng maLerlal from lnLervlews wlLh Leachlng sLaff and
sLudenLs allke, ?veLLe nolan's plece ls a funny and polgnanL look aL Lhe approprlaLlon of and
mlslnformaLlon abouL llrsL naLlon's lconography. 1akln' rlde was also generously supporLed by
Lhe urban Aborlglnal LducaLlon lloL ro[ecL aL Lhe 1oronLo ulsLrlcL School 8oard.

1he show was presenLed durlng Lhree assemblles so LhaL all sLudenLs would have Lhe opporLunlLy Lo
vlew Lhe play. AfLer each performance members of naLlve LarLh and lloL ro[ecL sLaff members
parLlclpaLed ln CuesLlon and Answer" sesslons wlLh Leachers and sLudenLs. Whlle sLudenLs and sLaff
were aware and were Lalklng abouL Lhe declslon Lo change Lhe school logo, presenLaLlon of Lhe play
was Lhe flrsL opporLunlLy Lo lnLroduce lssues Lo Lhe sLudenL body. 1he C & A sesslons creaLed a space
for some sLudenLs Lo express Lhelr anger and frusLraLlon aL whaL Lhey experlenced as ouLslders"
comlng lnLo Lhelr school and Lelllng Lhem whaL Lhey could or could noL do. 1eachers who dld noL
supporL changlng Lhe logo demonsLraLed Lhelr reslsLance by conLlnulng Lo wear cloLhlng bearlng Lhe
logo.

ln Lhe weeks followlng Lhe play, Lwo workshops were presenLed aL Lhe school and abouL 70 sLudenLs
who expressed an lnLeresL were lnvlLed Lo parLlclpaLe. aLrlcla Schuyler, who aL LhaL Llme was Lhe
coordlnaLor of Lhe group for resldenLlal school survlvors and Andrew Wesley, a resldenLlal school
survlvor made a vlslL Lo Lhe school and spoke wlLh sLudenLs. A second sesslon presenLed by an
Aborlglnal hlsLorlan focused on Lhe hlsLory and culLure of Aborlglnal people ln Lhe vlclnlLy of Lhe school.
llnally, approxlmaLely 20 sLudenLs made a Lrlp Lo Lhe Woodland CulLure CenLre ln Mohawk 1errlLory aL
8randford. 1he sLudenLs who parLlclpaLed ln Lhese evenLs shared whaL Lhey learned wlLh fellow
sLudenLs durlng Lhelr regular classes.

SLudenL dlalogues wlLh each oLher recorded durlng a 1olkloq cltcle reflecLs Lhelr emerglng
undersLandlng and Lhelr worklng Lhrough of Lhelr undersLandlng of Lhemselves ln relaLlonshlp wlLh Lhe
logo and wlLh raclsm.

nolley. l qot tbe emoll, soyloq, Ob, yeob, tbot ls tbe loqo-ot tbe loqo ls tbe ttlbe tbot wos
ftom bete, bot l koow lt's oot becoose l've Jooe my teseotcb. 5o yes, lt ls vety
toclst. 8ot ot tbe some tlme, we Jo look op to lt. 5o cbooqloq tbot ls tbe ptoblem.
Nlcole. l'm so coofoseJ oow. l Joo't koow. l tblok lt's toclst, bot lt's oot. l Joo't koow.
5lmo. lt's llke l coo ooJetstooJ bow lt's toclst, bot wbot lt teolly meoos to os, lt's oll qooJ
stoff.
Nlcole. l koow. l've beeo soyloq tbls ovet ooJ ovet, tbot lt's oll lo petceptloo-
! ! ! "#$%&%'()('*!%+,!-$.%%&/!
!

71
Aoqel. 8ecoose of bow we'te cooJltlooeJ...
Nlcole. AoJ yoot petspectlve ooJ tbe woy yoo look ot lt.
Aoqel. lt's becoose we've beeo cooJltlooeJ ooJ oot ptopetly eJocoteJ, so we tblok of lt os
o posltlve tbloq. 5o oow leotoloq tbot lt's o oeqotlve tbloq, we'te llke-bot tbe woy
l leotoeJ lt ftom wbeo l wos yoooqet, l wos olwoys tooqbt lt wos o posltlve tbloq.
5o tbot's wby lf yoo wete to qo op to o lot of klJs lo tbe scbool, tbey'J be llke, Ob
oo, tbete's ootbloq wtooq wltb lt ot oll. 1bot's becoose of bow we leotoeJ lt, ooJ
ooce yoo leoto lt, lt's botJ to qet lt oot of yoot beoJ oftet tbot.
5lmo. eob. 8ecoose we-l Joo't tblok ooy of os evet tbooqbt of tbe loqo os ooytbloq
boJ. we olwoys tbooqbt of lt os o qooJ ptlJe tbloq, ooJ tbeo wbeo tbls lssoe come
op, we wete oll kloJ of-
Aoqel. lost. lo tbe Jotk.
5lmo. eob, lost ooJ coofoseJ. llke, wow, coolJ lt be sometbloq llke tbot? 8ecoose we
oevet eveo lookeJ ot lt llke tbot-
Aoqel. AoJ tbeo yoo stott tblokloq oboot lt Jlffeteot-yeob, becoose yoo stott lookloq ot lt
wltb o Jlffeteot petspectlve.
5lmo. As toclst ot os steteotyplcol becoose we olwoys tbooqbt lt wos sometbloq qooJ. 5o
wbeo tbot come op, we wete oll kloJ of lost ooJ coofoseJ.

WlLh supporL from Lhe lloL ro[ecL Lhese sLudenLs Look on Lhe Lask of dlfflculL learnlng (8rlLzman,
1998). 1hey were engaged ln a process of seelng Lhemselves lmpllcaLed ln supporLlng a sLereoLyplcal
represenLaLlon of Aborlglnal people. AlLhough Lhls was a small group of sLudenLs Lhey were acLlve ln
sharlng whaL Lhey were learnlng wlLh Lhelr classmaLes. Powever noL everyone was lnLeresLed ln learnlng
and supporLlng Lhe change.

"AC,42B'ACIAQ!4,2I2B'AD,1!L4EB,DBIAQ!BG,!2,HR!
1he depLh of reslsLance encounLered by Lhe lloL ro[ecL sLaff was aL Llmes overwhelmlng. Some
Leachers, sLudenLs, and members of Lhe school's alumnl assoclaLlon rallled ln supporL of keeplng Lhe
logo lnslsLlng LhaL Lhere was noLhlng dlsrespecLful abouL Lhe represenLaLlon of Aborlglnal people.

Looklng closely aL Lhe daLa lncludlng lndlvldual lnLervlews wlLh Leachers, sLudenLs, and school
admlnlsLraLlon, a 1alklng Clrcle wlLh sLudenLs, and observaLlon noLes made aL a serles of meeLlngs, whaL

72
emerges are forms of reslsLance premlsed on deeply held bellefs LhaL operaLe ln complex and
lnLerlocklng ways Lo proLecL Lhe self.
2

l loveJ tbe loqo, petsooolly. l JlJ oot floJ lt offeoslve. l coo ooJetstooJ tbot tbe loqo ls
offeoslve to cettolo people ooJ l ooJetstooJ tbot lt coottoveoes tbe 8ootJs polty
loooJotloo stotemeot ooJ tbot becoose of tbot, we oeeJeJ to qo Jowo o oew potb. 8ot
petsooolly, l llkeJ tbe loqo, ooJ l wos oot offeoJeJ by lt. (SLaff.4A, pg. 3).

lve beotJ commeots ftom teocbets lo tbls bollJloq wbove solJ tbloqs llke, well, wete oot
toclst. l meoo we olteoJy koow tbls stoff. lve leotoeJ tbot people ote teolly teslstoot to
cbooqe ooJ sometlmes sott of cbolleoqloq tbelt owo tblokloq ooJ so tbot mokes tbls wotk
mote Jlfflcolt. (CL 1eacher.2, p. 18)

wby ls jtbe loqo] soJJeoly offeoslve 12 yeots lotet?...weve beeo to qtoops ooJ o Mobowk
qtoop tbot wos coosolteJ solJ lt wos o ttoe tepteseototloo of tbelt wottlot. 1bey JlJ oot bove
o ptoblem wltb lt. lt ls o ptopet tepteseototloo, oot cottooolzeJ. (CL 1eacher.8, p. 3)

AoJ tbe most Jlfflcolt pott fot o lot of people ls tbot jtbe loqo lmoqe] ls tbot lt Joesot offeoJ
Abotlqlool people. lt JlJot offeoJ some Abotlqlool people. (SLaff.4A, p. 17).

oove qot o stoff wbo ote pteJomloootly bostlle towotJs tbls cbooqe. oove qot o stoff tbot
tokes offeose yoo koow wbeo cettolo lssoes ote beloq tolseJ ooJ yoo bove to o cettolo exteot
o stoJeot boJy tbot ls mlmlckloq tbe some tbloq. (CL 1eacher .3, p. 13)

1be teocbets ot tbe scbool, tbeyte vety speclol. 1belt teslstooce, tbey felt tbot tbey wete
beloq tolkeJ Jowo to, ot tbey tbooqbt tbot tbey wete oot beloq tteoteJ wltb ptofessloool
coottesy lo tbe seose of ob, yoote comloq lo ooJ yoot tolkloq to os oboot stoff tbot we
olteoJy koow ooJ yoo koow, tbe foct tbot yoote comloq lo bete ooJ tolkloq oboot tbls stoff
ote yoo losloootloq tbot, yoo koow, tbot we ote ootl-Abotlqlool ot ootl-loJlqeooos. 1be seose,
tbe seose wos tbot tbete wos some teosloo lo tbe toom. (CL 1eacher.3, p. 9)

5ome teocbets Joot eveo cote. l qoess. 1bey Joot tty ooJ tolk oboot lt lo closs. l Joot koow
lf tbey feel llke lts oot oeeJeJ. l feel llke tbeyte oot lookloq ot, ot Jlffeteot petspectlves ooJ,
llke, wbeo someboJy lo oot closs soys, Ob, cbooqloq tbe loqo ls Jomb, lts so Jomb. l Joot
qet lt. 1be teocbet woolJot soy-tbls ls ooe of tbe teocbets, sbeJ be llke, Ob, lts jost tbe
scbool bootJ, tbeyte qoloq to cbooqe lt. 1bey woot eveo tty to explolo lt. (SLudenL.4, p. 13)

Most of my teocbets tblok lts jloqo cbooqe] jost ptetty stoplJ. 8ot my blstoty teocbet woots lt
to cbooqe, my qeoqtopby teocbet wos tblokloq oboot wbo woolJ bove to poy fot lt, ooJ tbe
test of my teocbets wete llke, tbey tblok lt sboolJot cbooqe becoose lts teolly, lts jost, lts oo
wotJ fot lt, lts jost sometbloq sllly to flqbt fot ooJ otqoe oboot. (SLudenL.3, pg. 3)

1he deslre Lo proLecL Lhe self from accusaLlons of raclsL pracLlce and Lhe need Lo proLecL Lhe sLorles LhaL
enhance one's sense of self, lncludlng sLorles of a proud hlgh school LradlLlon assoclaLed wlLh Lhe
warrlor experlence, lnformed people's acLlons. Many people re[ecLed Lhe suggesLlon LhaL Lhe logo was
raclsL because Lhey dld noL ln any way wanL Lo be seen as raclsL buL aL Lhe same Llme, wanLed Lo ldenLlfy
wlLh Lhe meanlngs and emoLlons Lhe logo held for Lhem as currenL and former sLudenLs and Leachers.

2
lor a deLalled dlscusslon of reslsLance and proLecLlon of self see lper (1993) and ulon, Susan (2009).
! ! ! "#$%&%'()('*!%+,!-$.%%&/!
!

73
Speclflcally, some sLaff, sLudenLs, and alumnl, reslsLed any dlscusslon of raclsm on Lhe grounds LhaL:
Whlle some people may flnd lL offenslve lL ls noL raclsL,
Some Aborlglnal people llke Lhe logo furLher provlng LhaL lL ls noL raclsL,
1he lssue ls abouL pollLlcal correcLness" noL abouL raclsL sLereoLyplng,
lL ls more comforLable and easler Lo Lalk abouL 'reslsLance Lo change' Lhan lL ls Lo Lalk abouL
raclsm and Lhe hlsLory of raclsm ln Canada, and
As Leachers we have already done anLl-raclsL educaLlon, we know whaL we need Lo know abouL
raclsm furLher ln-servlce educaLlon and or professlonal developmenL ls a wasLe of our Llme.
!
uurlng Lhe C & A sesslons afLer one performances of 1oklo ltlJe Lhe dlscusslon became hosLlle when
sLudenLs, angry abouL Lhe change of logo, dlrecLed Lhelr anger aL Lhe Aborlglnal performers. uurlng
professlonal developmenL sesslons lloL ro[ecL sLaff experlenced anger and frusLraLlon from Lhe school
sLaff. Whlle Aborlglnal educaLors, performers, and arLlsLs have accepLed a pedagoglcal responslblllLy and
engage non-Aborlglnal people ln learnlng-learnlng abouL Aborlglnal lssues from Aborlglnal people musL
be accompllshed ln respecLful ways and noL aL Lhe 'expense' of Aborlglnal people.
!
4,RH,DBIAQ!EA!BG,!L4ED,221!;G'B!;'2!H,'4A,C!!
1he lncldenLs aL CrysLal Lake emphaslze Lhe need for decolonlzlng and lndlgenlzlng educaLlon for all
sLudenLs and sLaff, and Lhe lmporLance of noL LargeLlng only Lhose schools wlLh an ldenLlfled Aborlglnal
sLudenL populaLlon. When asked abouL hls knowledge of Aborlglnal lssues and lnvolvemenL wlLh
Aborlglnal LducaLlon prlor Lo Lhe logo lssue," Lhe prlnclpal responded,

l woolJ soy vety llttle, oext to ootbloq, becoose lt wosot-JlJot teolly-oevet come oot os oo
lssoe. AoJ lve ttleJ to floJ oot bow mooy klJs bete bove Abotlqlool oocestty ot toots. AoJ lts
vety Jlfflcolt to qleoo tbot lofotmotloo becoose lts oot oo tbelt tecotJs. As fot os l koow,
tbetes ooly ooe stoJeot bete. (ltloclpol.4A, p. 2)

And, looklng back aL Lhe serles of evenLs Lhe prlnclpal reporLed,

l sboolJ bove pot mote tbooqbt loto tbls, mote eJocotloo fot stoJeots ooJ teocbets woolJ
bove belpeJ, lt wos oo locteJlbly sttessfol tlme ot tbe scbool. (ltloclpol.4A, p. 19)

1eachers and sLudenLs aL Lhe school shared slmllar LhoughLs on Lhe need for more educaLlon.

uefloltely lo tetms of Abotlqlool blstoty, l meoo l JlJot leoto lt lo scbool, boveot leotoeJ lt
fotmolly jpoose] stlll, l Jefloltely Joot koow o lot oboot lt. (1eocbet.5, p. 4)

l woolJ tblok tbot we woolJ teolly bove to look ot oot cottlcolom lo oteos, soy fot exomple,
blstoty, qeoqtopby, ott os o stott, ot eveo moslc.look ot bow we coo.ob.well, lets foce lt,
we ote llvloq lo coooJo ooJ bow mocb koowleJqe Jo l bove of Abotlqlool ott? As o yoooq
petsoo llvloq lo coooJo eltbet os o oew lmmlqtoot ot os o secooJ, tbltJ, foottb qeoetotloo
coooJloo? wbot exposote Jo l bove? wbot exposote Jo l bove lo blstoty? lo qeoqtopby? lo
polltlcs closs? (ltloclpol.48, p. 8)

l tblok tbe molo tbloq ls tbot we oevet-we weteot eJocoteJ befote, tbot ls wby tbete ls so
mocb sttoqqle. 8ot, lf we wete eJocoteJ, tbete woolJot be so mocb wotty ooJ evetytbloq

74
llke tbls. 5o, l tblok eJocotloo lf we wete eJocoteJ befote oo tbls lssoes. Not llke two poqes lo
o textbook, tlqbt? (5toJeot.4, p. 15)

When Lhls reporL was golng Lo prlnL l recelved a good news emall message from a sLudenL who
reporLed:

My scbool oo looqet bos oot olJ loqo ooymote, tbe qyms bove beeo te-fotolsbeJ ooJ poloteJ,
1be ooly olJ loqo we coo floJ oow ote lo tbe scbool's olJ plctotes of oot otbletes ooJ socb. l
tbooqbt yoo woolJ be boppy to koow tbe qteot oews .)

noL wanLlng Lo deal wlLh Lhe llngerlng anlmoslLy and sLress, one of Lhe Leachers who played a key role ln
lnsLlgaLlng change lefL Lhe school. ?eL as a resulL of Lhe lloL ro[ecL's lnLervenLlons and Lhe commlLmenL
of sLaff and sLudenLs aL Lhe school, boLh she and Lhe prlnclpal lndlcaLe LhaL a greaL deal of learnlng Look
place.

l see o oombet of stoJeots teocbloq eocb otbet.ooJ speokloq to eocb otbet.oboot tbe
lssoe.so lts oot jost teocbet to stoJeot ot oJolt ot expetts ftom ootslJe to stoJeot, lt ls
stoJeot to stoJeot ooJ sbotloq wltb ooe oootbet. (ltloclpol.48, p. 5)

5o, bot fot some people, wotcbloq tbot lost plece, yoo koow, tbe sblft boppeoeJ. 5o, tbot wos
meooloqfol l tblok, lo tetms of wotcbloq tbot sblft fot some people, bot lt wos teolly
ptoblemotlc lo tetms of teslstooce. (1eocbet.6, p. 5)

undersLandlng how Lo supporL change aL Lhe school level ls a lasLlng legacy of Lhe lloL ro[ecL's
lnvolvemenL aL CrysLal Lake. ln summary, Lhree slgnlflcanL lessons emerge from Lhe reslsLance
encounLered aL CrysLal Lake:
- When glven Lhe space and opporLunlLy, many sLudenLs wlll Lake on Lhe Lask of dlfflculL learnlng
and decolonlzaLlon. 1hose who parLlclpaLed ln 1alklng Clrcles organlzed by Lhe research Leam
were engaged ln a process of seelng Lhemselves lmpllcaLed ln supporLlng a sLereoLyplcal
represenLaLlons and acLlve ln sharlng Lhelr perspecLlves wlLh Lhelr classmaLes.
- Lack of knowledge abouL Aborlglnal people and Canada's colonlal hlsLory comblned wlLh non-
Aborlglnal people's emoLlonal lnvesLmenLs ln sLereoLyplcal symbols LhaL afflrm Lhelr sense of self
ln large parL fuel reslsLance Lo change. 1hls suggesLs LhaL some reslsLance ls Lo be expecLed and
LhaL school admlnlsLraLors, Leachers, and sLaff need more knowledge, resources, and supporL Lo
poslLlvely conLend wlLh and overcome such reslsLance.
- ulfflculLles encounLered ln changlng Lhe logo speak Lo Lhe absoluLe necesslLy of decolonlzlng
educaLlon for all sLudenLs and sLaff, non-Aborlglnal and Aborlglnal allke, and noL only wlLhln
Lhose schools wlLh an ldenLlfled Aborlglnal sLudenL populaLlon.

898 key ComponenLs of uecolonlzed and lndlgenlzed School CommunlLles
LGF2ID'H!2L'D,!
1he lnLegraLlon of permanenLly dlsplayed Aborlglnal arL produced by Aborlglnal people and posLers
acknowledglng Aborlglnal presence would be an lmporLanL sLep ln Lransformlng Lhe physlcal space
wlLhln 1uS8 schools. 1he lloL ro[ecL culLlvaLed poslLlve relaLlonshlps beLween schools and a number of
emerglng Aborlglnal arLlsLs ln Lhe clLy of 1oronLo. ArL could be purchased from Lhese arLlsLs for dlsplay
ln schools where Lhe arLlsLs have worked ln collaboraLlon wlLh Leachers. 1hls would be an excellenL form
of reclproclLy and conLrlbuLe Lo poslLlve ongolng relaLlonshlps beLween Aborlglnal arLlsLs and school
! ! ! "#$%&%'()('*!%+,!-$.%%&/!
!

73
communlLles. AddlLlonally, ln-servlce educaLlon wlLh Leacher llbrarlans ls a crlLlcal nexL sLep for Lhe ALC.
1eacher-llbrarlans have a dlrecL llne Lo classroom Leachers. 1hus Lhey need Lo know whaL resources are
avallable and where Lo purchase Lhose resources for Lhelr schools. SLudenLs need access Lo sLorles
wrlLLen by Aborlglnal auLhors. 1hose books need Lo geL lnLo Lhe hands of Leacher llbrarlans who wlll,
wlLh some educaLlon Lhemselves, know how Lo geL Lhem lnLo Lhe hands of sLudenLs and Leachers.
rlnclpals musL communlcaLe Lo sLaff LhaL when dlsplaylng sLudenL-produced work LhaL lnvolves Lhe
represenLaLlon of Aborlglnal people. lL ls Lhe Leachers' responslblllLy Lo ensure LhaL Lhe work ls
respecLful. School prlnclpals cannoL walL for an equlLy commlLLee Lo Lake up Lhe lssue of raclsL logos or
Lhe absence of poslLlve represenLaLlons of Aborlglnal people.
lrom Lhese learnlngs, Lwo recommendaLlons for changlng physlcal and soclal spaces Lo Aborlglnal
LducaLlon aL 1uS8 emerge:
Change Lhe physlcal and soclal envlronmenL Lo reflecL Aborlglnal presence ln Lhe school.
8ecognlze how changlng Lhe soclal and culLural envlronmenL Lo reflecL and value Aborlglnal
presence creaLes space for Aborlglnal Leachers and sLudenLs Lo ldenLlfy as Aborlglnal. AL Lhe
same Llme, appreclaLe LhaL Lo achleve sLudenL well-belng and Lo decolonlze schools, poslLlve
represenLaLlons musL be supplemenLed by ln-servlce acLlvlLles and resources LhaL prepare
school sLaff members Lo acL ln respecLful and knowledgeable ways Loward Aborlglnal people.
AnLlclpaLe reslsLance from non-Aborlglnal sLudenLs and sLaff, especlally where people lack
knowledge abouL Canada's colonlal hlsLory and have slgnlflcanL emoLlonal lnvesLmenLs ln
sLereoLypes of Aborlglnal people. SupporL school admlnlsLraLors, Leachers, and sLaff wlLh
knowledge, resources, and supporL Lhey need Lo poslLlvely face and deal wlLh reslsLance.
!
!'@E4IQIA'H!DEAB,AB!'D4E22!BG,!D"44ID"H"N!RE4!'HH!2B"C,AB2!!
1he lncluslon of Aborlglnal conLenL cannoL be llmlLed Lo Lhe Crade 1hree loneers and Aborlglnal
eople" and Lhe Crade Slx Lxplorers and Aborlglnal eoples" rovlnclal Currlcular unlLs. Aborlglnal
conLenL can and musL be lnLegraLed across Lhe currlculum aL all grade levels and for all sLudenLs. 1hls ls
crlLlcal Lo creaLlng a decolonlzed and lndlgenlzed space for all learners. non-Aborlglnal sLudenLs'
percepLlons and undersLandlng of Aborlglnal people and Lhemselves ln relaLlonshlp wlLh Aborlglnal
people wlll noL change and or develop ln poslLlve ways unLll schools Lake acLlve sLeps Lo lnLegraLe
opporLunlLles for non-Aborlglnal sLudenLs Lo 'come Lo know' Aborlglnal people. lor generaLlons school
were responslble for consLrucLlng Aborlglnal people as Lhe 8omanLlc, MyLhlcal and someLlmes Savage
CLher" schools musL now accepL responslblllLy Lo acLlvely parLlclpaLe ln recognlzlng Lhe humanlLy of
Aborlglnal people. rovldlng opporLunlLles for all sLudenLs Lo engage wlLh Aborlglnal sub[ecL maLerlal
across Lhe currlculum and aL every grade level wlll conLrlbuLe Lo LhaL change.
1hese flndlngs polnL Loward Lwo maln recommendaLlons for lncorporaLlon of Aborlglnal conLenL across
Lhe currlculum:
Work Lowards lmprovlng course offerlngs and creaLlng beLLer balance and falrer represenLaLlon
ln currlcular maLerlal by supporLlng Lhe developmenL and lmplemenLaLlon of naLlve SLudles
classes and by encouraglng Lhe lncorporaLlon of Aborlglnal conLenL and perspecLlves across Lhe
currlculum.
LducaLe non-Aborlglnal sLudenLs, Leachers, and admlnlsLraLors abouL Aborlglnal peoples and
culLures, Lhe hlsLory of colonlallsm, and conLemporary lssues uslng opporLunlLles llke naLlonal
Aborlglnal uay. ln addlLlon Lo conLenL, decolonlze educaLlon by lncludlng meLhods for engaglng
learners ln a process of seelng how Lhey are lmpllcaLed ln Lhe reproducLlon of sLereoLypes and

76
colonlal relaLlons. rovlde ways for all sLudenLs Lo become acLlve ln sharlng Lhelr new
knowledge and perspecLlves wlLh Lhelr classmaLes.

L'4,AB!E"B4,'DG!!
ln dlfferenL ways lloL ro[ecL sLaff worked conslsLenLly, paLlenLly, and respecLfully Lo reach ouL and
supporL parenLs' lnvolvemenL wlLh Lhelr chlldren's school communlLy. 1he lloL ro[ecL sLaff worked
wlLh sLudenLs and wlLhouL pressure or [udgmenL parenLs were lnvlLed Lo parLlclpaLe.

jA] lot of poteots Jo come oot fot tbe eveots. AoJ l foooJ tbot tbe tespoose wos vety-tbe
tespoose wos vety boppy bovloq tbe cbllJteo pottlclpote. 1bot ls ptobobly mote of wbot lve
seeo tbtooqb tbe eveots we bove bete. 1be people ote boppy. 1be poteots ote boppy oboot
tbe Abotlqlool Jocotloo ceotte. (5toff.8, p. 9)

AoJ tbeo ooe poteot solJ to me ot tbe poteot opeoloq of tbe kesootce koom, l woolJ llke
books to keep oo my owo coltote, bot wbete Jo l boy tbese? 5o, l colleJ CooJMloJs, so
oqolo, we octeJ.

l koow of ooe poteot wbo, lo pottlcolot, tbot come to oot leotoloq lostltote. we boJ o
leotoloq commoolty tbtooqb tbe 5c ltoject (5cbool ooJ commoolty oqoqeJ Jocotloo
ltoject)
J
, ooJ sbe wos tbe ooe tbot solJ tbot sbe wooteJ to see tbe 5eveo CtooJfotbets
1eocbloqs locotpototeJ loto tbe cottlcolom bete. 5be koew sometbloq oboot tbot, ooJ we
JeclJeJ to oct oo tbot lmmeJlotely. 5be sow tbot wbot sbe boJ soqqesteJ wos voloeJ by os
ooJ woolJ be oseJ lmmeJlotely. 5o, we JlJ. (leoJ 1eocbet.1, l18, p. J)

well, weve seeo o boqe cbooqe tbls yeot. llke, we ofteo lo oot coovetsotloos ose tbe tetm
ttoosfotmeJ, tbe leotoloq eovltoomeot ot ctoobetty klvet. 5o tbe cbllJteo ote bopplly
eoqoqeJ, ooJ tbelt poteots ote bopplly eoqoqeJ lo tbe scbool commoolty. (ltloclpol.2, p. 1)
!
1here ls a long hlsLory of Aborlglnal people belng quesLloned and researched and Lhen havlng Lhelr
conLrlbuLlons lgnored. Cur daLa show LhaL respondlng Lo parenLs' conLrlbuLlons demonsLraLes respecL
and fosLers furLher parLlclpaLlon, whlch Lhus consLlLuLes our flfLh recommendaLlon.
lnvlLe parenLs of Aborlglnal chlldren and youLh Lo parLlclpaLe and conLrlbuLe Lo Lhe school
communlLy and acL on parenLs' conLrlbuLlons.
!
DENN"AIBF!E"B4,'DG!!
As parL of Lhelr work wlLh schools, lloL ro[ecL sLaff nurLured poslLlve relaLlonshlps beLween and among
parenLs, Aborlglnal communlLy members, and schools. 1hls was accompllshed Lhrough varlous pro[ecLs
lncludlng Lhe ArLs-8ased pro[ecL, naLlve LarLh erformlng ArLs, and Lhe Senlor LlLeracy ro[ecL. ln some
lnsLances lloL ro[ecL sLaff [olned communlLy members on Lhelr school vlslLs ln oLher lnsLances
communlLy members vlslLed schools on Lhelr own.

When members of Lhe Aborlglnal communlLy vlslL schools, sLaff musL Lake responslblllLy for noL only
provldlng a warm welcome buL for exLendlng Lhe warmLh Lhrough Lhe whole of Lhe vlslL. uurlng casual
conversaLlon a communlLy member shared Lhe followlng sLory:

3 1he School and CommunlLy Lngaged Learnlng ro[ecL (admlnlsLered by Lhe ?ork CenLre for LducaLlon and CommunlLy) ls a Lhree-year
parLnershlp beLween Lhe laculLy of LducaLlon, ?ork unlverslLy and Lhe 1oronLo ulsLrlcL School 8oard (1uS8).
! ! ! "#$%&%'()('*!%+,!-$.%%&/!
!

77
l wos oo o ttlp to Nooovot tbls post sommet. l foooJ myself lo o boot wltb people l boJ jost
met, wbo spoke o Jlffeteot looqooqe tboo l JlJ, ooJ wbo llveJ oo o Jlffeteot looJ tboo l JlJ.
et, l felt mote ot bome, mote welcomeJ, mote seeo lo tbot boot tboo l JlJ lo 1u58 scbool
stoff tooms. 1eocbets lovlteJ me to tbelt scbools ooJ tbeo JlJ vety llttle to moke me feel
welcomeJ ot comfottoble. (cMJ, letsoool commoolcotloo wltb ll, Ioly 2010)

1o a cerLaln exLenL schools are closed communlLles. 1eachers, prlnclpals, secreLarles, care Lakers, and
sLudenLs make school Lhelr home and can someLlmes forgeL how ouLslders experlence Lhe space.
CulLlvaLlng poslLlve and on-golng relaLlonshlps requlres conslsLenL aLLenLlon and Lhls represenLs anoLher
slgnlflcanL recommendaLlon for schools underLaklng Lhe lmporLanL work of de-colonlzaLlon and
lndlgenlzaLlon:
CulLlvaLe relaLlonshlps wlLh Aborlglnal communlLy members by lnvlLlng Lhem Lo parLlclpaLe ln
school evenLs, offer opporLunlLles for Leachlng and learnlng experlences, and demonsLraLe
appreclaLlon for Lhelr presence.

'DMAE;H,CQIAQ!'AC!D,H,@4'BIAQ!L4,2,AD,!!
SLudenL, parenL, Leacher, and lloL ro[ecL sLaff lnslghLs and experlences emphaslze Lhe lmporLance of
noL walLlng for or expecLlng sLudenLs (and Leachers) Lo come forward and noL walLlng for a classroom
Leacher Lo Lake Lhe lssues on, buL acLlvely seeklng supporL and accepLlng Lhe responslblllLy Lo learn.
Acknowledglng and celebraLlng Aborlglnal presence ls noL Lhe sole responslblllLy of Aborlglnal people.
Canadlans llve ln relaLlonshlp wlLh Aborlglnal people and all Canadlans have a responslblllLy Lo come Lo
know and undersLand LhaL relaLlonshlp. lollowlng from Lhese lnslghLs, we make Lwo flnal
recommendaLlons for decolonlzlng our schools:
lnLervene ln and work Lo overcome hlsLorlcal and conLemporary relaLlons of mlsLrusL and
allenaLlon beLween Aborlglnal famllles and communlLles and schools Lhrough ouLreach Lo
parenLs and communlLles, ln on-golng ways and ln Llmes of dlfflculLy and celebraLlon.
Where and when approprlaLe and safe, provlde opporLunlLles for Aborlglnal sLudenLs Lo
become leaders and advlsors ln Lhe educaLlon of non-Aborlglnal sLudenLs and Lhe whole
school.

78

! ! ! "#$%&%'()('*!+,-!.$/%%&0!

79
Make |t a r|or|ty:
Schoo| 8oard ko|es & kespons|b|||t|es

lt tokes oo ooJetstooJloq, lt tokes oo ockoowleJqemeot, lt tokes tbe wlllloqoess to wotk
ooJ soppott, to llsteo ooJ to ptovlJe cooctete ptoqtoms ooJ tesootces. lts-bot tbe
ottltoJe ls evetytbloq, ooJ tbe ooJetstooJloq ls evetytbloq. AoJ tbot ls-tbot wlll cettololy
stoy wltb me. (AJmlo#J, 1, p. 2J).!

S.1 ldenLlfylng 8oard 8esponslblllLles
WlLh some llmlLaLlons, Lhe uAL ln Lhe 1uS8 dld have a poslLlve sysLem wlde lmpacL. AddlLlonally,
useful sLraLegles for addresslng Aborlglnal LducaLlon were ldenLlfled. MosL lmporLanLly Lhe research
revealed LhaL ln order Lo accompllsh comprehenslve change, Aborlglnal LducaLlon musL be recognlzed
as a prlorlLy by Lhe 8oard and musL be acLlvely supporLed aL all levels. ALLenLlon Lo Aborlglnal SLudenL
Well-8elng and Aborlglnal sub[ecL maLerlal musL be made a prlorlLy across Lhe sysLem.

Addresslng Aborlglnal LducaLlon ln Lhe urban conLexL ls a complex challenge LhaL lnvolves:
uecolonlzlng of learnlng envlronmenLs and experlences,
rovlslon of decolonlzlng and lndlgenlzlng ln-servlce professlonal developmenL for all sLaff,
SupporL of Aborlglnal SLudenL Well-8elng, and
uevelopmenL and malnLenance of poslLlve relaLlonshlps wlLh Lhe urban Aborlglnal communlLy.

1he work ls boLh mulLl-faceLed and dlfflculL. lL requlres fundamenLal shlfLs ln approaches Lo educaLlon
and requlres Lhose lnvolved ln Lhe sysLem Lo confronL lgnorance, fear, and flrmly esLabllshed bellef
sysLems Lled Lo concepLlons of self and naLlon.

ln Lhls chapLer we descrlbe some of Lhe varled evenLs and acLlvlLles organlzed by Lhe uAL ln
parLnershlp wlLh boLh lnLernal and exLernal deparLmenLs/organlzaLlons. Addresslng responslblllLles for
Aborlglnal LducaLlon aL Lhe 8oard level, we focus on Lwo pro[ecLs LhaL were parLlcularly successful.
1hese are Lhe 8lverdale ro[ecL compleLed ln collaboraLlon wlLh exLernal parLner ?ork unlverslLy, and
Lhe urama Co-op, an lnLernal parLnershlp supporLed by Lhe ArLs ueparLmenL, Co-op LducaLlon, and lood
Share.

S.2 AccepLlng 8esponslblllLy: Learnlng lrom Lhe uAL
1he success of Lhe pro[ecL was accompllshed ln parL Lhrough Lhe poslLlve parLnershlps LhaL Lhe uAL
sLaff was able Lo esLabllsh. CollaboraLlons wlLh boLh lnLernal and exLernal parLners, lncludlng
deparLmenLs, lnsLlLuLlons, and agencles (ldenLlfled below), allowed lloL ro[ecL sLaff Lo creaLe
susLalnable change by laylng Lhe groundwork for lnLegraLlng Aborlglnal LducaLlon across Lhe currlculum.

S
80
S.2A Interna| artnersh|ps
LLAkNING IkCM IN1LkNAL Ak1NLkSnIS
l cettololy JevelopeJ o Jeepet ooJetstooJloq of wbot lt meoos to be oo olly ooJ wbot lt
meoos to Jo, yoo koow, tbot wotk. (AJmlo#J, 1, p. 11)

ju]eveloploq tbe Ac stoff, bovloq people lo ploce to Jo tbe wotk wos o boqe
occompllsbmeot of tbe ptoject, wltboot tbem tbe wotk woolJ oot be posslble, ooJ qlveo tbe
oeeJs of tbe bootJ wbot weve Jooe ls ooly jost o beqlooloq, ooJ so wbot ls oecessoty ls o
system cbooqe so tbot lo oJJltloo to tbe Ac Joloq speclflc wotk tbot Abotlqlool Jocotloo
become o tecoqolzeJ ptlotlty ooJ loteqtoteJ octoss tbe system, wbot weve Jooe ls o stott
lo tetms of cteotloq tbe eovltoomeot lo wblcb tbe pottoetsblps coo cootlooe to Jevelop ooJ
tbe loteqtotloo coo boppeo. (AJmlo.1, l8, p. 15)

ro[ecL admlnlsLraLors explalned LhaL whlle worklng ln parLnershlp could be Llme consumlng, lnLernal
parLnershlps were essenLlal for lnLegraLlng and addresslng Aborlglnal LducaLlon across Lhe sysLem (see
lnLernal parLnershlps charL). And alLhough lloL ro[ecL sLaff recognlzed Lhe slgnlflcance and necesslLy of
Lhese collaboraLlons, Lhey also reporLed some of Lhe challenges lnvolved ln esLabllshlng good worklng
relaLlonshlps wlLh 1uS8 deparLmenLs.

DLAk1MLN1 LAk LVLN1 & DLSCkI1ICN
Culdance
ueparLmenL
08/09/10
Cngolng collaboraLlon - presenL aL quadranL guldance meeLlngs, lnLroduclng
Lhe ALC and hlghllghLlng servlces avallable for Aborlglnal SLudenLs
CuLdoor LducaLlon 08/09 60 SLudenLs aLLended CulLure Camp on Lhe 1oronLo lsland
ArLs ueparLmenL 08/09/10 ArLs-8ased ro[ecL, urama Co-op
Co-op ueparLmenL 09/10 urama Co-op
SLudenL Success 09/10
resenLed aL a Workshop ln SepL 2009 - ldenLlfylng and 8espondlng Lo Lhe
needs of Aborlglnal SLudenLs
SLaff uevelopmenL 09/10 CrlenLaLlon for 8eglnnlng 1eachers
LqulLy ueparLmenL 09/10
Louls 8lel uay SLudenL Symposlum, resenLaLlons and workshops for 200
SLudenLs ln Crades 7-12, Co-sponsored a showlng of Lhe fllm keel lojoos

lnLervlews, 1alklng Clrcles, and observaLlon noLes of collaboraLlve pro[ecLs wlLh lloL ro[ecL sLaff and
lnLernal parLners lndlcaLe LhaL parLnershlps worked besL when Lhe non-Aborlglnal sLaff had a
commlLmenL Lo Aborlglnal LducaLlon, when Lhere was muLual respecL for each deparLmenL's experLlse,
and when Lhere was a shared goal. 1he challenges ln accompllshlng successful parLnershlps derlve ln
parL from a lack of undersLandlng on Lhe parL of some 1uS8 sLaff of Lhe slgnlflcance of Aborlglnal
LducaLlon. AL Llmes lloL ro[ecL sLaff had Lo work exLremely hard Lo convlnce 1uS8 sLaff why
collaboraLlon made sense" or as one sLaff puL lL, address and respond Lo Lhe reslsLance Lo seelng Lhe
relevance of Aborlglnal LducaLlon" (Admln.1). 1hus, whlle lloL ro[ecL sLaff was lmpressed wlLh Lhe
commlLmenL of Lhe non-Aborlglnal 1uS8 communlLy, Lhe lack of knowledge and undersLandlng of
Aborlglnal lssues and Lhe all Loo frequenL demonsLraLlons of dlsrespecL shown Lo Lhem as Leachers
overwhelmed Lhem.

1-%2(3('*!4'!('5-%3,$5(%'!5%!67%-(*('4&!4'3!3#$%&%'()('*!#3,$45(%'!8%-!4&&!9".:!#;<&%=##0!(0!4!
'#$#004-=!05#<!('!433-#00('*!67%-(*('4&!.5,3#'5!>#&&?:#('*!4'3!('!$-#45('*!4!048#!5#4$/('*!@!&#4-'('*!
@!A%-B!#'2(-%';#'5!8%-!4&&!67%-(*('4&!05488!4'3!$%;;,'(5=!;#;7#-0C!!!!!!
! ! ! "#$%&%'()('*!+,-!.$/%%&0!

81
!
S.28 Lxterna| artnersh|ps
1he lloL ro[ecL provlded opporLunlLles Lo culLlvaLe llnks beLween Lhe 1uS8 and Aborlglnal agencles, supporL
servlces, and arLs and culLure assoclaLlons. 1hese parLnershlps allowed for Lhe lnLegraLlon of Aborlglnal knowledge
and perspecLlves lnLo schools, Lhus supporLlng Lhe goal of lndlgenlzlng and decolonlzlng of schools.

LLAkNING IkCM Lk1LkNAL Ak1NLkSnIS
LsLabllshlng llnks beLween Lhe 1uS8 and communlLy organlzaLlons (llsLed below) has proven Lo be
exLremely lmporLanL Lo Lhe work of Lhe pro[ecL. 1hese organlzaLlons have Lhe capaclLy Lo provlde
sLudenLs and famllles wlLh culLurally approprlaLe servlces and learnlng experlences. Whlle many
Aborlglnal sLudenLs and famllles know and make use of Lhese servlces, oLhers are unaware of Lhe
supporLs and resources avallable Lo Aborlglnal people wlLhln Lhe clLy. 1he [olnL pro[ecLs lnlLlaLed by Lhe
uAL ln collaboraLlon wlLh communlLy organlzaLlons provlded opporLunlLles Lo brlng Aborlglnal
knowledge and conLenL lnLo Lhe schools and Lo puL Aborlglnal sLudenLs and Lhelr famllles ln conLacL wlLh
communlLy ln Lhe clLy. LxLernal parLnershlps supporL Lhe poslLlve and healLhy growLh of Lhe Aborlglnal
communlLy ln Lhe clLy of 1oronLo wlLh poslLlve effecLs on sLudenLs' well-belng and learnlng.

A8CkIGINAL LDUCA1ICN
CLN1kL WI1n Lk1LkNAL
AGLNCILS
SCnCCL
LAk
LVLN1 DLSCkI1ICN
Councll llre 09/10
7 CrandfaLher 1eachlngs
Workshops
16 SLudenLs
naLlve Canadlan CenLre
(nCC)
08/09/10
8emembrance uay Sun 8lse
Ceremony and 8reakfasL
naLlonal Aborlglnal MonLh
Launch aL uundas Square
Cngolng collaboraLlon llnklng
schools wlLh Lhe CenLre's
vlslLlng Schools rograms
CollaboraLed Lo organlze a
communlLy ceremony and gaLherlng
on 8emembrance uay and Lo
showcase of Aborlglnal CulLural
roducLlon aL uundas Square
Aborlglnal LducaLors worked wlLh
Lhe nCC dld school vlslLs sharlng
LradlLlonal Leachlngs, sLorles and
culLural pracLlces ln schools
AssoclaLlon for naLlve
uevelopmenL ln Lhe
erformlng & vlsual ArLs
(AnuvA)
08/09 ArLs-8ased ro[ecL
AnuvA provlded professlonal
developmenL for Leachers
parLlclpaLlng ln Lhe A8 as well as
faclllLaLlng connecLlons wlLh
Aborlglnal arLlsLs.
naLlve Chlld and lamlly
Servlces
08/09/10
CollaboraLlon on a # of pro[ecLs
lncludlng
Larly SLarL rogram
nuLrlLlon rogram
Summer Camp
?ouLh LmploymenL
uAL sLaff developed collaboraLlve
worklng relaLlonshlps wlLh nClS,
puLLlng sLudenLs and famllles ln
conLacL wlLh Lhe agency
1oronLo ollce Servlces
Aborlglnal eace keeplng
unlL
09/10
PosLed
nAu ArL Show
Pumber College Camp
rovlded space aL Lhe ollce
Academy and securlLy for evenLs,
and parLlclpaLed ln Aborlglnal school
82
CommunlLy CuLreach LvenLs
8lverdale ro[ecL 09/10
Aborlglnal eople, ldenLlLy and
LducaLlon unlverslLy Course
8 SLudenLs compleLed Lhe course
Pumber College Camp 09/10
21 sLudenLs parLlclpaLed ln Lhe 3 day
camp aL Pumber College
ClSL/u1 08/09/10 Senlor's LlLeracy ro[ecL
Ceorge 8rown 09/10 aLhways
rovlded 3 days of programmlng for
Aborlglnal SS sLudenLs lnLeresLed ln
pursulng posL-secondary educaLlon

ln lnLervlews wlLh exLernal parLners, conLacLs were unanlmous ln reporLlng LhaL sLaff collaboraLlon
lncreased llnkages beLween and among schools, Aborlglnal sLudenLs and famllles, and Aborlglnal
agencles. lor example, Lhe communlLy conLacL aL Lhe naLlve Canadlan CenLre (nCC) lndlcaLed LhaL slnce
Lhe collaboraLlon more Aborlglnal educaLors from Lhe CenLre have been vlslLlng schools and greaLer
numbers of 1uS8 schools, sLudenLs, and Leachers have lncreased Lhelr parLlclpaLlon ln Lhe CenLre's
evenLs. (CM.4, p. 1)

D42('*!67%-(*('4&!$%;;,'(5=!&(4(0%'0!A(5/!5/#!$4<4$(5=!5%!',-5,-#!-#&45(%'0/(<0!7#5A##'!
9".:!0$/%%&0!4'3!#E5#-'4&!67%-(*('4&!4*#'$(#0!(0!$-(5($4&!5%!('3(*#'()('*!5/#!#3,$45(%'!0=05#;!
4'3!:%4-3!<%&($(#0!4'3!<-4$5($#0!('!0,<<%-5!%8!5/#0#!-#&45(%'0/(<0!4-#!$-,$(4&C!!

S.2C 1he k|verda|e Course and 1he Drama Co-op: artnersh|ps that Worked
1he 8lverdale Course and Lhe urama Co-op were ldenLlfled by sLudenLs and sLaff as Lwo slLes where
Aborlglnal and non-Aborlglnal sLudenLs worked ln collaboraLlon, experlenced a sense of belonglng, and
had responslblllLy for Lhelr learnlng and for conLrlbuLlng Lo Lhe learnlng of oLhers.
1

Crounded ln Lhe experlences and perspecLlves of pro[ecL parLlclpanLs, we deflne success" of
parLnershlp pro[ecLs along Lhree crlLerla:
losLerlng of sLudenL engagemenL ln courses evldenced by conslsLenL aLLendance, acLlve
lnvolvemenL ln class acLlvlLles, compleLlon of course asslgnmenLs, and Lhe sense among
parLlclpaLlng sLudenLs LhaL slgnlflcanL learnlng had occurred,
AcqulslLlon of meanlngful knowledge relevanL Lo sLudenLs' ldenLlLles, communlLles, hlsLorles,
and llves lncludlng Lhe hlsLory of colonlallsm, an lnLroducLlon Lo lndlgenous knowledge,
relaLlonshlps beLween Aborlglnal and non-Aborlglnal people, lndlgenous culLural LradlLlons, and
urban Aborlglnal ldenLlLles, and
uevelopmenL of skllls such as oral and wrlLLen communlcaLlon skllls, capaclLy for self-expresslon,
and dlscovery and honlng of creaLlvlLy ln wrlLlng, oraLory, arL, muslc, LheaLre, and dance.

1he k|verda|e Course was dellvered ln collaboraLlon wlLh Lhe laculLy of LducaLlon aL ?ork unlverslLy.
uurlng Lhe fall Lerm of 2009 an Aborlglnal lnsLrucLor
2
LaughL a flrsL year unlverslLy level course LlLled
Abotlqlool leople, lJeotlty ooJ Jocotloo Lo Aborlglnal secondary school sLudenLs
3
from across Lhe clLy.

1
See Appendlx A for deLalled reporLs on each of Lhese pro[ecLs.
2
ur. Susan ulon, Lhe lnsLrucLor who LaughL Lhls course, ls rlnclpal lnvesLlgaLor of Lhe 1olkloq 5tlck ltoject and auLhor of Lhls reporL. ln
an efforL Lo mlLlgaLe Lhe poLenLlal for confllcL of lnLeresL LhaL can arlse when researchers occupy mulLlple roles ln pro[ecLs, daLa
collecLed on Lhe course was glven Lo SamanLha CuLrara (8A) for analysls, lnLerpreLaLlon, and wrlLe-up.
3
MosL sLudenLs were Aborlglnal alLhough some non-Aborlglnal allled sLudenLs [olned Lhe class.
! ! ! "#$%&%'()('*!+,-!.$/%%&0!

83
AfLer aLLendlng Lhelr regular day school, sLudenLs gaLhered ln a downLown school classroom Lo read,
wrlLe, Lalk, and Lo learn from and wlLh each oLher abouL whaL lL means Lo be Aborlglnal.

1he Drama Co-op ls a four-credlL performance-based co-operaLlve educaLlon program offered by Lhe
1uS8. 1he program has run for abouL LwenLy years and Lhls ls Lhe flrsL Llme lL had an Aborlglnal Lheme.
1lLled Across ulfference" Lhe focus was on Aborlglnal people, hlsLory, and culLure and was grounded ln
LradlLlonal Leachlngs and lssues of soclal [usLlce. uurlng Lhe wlnLer semesLer of Lhe 2009-2010 school
year, 26 secondary school sLudenLs parLlclpaLed ln Lhe program. Cf Lhese, 10 were Aborlglnal.

When reflecLlng on Lhelr parLlclpaLlon ln Lhese learnlng experlences sLudenLs reporLed:

l wos slttloq tbete, ooJ lm ttyloq to wtlte oboot lt, ooJ l wos jost so coofoseJ
becoose lt wos jost so complex, ooJ tbot kloJ of telotes to bow l feel oboot tbls wbole
sltootloo betweeo Abotlqlools ooJ ooo-Abotlqlools. lts llke, well, lts teolly, teolly,
teolly compllcoteJ, ooJ ootll yoo leoto llke blstoty ftom, yoo koow, woy bock ootll
oow, yoote oot teolly qoloq to ooJetstooJ wbots qoloq oo. 5o, l tblok tbot wos tbe
most lmpottoot tbloq fot me ls jost leotoloq bow compllcoteJ lt oll ls, ooJ to oot
moke ossomptloos ootll yoo koow. (ku 5toJeot.2, p. 10)

Ab, l Joot koow, l llkeJ tbe osslqomeots. Ab, most of, o lot of tbe wotk l JlJ wos llke
tbls ls sttolqbt ftom my mloJ, so lt wos jost o lot eoslet fot me to llke, Jo tbe wotk
losteoJ of llke, bovloq to ooswet o poestloo. llke yoo koow, lt wos mote llke teflectloq
oo wbo, oo wbot l tblok. 5o, llke l llkeJ tbot o lot bettet tboo most scbool cootses. (ku
5toJeot.1, p. 14)

My fovootlte ptoject woolJ be tbe cteotloo stoty, jost becoose lt qove-lt wos o tlme
fot llke self-explototloo. llke, jost tlme to slt bock ooJ tblok llke, Ob, tbese ote llke,
tbe llttle tbloqs lo my llfe tbot come fot me to floJ my Abotlqloollty, ooJ lt teolly
belpeJ me wltb wbo l om becoose--. lt wos kloJ of llke o tlme to occept my
Abotlqloollty. (ku 5toJeot..J p. 16)

l woot to bove o cootloootloo of tbe ptoqtom, l om leooloq oo o mote petsoool level
of wbot l om copoble of, tbe qtoop wotk lovolveJ, tbe sbotloq of lJeos ooJ bow tbot
oJJs to cteotloq. (1olkloq cltcle, uc 5toJeot.8)

commoolcotloo skllls, wotkloq wltb otbets, opplyloq my cteotlvlty to my evetyJoy llfe.
(5otveys, 5toJeot.16)

8efote l joloeJ jtbe co-op ptoqtom] l JlJo't bove too mocb koowleJqe, l leotoeJ o lot,
lt's qooJ to tespect yoot coltote. l leotoeJ o lot ftom tbe elJets stotles ooJ oow lm
lotetesteJ lo my owo coltote. (keqloool 5ymposlom lO Notes, O & A letloJ).

1he success of Lhe 8lverdale Course and Lhe urama Co-op ls credlLed Lo Lhe provlslon of decolonlzed and
lndlgenlzed learnlng envlronmenLs. ln summary, Lhe learnlng envlronmenLs and Lhe learnlng
experlences each offered lncluded many of Lhe key componenLs prevlously ldenLlfled LhaL conLrlbuLe Lo
Aborlglnal SLudenL Well-8elng. Aborlglnal and non-Aborlglnal sLudenLs parLlclpaLed and worked
LogeLher consLrucLlng respecLful ways of knowlng whaL lL means Lo be Aborlglnal and whaL lL means Lo
be ln relaLlonshlp wlLh Aborlglnal people.
84

8eflecLlng on Lhe daLa from Lhese pro[ecLs, lndlgenlzlng and decolonlzlng learnlng envlronmenLs were
accompllshed by addresslng Lhe followlng key elemenLs.

CCN1LN1
ln boLh programs, sLudenLs had access Lo and recelved credlL for Aborlglnal language lnsLrucLlon and
LradlLlonal Leachlngs. As parL of Lhe urama Co-op, Lhls conLenL was lnLegraLed wlLhln Lhe hours of a
regular school day. Aborlglnal hlsLory, culLure, and Lhe hlsLory of Lhe relaLlonshlp beLween Aborlglnal
and non-Aborlglnal people were parL of Lhe requlred currlculum for all sLudenLs ln each program.

1LACnLkS
1eachers who had parLlclpaLed ln and/or were ln Lhe process of parLlclpaLlng ln Lhelr own decolonlzlng
work LaughL Lhe programs. 1hey broughL knowledge of Lhe hlsLory of Lhe relaLlonshlp beLween
Aborlglnal and non-Aborlglnal people ln Canada, and were consclous of Lhe lmpllcaLlons of LhaL hlsLory
for Lhemselves and Lhelr sLudenLs. 1hls consclousness lncluded undersLandlng LhaL many Aborlglnal
sLudenLs were coplng wlLh a hosL of lssues derlvlng from Lhe vlolence of Lhe colonlal relaLlonshlp.
1eachers lnLegraLed Aborlglnal conLenL across Lhe program and Look Lhe Llme Lo work ln relaLlonshlp
wlLh Aborlglnal communlLy members. 1hey also were wllllng Lo Leach and learn ln collaboraLlon wlLh
Lhelr sLudenLs.

INDIGLNCUS INICkMLD kAC1ICL
ln keeplng wlLh Aborlglnal educaLlonal approaches (Lrmlne, 1993), sLudenLs were offered ldenLlfylng
and reafflrmlng learnlng processes based on sub[ecLlve experlences and lnLrospecLlon. lnsLrucLors pald
aLLenLlon Lo conLexL, and relaLlonshlps beLween and among sLudenLs, beLween Lhemselves and Lhelr
sLudenLs, and beLween sLudenLs and Lhe LexLs presenLed. As ln LradlLlonal seLLlngs, Leachlng and
learnlng were lnLerLwlned and accompllshed Lhrough llsLenlng, speaklng, observlng, and experlenclng.
1he ablllLy Lo use language was developed Lhrough parLlclpaLlon ln Lelllng and llsLenlng Lo sLorles, ln
song, and ln oraLory. 1radlLlonal educaLlonal pracLlces used lncluded approaches such as oral hlsLorles,
Leachlng sLorles, ceremonles, apprenLlceshlps, learnlng games, formal lnsLrucLlon, LuLorlng, and Lag-
along lnsLrucLlon. ln addlLlon, Lhere was an emphasls on human relaLlonshlps, whlch sLressed ln
parLlcular respecL and conslderaLlon for Lhe self and oLhers.

A CCMMUNI1 CI LLAkNLkS
Aborlglnal and non-Aborlglnal sLudenLs were worklng as allles and ln collaboraLlon. SLudenLs dld noL
learn ln lsolaLlon from Lhelr peers, buL raLher Lhelr peers were slgnlflcanL ln Lhe learnlng processes. 1he
shared knowledge, undersLandlng, and aLLlLudes of all members of Lhe classroom had a slgnlflcanL
lmpacL on Lhe learnlng LhaL happened.

CCMMUNI1 CCNNLC1ICNS
Aborlglnal communlLy members were lnvlLed Lo parLlclpaLe ln Lhe learnlng communlLy. lloL ro[ecL sLaff
members vlslLed Lhe class and shared personal sLores as well as LradlLlonal Leachlngs. 1hls sharlng of oral
hlsLorles and Leachlng sLorles provlded opporLunlLles for sLudenLs Lo bulld relaLlonshlps, Lo see
Lhemselves as belonglng Lo Lhe communlLy. uurlng Lhe 8lverdale class, lloL ro[ecL sLaff ofLen
parLlclpaLed ln class dlscusslons and ln class wrlLlng asslgnmenLs, ln Lhls way sharlng whaL Lhey were
learnlng from parLlclpaLlng alongslde Lhe sLudenLs.

! ! ! "#$%&%'()('*!+,-!.$/%%&0!

83
S.3 8oard 8esponslblllLles Lo Aborlglnal 1eachers, SLudenLs, and CommunlLles
eob, bot-so lts beeo coosomloq. lts beeo ftosttotloq ot tlmes. lts beeo o lot of foo ot
otbets. lve oevet beeo lo o ploce wbete people looqb so mocb. lts beeo-lo tbot seose, lts
beeo teolly foo. (AJmlo.J, 1, p. 18)
!
1he 1uS8 Aborlglnal LducaLlon CenLre ls locaLed aL Lhe 8rockLon Learnlng CenLre slLuaLed ln a cenLral
downLown nelghbourhood. uurlng Lhe pasL Lwo years Lhe ALC has been a hub of acLlvlLy and lL ls comlng
Lo be recognlzed as a space where Aborlglnal sLudenLs, Leachers, and communlLy members are
welcomed and experlence a sense of belonglng. SLudenLs reporL encounLerlng a place of welcome and
belonglng, remarklng LhaL Lhey are always happy Lo see you Lhere" and Lhey have work for me Lo do."
1he physlcal space and Lhe sense of camaraderle found Lhere draws aLLenLlon Lo Lhe 8oard's
responslblllLy for supporLlng exlsLlng Aborlglnal sLaff and Lo Lhe need Lo creaLe pollcles and pracLlces
LhaL wlll serve Lo susLaln and bulld on whaL people have worked Lo accompllsh.

S.3A Support|ng Abor|g|na| 1eachers
uurlng lndlvldual lnLervlews and 1alklng Clrcles, Aborlglnal sLaff and Lhelr allles ldenLlfled l) sources of
sLrengLh and supporL LhaL allowed Lhem Lo do Lhelr work, ll) sources of sLress and challenges LhaL were
barrlers Lo Lhelr ablllLy Lo work, and lll) whaL Lhey needed Lo accompllsh Lhelr work.

SCUkCLS CI S1kLNG1n AND SUCk1
CapaclLy Lo work ln collaboraLlon wlLh oLher Aborlglnal educaLors and lnformed allles,
8especL and supporL for Aborlglnal ways of knowlng and belng, and
Access Lo menLors, especlally Lhose who possessed a commlLmenL Lo Aborlglnal LducaLlon and
1uS8 lnsLlLuLlonal knowledge.

SCUkCLS CI S1kLSS AND CnALLLNGL
1he legacy of resldenLlal schools and Lhe lmpllcaLlons of Lhls hlsLory for Leachers and sLaff as well
as Lhe sLudenLs,
LxhausLlon, especlally due Lo Lhe demands of worklng ln a non-lndlgenous lnsLlLuLlon,
Cngolng pressures Lo [usLlfy and explaln Lhe need and slgnlflcance of Aborlglnal LducaLlon,
ConsLanL confronLaLlon wlLh reslsLance Lo Aborlglnal LducaLlon, and
1he Lrauma ln Aborlglnal famllles and communlLles, whlch ls palnful Lo empaLhlze and ldenLlfy
wlLh ln ongolng ways.

NLLDS
8ecognlLlon LhaL Lhe work of LransformaLlon Lakes Llme, LhaL Aborlglnal people have cerLaln
pracLlces, proLocols, and ways of belng ln relaLlonshlp wlLh one an oLher, LhaL Lhese relaLlonshlps
Lake Llme Lo nurLure, and LhaL change wlll noL happen over nlghL buL lL wlll happen,
SLance of respecL for our responses, recognlLlon LhaL whaL happens Lo our chlldren ln educaLlonal
sysLems ls personal as our very survlval has depended on us Laklng whaL happens Lo our people
personally,
86
AcknowledgemenL LhaL we have shared hlsLory of Lrauma, LhaL Lhls hlsLory ls a parL of our own
and our famllles/communlLles' recenL pasL, and LhaL we need Llme and space Lo Lake care of
ourselves and each oLher,
AppreclaLlon for our process of learnlng, recognlLlon LhaL we need Llme for learnlng as well, and
LhaL we do noL know lL all, and
AcknowledgemenL of Lhe urgenL need for more Aborlglnal sLaff Lo do Lhe work of decolonlzlng our
schools.

We heard agaln and agaln from Lhe uAL AdmlnlsLraLors who have spenL Lhe pasL Lwo years dedlcaLed
Lo Aborlglnal LducaLlon Lhe followlng bellef based on Lhelr knowledge and experlence:

F8!5/#!G('(05-=!%8!H3,$45(%'!('!+'54-(%!(0!$%;;(55#3!5%!433-#00('*!67%-(*('4&!H3,$45(%'I!0$/%%&!7%4-30!
;,05!54B#!-#0<%'0(7(&(5=!8%-!3#$%&%'()('*!0$/%%&0.

S.38 kecogn|z|ng and kespond|ng to the Needs of Abor|g|na| Students
1bots ooe of tbe tbloqs we foooJ. 1bot wbeo tbete wete oltetootlves fot klJs, tbete wos
soccess. (AJmlo.J, 1, p. 25)

As wlLh Aborlglnal sLaff and Lhelr allles, durlng lnLervlews and 1alklng Clrcles Aborlglnal sLudenLs and
allles ldenLlfled l) sources of sLrengLh and supporL LhaL creaLed condlLlons for Lhelr well-belng, ll) sources
of sLress and challenges LhaL were barrlers Lo Lhelr well-belng, and lll) whaL Lhey needed Lo accompllsh
well-belng.

SCUkCLS CI S1kLNG1n AND SUCk1
CpporLunlLy Lo learn abouL Aborlglnal LducaLlon ln collaboraLlon wlLh oLher Aborlglnal sLudenLs
and commlLLed allles,
CreaLer access Lo Leachers and counsellors who have famlllarlLy wlLh Lhe lssues LhaL sLudenLs
confronL,
8eLLer access Lo Llders, LradlLlonal Leachlngs, lndlgenous languages, and culLural knowledge, and
CapaclLy Lo parLlclpaLe ln creaLlng communlLy and lmproved access Lo exlsLlng communlLy and
agencles LhaL nurLure an undersLandlng of whaL lL means Lo be Aborlglnal.

SCUkCLS CI S1kLSS AND CnALLLNGL
ueallng wlLh lsolaLlon and allenaLlon as ouLcomes of belng alone ln a classroom or school where
our culLure and hlsLory are dlsregarded or mlsrepresenLed, and where we are expecLed Lo speak
for all Aborlglnal people,
Coplng wlLh Lhe legacy of colonlallsm ln an lnsLlLuLlonal sLrucLure LhaL operaLes as lf colonlallsm
never happened,
8elng expecLed Lo learn ln an envlronmenL LhaL lgnores or dlsLorLs our hlsLory, knowledge, and
culLure, and
ConsLanL confronLaLlon wlLh Leachers who know very llLLle and/or carry many mlsconcepLlons
abouL us as Aborlglnal sLudenLs and abouL Aborlglnal peoples' experlences and hlsLorles more
generally.

! ! ! "#$%&%'()('*!+,-!.$/%%&0!

87
NLLDS
8ecognlLlon LhaL Lo change our aLLlLudes Loward school and lncrease our success aL school we
requlre Leachers and counselors who have some famlllarlLy wlLh Lhe lssues we are confronLlng,
AcknowledgmenL LhaL havlng access Lo our Llders, our LradlLlonal Leachlngs, and our languages
and culLures ls necessary Lo our educaLlon as Aborlglnal sLudenLs,
AppreclaLe LhaL glvlng us space and opporLunlLy Lo creaLe communlLy and Lo connecL wlLh
communlLy wlll help us Lo nurLure an undersLandlng of whaL lL means Lo be Aborlglnal, and
8ecognlLlon LhaL Lo reach Aborlglnal sLudenLs and allles, we musL have a seaL aL Lhe Lable, LhaL our
volces musL Lo be heard ln plannlng, and LhaL we be glven opporLunlLles Lo parLlclpaLe ln
Aborlglnal focused evenLs Lo lncrease sLudenL self-ldenLlflcaLlon and lnvolvemenL.

:%4-30!4-#!-#0<%'0(7&#!8%-!5/#!<-%2(0(%'!%8!<-%*-4;0!5/45!-#8&#$5!4'3!-#0<%'3!5%!5/#!&(2#3!-#4&(5(#0!
%8!67%-(*('4&!05,3#'50C!

S.3C 8oard-Commun|ty ke|at|onsh|ps
Aoy tlme tbe commooltles boJ to moke ooy Jeclsloos, people wete olwoys temloJeJ of
speclflc pbllosopbles tbot kloJ of wete llke tbe posts tbot kloJ of opbelJ commoolty llfe ooJ
Jeclsloo mokloq. (cM.1, p. 2)

lottoetsblps tbe otts-boseJ ptoject oot ooly occompllsbeJ some of oot qools lo tetms of
stoff Jevelopmeot, bot lt olso eollsteJ tbe commoolty ooJ lt belpeJ to stteoqtbeo oot tles
wltb commoolty. (AJmlo.1, l8, p. 5)

A key challenge confronLlng lloL ro[ecL sLaff was how Lo brlng Aborlglnal people, phllosophles, and
pracLlces lnLo a non-Aborlglnal educaLlonal sysLem. As Aborlglnal educaLors, Lhey approached Lhe Lask
gulded by lndlgenous educaLlonal prlnclples of responslblllLy, relaLlonshlp, reclproclLy, and
rememberlng. 8rlnglng Aborlglnal educaLors and approaches lnLo a non-Aborlglnal sysLem also
necesslLaLed communlLy ouLreach and lnvolvemenL. When confronLed wlLh Lhe lssue of sLereoLypes, Lhe
lloL ro[ecL sLaff Lurned Lo naLlve LarLh erformlng ArLs, a LheaLre group wlLh experLlse ln uslng Lhe
arLs Lo challenge represenLaLlons and ln lnvlLlng audlences Lo quesLlon commonly-held assumpLlons and
bellefs. CollaboraLlon wlLh naLlve Chlld and lamlly Servlces allowed for hollsLlc supporL of chlldren and
famllles assoclaLed wlLh Lhe 1uS8. 1he AssoclaLlon for naLlve uevelopmenL ln Lhe erformlng and vlsual
ArLs shared Lhelr knowledge and as parL of Lhe ArLs-8ased ro[ecL, and puL Lhe lloL ro[ecL sLaff ln
conLacL wlLh arLlsLs who worked wlLh classroom Leachers.

oslLlve, collaboraLlve, and supporLlve relaLlonshlps wlLh communlLy organlzaLlons and agencles are parL
of Lhe legacy of Lhe lloL ro[ecL ln Lhe 1uS8. 1o bulld on LhaL legacy, Lhe board musL conLlnue Lo value
and culLlvaLe Lhose relaLlonshlps lncludlng ln Lhe followlng ways:
8especL Lhe experLlse LhaL Lhe Aborlglnal communlLy brlngs Lo Lhe classroom,
value Aborlglnal communlLy conLrlbuLlons (pay people and agencles for Lhelr work),
8ecognlze LhaL for communlLy members schools can be uncomforLable places such as by
provldlng a warm welcome and aLLenLlon for Lhe lengLh of Lhelr sLay,
racLlce reclproclLy by glvlng back, recognlzlng LhaL lf you wanL communlLy members Lo
parLlclpaLe ln and supporL change ln 1uS8 schools, Lhen 1uS8 sLaff musL supporL and parLlclpaLe
ln Lhe acLlvlLles and lnlLlaLlves of communlLy agencles, and
88
8ecognlze LhaL Aborlglnal people should noL be Lhe only 1uS8 sLaff members who parLlclpaLe ln
Lhe communlLy evenLs by charglng non-Aborlglnal senlor sLaff members wlLh responslblllLy Lo
aLLend and parLlclpaLe ln evenLs.

A8CkIGINAL LDUCA1ICN CLN1kL: SUCk1ING 1nL A8CkIGINAL CCMMUNI1 IN 1nL 1DS8 AND IN 1nL CI1
ln !une 2010 as Lhe lloL ro[ecL wlned down Lhe sLaff held a communlLy 88C Lo celebraLe and express
Lhanks and appreclaLlon Lo Lhe many sLudenLs, sLaff, and communlLy members who had conLrlbuLed Lo
Lhe success of Lhe pro[ecL. arLlclpaLlng ln LhaL evenL was Lhe mosL slgnlflcanL lndlcaLor of Lhe success of
Lhe pro[ecL. 1uS8 Leachers, prlnclpals, and a represenLaLlve from 8oard level admlnlsLraLlon, Aborlglnal
arLlsLs, elders, chlldren and youLh, and parLners from ?ork unlverslLy, unlverslLy of 1oronLo and 8yerson
unlverslLy aLLended Lhe evenL. 1here was drummlng and danclng, games, conversaLlon, laughLer, and
good food. 1he dlverslLy of parLlclpanLs ln aLLendence was evldence of an esLabllshed Aborlglnal
communlLy wlLhln Lhe 1uS8, a sLrong communlLy wlLh Lhe capaclLy Lo grow. MosL lmporLanLly, Lhls
evenL lndlcaLed LhaL Lhe 1uS8 was noL only Laklng from Lhe Aborlglnal communlLy ln Lhe clLy buL lL was
now ln a poslLlon Lo glve back ln ways LhaL was conLrlbuLlng Lo Lhe well-belng of Aborlglnal people ln
1oronLo.

S.4 8oard 8esponslblllLles: Serlous and Cngolng Work
kICkI1
1uS8 has noL yeL recognlzed LhaL Leachers, prlnclpals, and oLher school and board admlnlsLraLors lack
knowledge, undersLandlng, and experlence of Aborlglnal LducaLlon. 1he depLh of lgnorance plays a
slgnlflcanL role ln perpeLuaLlng profound lsolaLlon, wldespread allenaLlon, and an achlevemenL gap ln
Lhe Aborlglnal sLudenL populaLlon. 1he 8oard musL Lake responslblllLy for addresslng LhaL lgnorance Lo
redress sysLemlc barrlers Lo educaLlon faced by Aborlglnal sLudenLs.

Aborlglnal LducaLlon has noL yeL been recognlzed as a 8oard-wlde prlorlLy. 1he 8oard musL ralse Lhe
proflle by leLLlng board and school senlor admlnlsLraLors and Leachers worklng LhroughouL Lhe sysLem
know LhaL Aborlglnal LducaLlon ls a maLLer of slgnlflcance. 8esearch parLlclpanLs aL all levels from lnslde
and ouLslde Lhe sysLem wlLh dlfferenL roles and responslblllLles ln Leachlng and learnlng have ldenLlfled
Lhe followlng four Lasks LhaL Lhe 8oard musL underLake Lo decolonlze 1uS8 schools:
Cffer and supporL Leachers ln acqulrlng decolonlzlng and lndlgenlzlng Leacher developmenL
courses,
8equlre all prlnclpals Lo parLlclpaLe ln decolonlzlng and lndlgenlzlng professlonal developmenL,
LxpecL senlor level 8oard employees Lo aLLend evenLs sponsored by Lhe ALC, and
8equlre all deparLmenLs Lo demonsLraLe a plan for lnLegraLlng Aborlglnal LducaLlon.

SUS1AINLD IUNDING
ln lnLervlew afLer lnLervlew, lloL ro[ecL sLaff noLed how Lhey spenL slgnlflcanL amounL of Llme over Lhe
lasL Lwo years aLLendlng Lo one crlsls afLer anoLher. All concluded LhaL ongolng supporL of sLudenLs Lo
lmprove home, school, and communlLy relaLlonshlps, a comprehenslve sLaff developmenL plan, and
lnLegraLlon of Aborlglnal sub[ecL maLerlal across Lhe currlculum would Lransform school communlLles,
Lhus allevlaLlng condlLlons whlch conLrlbuLe Lo crlsls slLuaLlons.

Whlle Lhe 1uS8 has commlLLed Lo fundlng sLaff for Lhe 2010-2011 school year, a commlLmenL Lo
susLalned fundlng would allow Lhe CenLral CoordlnaLlng rlnclpal of Lhe uAL Lo esLabllsh long Lerm
! ! ! "#$%&%'()('*!+,-!.$/%%&0!

89
goals and plans for accompllshlng Lhose goals. ln order Lo bulld on of Lhe work accompllshed by Lhe lloL
ro[ecL sLaff, susLalned fundlng ls necessary.

nIkING
nltloq ptoctlces ote o mojot bottlet, tbe llmltotloos lmposeJ moke bltloq ftosttotloq, tlme
coosomloq ooJ toke o lot of eoetqy. (AJmlo#J, l8, p. 19)

1he work of Lhe lloL ro[ecL requlred sLaff who would have knowledge of and experlence wlLh Lhe day-
Lo-day llved reallLles of Aborlglnal people. Plrlng Aborlglnal people Lo do Lhe work was a prlorlLy,
however, barrlers Lo accompllshlng LhaL goal were a ma[or source of frusLraLlon and lmposed serlous
consLralnLs. 1he hlsLory of colonlallsm means LhaL Aborlglnal people have noL always had access Lo
'formal' educaLlon LhaL would glve Lhem Lhe quallflcaLlons requlred Lo occupy poslLlons ln Lhe 1uS8. ln
addlLlon, even when Lhe quallflcaLlons are achleved barrlers Lo employmenL mean LhaL quallfled
Aborlglnal people may noL have Lhe same exLended record of employmenL as non-Aborlglnal
employees. When Leachlng and sLaff poslLlons lnvolve worklng wlLh Aborlglnal chlldren and famllles
prlorlLy musL be glven Lo hlrlng quallfled Aborlglnal candldaLes, lncludlng allowlng for alLernaLlve sources
of quallflcaLlon.

Cnly 1-2 of 1uS8 employees are Aborlglnal. lf Lhe 1uS8 ls commlLLed Lo Aborlglnal LducaLlon and
poslLlve relaLlonshlps wlLh Lhe Aborlglnal communlLy, Lhe 8oard musL develop an Aborlglnal sLafflng
plan, whlch lncludes Lhe followlng:
SeL reallsLlc goals Lo lncrease LhaL number,
AcLlvely recrulL and hlre more Aborlglnal sLaff,
AlLer hlrlng pollcles and pracLlces Lo supporL Lhe hlrlng of Aborlglnal people, and
8ecognlze alLernaLlve quallflcaLlons.

Cver Lhe pasL Lwo years, a slgnlflcanL porLlon of lloL ro[ecL senlor admlnlsLraLlve sLaff Llme was
consumed wlLh menLorlng [unlor sLaff. Whlle menLorlng sLaff was a pro[ecL goal, aL Llmes Lhe work of
menLorlng dlsLracLed from accompllshlng Lhe day-Lo-day Lasks of Lhe pro[ecL. 1hls ls undersLood as
nelLher a fallure nor even a weakness on Lhe parL of Lhe lloL ro[ecL buL raLher as anoLher obsLacle
faced by Lhe pro[ecL as a resulL of colonlallsm. Aborlglnal people have been excluded from Leachlng roles
and poslLlons of responslblllLy for a long Llme and lL wlll Lake Llme Lo bulld capaclLy. Whlle Lhls work ls
underway, lL ls expecLed LhaL Aborlglnal employees wlll spend energy and Llme dolng Lhe menLorlng
work.

CCMMUNICA1ICN WI1nIN 1nL 8CAkD
lloL ro[ecL sLaff worked ln a varleLy of ways Lo address Lhe challenge of communlcaLlon wlLhln and
across Lhe lnsLlLuLlonal sLrucLure of Lhe school board. SLaff aLLended quadranL meeLlngs, deparLmenL
meeLlngs, and meeLlngs wlLh famllles of schools Lo lnform people abouL Lhe exlsLence of Lhe ALC, Lhe
work of Lhe lloL ro[ecL, servlces avallable for Aborlglnal sLudenLs and famllles, and professlonal and
currlculum supporL avallable Lo Leachers. SLaff members LargeLed schools LhaL offered C[lbwa language
classes and schools wlLh recognlzed Aborlglnal sLudenL populaLlons. AnnouncemenLs regardlng evenLs
were senL ouL Lhrough Lhe 1uS8 elecLronlc communlcaLlon sysLem ultect lloe on a regular basls.
Powever, glven LhaL over 40,000 employees use Lhls sysLem and LhaL people are ofLen lnundaLed wlLh
announcemenLs, lnformaLlon abouL Lhe uAL and Lhe ALC was ofLen losL ln Lhe deluge.

90
1hrough lnLervlews wlLh varlous school and board sLaff LhroughouL Lhe sysLem, Lhe research Leam
concluded LhaL a small group of 1uS8 sLaff were closely connecLed, a larger group were aware LhaL Lhe
pro[ecL was happenlng, and many people had no ldea LhaL Lhe pro[ecL even happened. Powever
responslblllLy for communlcaLlon does noL lle solely wlLh Lhe lloL ro[ecL sLaff. 1he vasL ma[orlLy of
8oard employees operaLe on Lhe undersLandlng LhaL Aborlglnal LducaLlon has noLhlng Lo do wlLh Lhem,
consequenLly do noL aLLend Lo lnformaLlon from Lhe ALC. As an lnLegral parL of Lhe process of
decolonlzaLlon, Lhls musL change.
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91
Append|x A

A.1 8lverdale ro[ecL 8eporL

A.2 urama Co-op ro[ecL 8eporL

k|verda|e ro[ect 2009 keport
Dr. Susan D. D|on

1he k|verda|e ro[ect ls a [olnL endeavor beLween Lhe laculLy of LducaLlon aL ?ork unlverslLy and Lhe
urban Aborlglnal LducaLlon lloL ro[ecL aL Lhe 1oronLo ulsLrlcL School 8oard.

kCILC1 DLSCkI1ICN
uurlng Lhe fall of 2009 Lhe laculLy of LducaLlon aL ?ork unlverslLy offered a flrsL year unlverslLy level
course Lo Aborlglnal Plgh School sLudenLs
4
from Lhe 1oronLo ulsLrlcL School 8oard. 1he course LlLled
Abotlqlool leople, lJeotlty ooJ Jocotloo (Lu/lnuS 1200 3.00) was offered Monday evenlngs from 4:00
unLll 7:00 aL 8lverdale ColleglaLe. Lach week a small group of sLudenLs gaLhered ln a downLown 1oronLo
hlgh school classroom, LogeLher Lhey read, reflecLed, wroLe, quesLloned, and explored whaL lL means Lo
be an Aborlglnal person llvlng ln Canada. ur. Susan u. ulon, an Aborlglnal rofessor from Lhe laculLy of
LducaLlon aL ?ork unlverslLy, LaughL Lhe course. Lach week supporL sLaff from Lhe 1uS8 urban Aborlglnal
LducaLlon lloL ro[ecL [olned Lhe class. 1hey provlded Lhe sLudenLs wlLh food, books, 11C LlckeLs, and
boLh moral and academlc supporL. uurlng Lhe flrsL year of Lhe 8lverdale ro[ecL Lhe urban Aborlglnal
LducaLlon lloL ro[ecL covered Lhe cosL of LulLlon.

UkCSL
1he purpose of Lhe 8lverdale ro[ecL ls Lo esLabllsh poslLlve relaLlonshlps beLween self-ldenLlfled
Aborlglnal secondary school sLudenLs ln Lhe 1oronLo ulsLrlcL School 8oard and ?ork unlverslLy. 1he pro[ecL
provldes senlor Plgh School sLudenLs wlLh Lhe opporLunlLy for Aborlglnal youLh from across Lhe clLy Lo
meeL and learn LogeLher ln an envlronmenL where urban Aborlglnal youLh and Lhelr lssues are Lhe focus.
1he class ls open Lo sLudenLs ln Crades 11 or 12 who have Lhe prerequlslLe Crade 10 Lngllsh credlL.

CCUkSL DLSCkI1ICN
1hls course provldes sLudenLs wlLh Lhe opporLunlLy Lo learn from Aborlglnal auLhors, fllmmakers, and
arLlsLs who are Lelllng Lhelr own sLorles. WhaL does lL mean Lo be an Aborlglnal person ln Canada? WhaL
does lL mean Lo be an Aborlglnal person aLLendlng an lnsLlLuLlon of formal schoollng? Pow do encounLers
wlLh Leachers and LexLs ln schools lmpacL one's undersLandlng of belng Aborlglnal and belng Canadlan? ln
Lhls class sLudenLs read books, waLch fllms, and llsLen Lo each oLher's sLorles. 1hey lnvesLlgaLe and
develop Lhelr own responses Lo quesLlons of ldenLlLy and AborlglnallLy. 1he course explores Aborlglnal
perspecLlves and allows sLudenLs Lo develop Lhelr own undersLandlng of whaL lL means Lo be Aborlglnal
and whaL lL means Lo be Canadlan.

kA1ICNAL ICk 1nL kCILC1
ln addlLlon Lo allenaLlon and marglnallzaLlon from lnsLlLuLlons of formal schoollng experlenced by
Aborlglnal sLudenLs wherever Lhey llve (klrkness and 8owman, 1992: 8aLLlsLe, 1998, ulon, 2000), sLudenLs

4
Whlle Aborlglnal sLudenLs were Lhe ma[orlLy, a couple sLudenLs asked lf Lhey could brlng a non-Aborlglnal frlend. Pavlng allles ln Lhe
class had a poslLlve lmpacL. SLudenLs Lalked wlLh each oLher and encouraged deep quesLlonlng and llsLenlng.
92
ln urban seLLlngs confronL parLlcular problems. 1hese lnclude concerns LhaL Lhey may noL be recognlzed
as Aborlglnal sLudenLs, LhaL Lhey do noL see Lhem selves represenLed ln Lhe currlculum, and LhaL Lhelr
Leachers are lll prepared Lo respond Lo Lhelr needs. lf recognlzed aL all, Lhey may be expecLed Lo have
access Lo, and be wllllng Lo share, culLural knowledge, Lhey may be asked Lo speak for all Aborlglnal
people, and Lhey are suscepLlble Lo belng [udged accordlng Lo a deflclL model. Aborlglnal sLudenLs aLLend
school ln splLe of a long, negaLlve, and harmful relaLlonshlp beLween Aborlglnal people and schoollng.
Clven Lhese challenges, lL ls noL surprlslng LhaL many Aborlglnal secondary school sLudenLs leave school
prlor Lo graduaLlon. 1hls lncludes Lhe 1oronLo ulsLrlcL School 8oard: ln Lhe 2006-07 academlc year 32 of
Lhe grade nlne Aborlglnal sLudenL populaLlon ln Lhe 1uS8 were consldered aL rlsk" for on Llme
graduaLlon. lor Lhose Aborlglnal sLudenLs who do flnlsh hlgh school, aLLendlng unlverslLy ls ofLen noL
consldered an opLlon. An overwhelmlng 71 of Lhe 17 and 18-year-old Aborlglnal sLudenLs ln Lhe 1uS8
dld noL apply Lo a posL-secondary lnsLlLuLlon ln Lhe 2007 appllcaLlon cycle. 1hese numbers represenL only
Lhose sLudenLs who self-ldenLlfy as Aborlglnal. 1here ls no lnformaLlon on Lhe vasL ma[orlLy who has noL
dlsclosed Lhelr AborlglnallLy ln 1uS8 schools.

SUCCLSS CI 1nL kCILC1
1o varylng degrees 16 secondary school sLudenLs parLlclpaLed ln Lhe class and 7 of Lhe sLudenLs
compleLed sufflclenL course requlremenLs Lo earn Lhelr flrsL unlverslLy credlL. Cne of Lhe sLudenLs, a
recenL arrlval Lo Lhe clLy, recelved a personal call from Lhe chlef of hls reserve. lL seems LhaL Lhls sLudenL
was Lhe flrsL person from hls reserve Lo earn a unlverslLy credlL. uurlng lndlvldual lnLervlews sLudenLs who
were noL able Lo compleLe Lhe course requlremenLs reporLed LhaL whlle Lhey appreclaLed Lhe course and
wanLed Lo parLlclpaLe fully, lndlvldual and famlly lssues drew Lhelr Llme and aLLenLlon away from Lhelr
sLudles. SLudenLs ln Lhe class declded Lo have an open door" pollcy and fallure Lo compleLe Lhe
asslgnmenLs and an offlclal" dropplng of Lhe course dld noL mean sLudenLs had Lo sLop aLLendlng class.
Some of Lhe sLudenLs have expressed lnLeresL ln enrolllng ln Lhe course Lhe nexL Llme lL ls offered.

WnA1 1nL S1UDLN1S nAD 1C SA
uurlng Lhe flnal class sLudenLs agreed Lo parLlclpaLe ln a dlscusslon focused on whaL Lhey had learned
from Lhe course. 1he dlscusslon was recorded and Lranscrlbed, and key quoLes are lncluded here. ln order
Lo proLecL sLudenLs' anonymlLy, pseudonyms are used. SLudenLs were poslLlve and enLhuslasLlc abouL Lhe
course. 1helr recommendaLlon was LhaL Lhey should have had double Lhe class perlods and Lhey wlsh LhaL
Lhey were able Lo come Lo know each oLher earller on ln Lhe course. lL was clear LhaL Lhe class was
lmporLanL Lo Lhem and LhaL Lhey were leavlng havlng learned conLenL knowledge, culLlvaLed a poslLlve
sense of Lhemselves as learners, and acqulred a deeper undersLandlng of and prlde ln Lhelr AborlglnallLy.
More speclflcally, grouplng Lhelr responses ln Lhemes, Lhe class provlded sLudenLs wlLh: a greaLer sense of
self, a greaLer sense of Lhelr world, exposure Lo new resources and conLenL, and a chance Lo Lhlnk and
share ln ways Lhey had noL done before.

A Sense of Self
SLudenLs were aware of poslLlve effecLs Lhe course conLenL and pedagogy had on Lhelr sense of self. 1hey
felL LhaL Lhe course conLenL allowed Lhem Lo learn and dlscover more abouL Lhemselves as Aborlglnal
people and LhaL Lhey would wanL oLher Aborlglnal and non-Aborlglnal youLh Lo learn Lhls conLenL so LhaL
lL could curLall negaLlve feellngs and produce awareness and prlde. SLudenLs ldenLlfled LhaL Lhey were
able Lo dlscover Lhe speclalness" of Lhelr AborlglnallLy and flnd Lhe lnner resources Lo deflne Lhelr
Aborlglnal ldenLlLles separaLe from malnsLream expecLaLlons. SLudenLs expressed Lhelr surprlse aL dlgglng
deep Lo learn abouL Lhemselves ln Lhls course and Lhelr surprlse ln Lhelr deslre Lo do so wlLhln Lhe conLexL
of a unlverslLy class. SLudenLs ldenLlfled LhaL alLhough Lhey were dolng crlLlcal Lhlnklng ln Lhls course,
because Lhe conLenL was lmporLanL Lo Lhem, Lhls Lhlnklng was easler Lhan Lhe roLe learnlng Lhey have
come Lo expecL ln Lhelr hlgh school classes.
! ! ! "#$%&%'()('*!+,-!.$/%%&0!

93
1be tbloq tbot l wosot expectloq tbot l leotoeJ ftom tbls cootse tbot l teolly eojoyeJ wos kloJ of o
seose of myself. llke tbtooqb votloos of tbe ptojects, llke tbe cteotloo stoty kloJ of belpeJ me Jlscovet
my tole os oo Abotlqlool petsoo, ooJ lts sometbloq tbot l wosot expectloq tbtooqb tbls cootse. (ku
5toJeot.J, p. 4)
llke lm Notlve ooJ teolly wbots so speclol oboot lt, bot tbeo wbeo l come bete to tbls closs l leotoeJ
tbot Abotlqloollty, tbot jlt ls] sometbloq speclol tbot evetyboJy oeeJs ooJ evetyboJy oeeJs to floJ tbot
oot fot tbemselves. (ku 5toJeot.6, p. 6)
lt wos kloJ of llke o tlme to occept my Abotlqloollty. (ku 5toJeot.J, p. 15)

undersLandlng 1helr Worlds
SLudenLs learnL more abouL Lhe world, hlsLory, and sLruggles of oLher people, whlch provlded Lhem wlLh a
sense of conLexL and appreclaLlon of Lhe world Lhey lnhablL. AlLhough some sLudenLs knew, for example,
abouL resldenLlal schools, llfe on Lhe reserve, or Lhe lndlan AcL, Lhe course maLerlals provlded Lhem wlLh
new polnLs of vlew and a depLh of undersLandlng of Lhese aspecLs of hlsLory and Lhe presenL. SLudenLs
were able Lo connecL hlsLory wlLh currenL evenLs and sLereoLypes, whlch allowed Lhem Lo learn abouL and
undersLand Lhelr AborlglnallLy. 1he course LaughL sLudenLs abouL Lhe connecLlons people and culLures
have wlLh each oLher and how some of Lhese connecLlons are more compllcaLed Lhan popularly
presenLed. SLudenLs expressed Lhelr deslre for Lhls Lype of learnlng and Lhe lmporLance Lhe lnformaLlon
has for Lhem Lo move forward.

1be beooty of coltote - tbe foct tbot coltote Joes btloq so mooy people toqetbet, ooJ lts wbot belps
people ooJetstooJ wbo tbey ote. 1bots wbot l leotoeJ. (ku 5toJeot.J, p. J)
oo Joot teolly teollze bow loqtoloeJ tbe steteotypes ote lo tbls soclety. (ku 5toJeot.5, p. 4)
jwe JlJ mote tblokloq becoose] lts sometbloq tbot we oll woot to koow. (ku 5toJeot.1, p. 5)

Lxposure Lo new 8esources and ConLenL
SLudenLs were enLhuslasLlc abouL Lhe resources used and Lhe conLenL covered ln Lhls class, Lhey were able
Lo read, waLch, and learn Lhlngs Lhey would noL have ordlnarlly encounLered. 1hey expressed LhaL Lhese
resources gave Lhem a greaLer awareness of Aborlglnal perspecLlves and experlences, as well as an
appreclaLlon of Lhlngs LhaL were lefL ouL of malnsLream hlsLory and news coverage. 1helr enLhuslasm
lndlcaLed Lhelr surprlse aL learnlng Lhrough Lhese resources LhaL challenged Lhem, buL also Lhelr deslre Lo
confronL and work Lhrough Lhese challenges uslng hlgher-order Lhlnklng. SLudenLs sald LhaL Lhey found
Lhe asslgnmenLs relevanL Lo boLh Lhe course and Lo Lhelr llves and LhaL Lhey en[oyed worklng Lhrough Lhe
lssues Lhe course covered.

vetytbloq wos qteot. l loveJ tbe osslqomeots. l llkeJ tbe movles, ooJ tbe books wete omozloq. (ku
5toJeot.7, p.12)
l wos jost kloJ of fosclooteJ wltb oll tbe tbloqs tbot moJe me Jlscovet my Abotlqloollty. (ku 5toJeot.J,
p. 15)
l feel llke lve beeo cbeoteJ lo some level of tbe octool coooJloo blstoty tbot bos boppeoeJ - lt kloJ of
botbeteJ me tbot l Joot koow. (ku 5toJeot.4, p. 2)

1he CpporLunlLy Lo 1hlnk and Share ln new Ways
SLudenLs lndlcaLed LhaL by Lhe end of Lhe class Lhey felL bonded as a group of people Lhey could share
wlLh, llsLen Lo, and collaboraLe wlLh, ln oLher words, a communlLy of learners. 1hey were able Lo come
LogeLher Lo express Lhelr prlde and knowledge ln Lhelr AborlglnallLy, buL also learn whaL Lhey dldn'L know
94
and draw on each oLher's experlences. 1hey llked Lhe ln-class asslgnmenLs ln whlch Lhey could work
Lhrough lssues from Lhe readlngs and appreclaLed Lhe round Lable dlscusslons LhaL gave all sLudenLs an
opporLunlLy Lo share. 1he class provlded Lhe sLudenLs wlLh a sLrucLure ln whlch everyone was acLlve ln
llsLenlng and respecLlng each oLher and gave sLudenLs a greaLer sense of Lhelr own oplnlons and
perspecLlves. 1he sLudenLs' commenLs lndlcaLed LhaL Lhls class was unlque ln provldlng Lhem wlLh Lhls
communlLy Lo learn ln and LhaL Lhey were able Lo learn beLLer and deeper because of lL. Cn sLudenL
reporLed Lo her hlgh school Leacher lo tbot closs l leotoeJ bow to wtlte."

we woot to qlve tbe people o bettet ooJetstooJloq oboot wbo we ote ooJ wbot we stooJ fot. (ku
5toJeot.7, p. J)
wbot l llkeJ tbe most wos, jost leotoloq bow to Jlscoss evetytbloq. (ku 5toJeot.6, p. 16)
closs Jlscossloos l feel llke lt wos vety Jlffeteot ooJ lo o qooJ woy, becoose l llke koowloq wbot evetyooes
tblokloq, ooJ lt mokes me tblok. lts llke, Ob, yeob, l tblok tbot too. (ku 5toJeot.6, p. 16)
! ! ! "#$%&%'()('*!+,-!.$/%%&0!

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"Across D|fference" 1DS8 Drama Co-op rogram
2010 ro[ect keport
Dr. Susan D. D|on
_____________________________________________________________________________________

kCILC1 DLSCkI1ICN
uurlng Lhe wlnLer of 2010, 1uS8 sLudenLs had Lhe opporLunlLy Lo Lake parL ln a four-credlL performance-
based co-operaLlve educaLlon program. 1hls urama Co-op" has been offered by Lhe board for LwenLy
years, as one of Lhe few cenLrally run co-operaLlve educaLlon programs. A Leacher ls hlred Lo oversee Lhe
course and lL ls run ouL of a 1uS8 faclllLy, ln Lhls case, Lhe 8rockLon LducaLlon CenLre. 1hls year was Lhe
flrsL Llme Lhe board declded Lo lnLegraLe boLh drama and dance componenLs. SLudenLs were lnvlLed Lo
audlLlon for Lhelr poslLlons, and ln Lhe end, 26 sLudenLs from across Lhe clLy, 10 of whom were
Aborlglnal, parLlclpaLed ln Lhe program. 1hls year Lhe program was called Across ulfference" and Lhe
focus of Lhe work was on Aborlglnal people, hlsLory, and culLure. 1he program was funded Lhrough Lhe
ArLs ueparLmenL of Lhe 1uS8, Lhe CnLarlo ArLs Councll, and Lhe Aborlglnal LducaLlon CenLre. loodShare
also supporLed lL. 1hls year was unlque ln LhaL Lwo faclllLaLors, lnsLead of only one, were hlred Lo run Lhe
program: Sllvy, a drama Leacher from CenLral 1ech who was hlred Lhrough Lhe 1uS8, and MeLls arLlsL,
fllmmaker, sLoryLeller, and educaLor kaL, who was hlred Lhrough Lhe CnLarlo ArLs Councll. 1he ALC
played a key parLnershlp role ln Lhe pro[ecL: each of Lhe sLaff parLlclpaLed ln or shared Leachlngs, and
Lhey provlded supporL and counselllng for sLudenLs. lood for Lhe program was provlded by loodShare.

UkCSL
1he purpose of Lhe urama Co-op program ls Lo provlde 1uS8 sLudenLs wlLh an opporLunlLy for
experlenLlal learnlng. 1he program alms Lo brlng sLudenLs LogeLher from across Lhe 1uS8 Lo learn drama,
dance, and producLlon skllls ln an envlronmenL dlfferenL Lhan Lhe usual classroom seLLlng. 1he program
ls open Lo sLudenLs who are lnLeresLed ln learnlng skllls ln a workplace envlronmenL, ln lleu of Lhelr
regular hlgh school classes. 1he 1uS8 supporLs Lhls endeavour Lhrough lL's A81S = SLudenL Success ArLs
Advocacy" program, whlch supporLs Lhe bellefs LhaL Lhe arLs:

Pelp sLudenLs explore, represenL, and Lhlnk crlLlcally abouL ldeas and concepLs,
Are lncluslve, LhaL learnlng ln and Lhrough Lhe arLs can help all sLudenLs be successful ln school,
uevelop skllls LhaL can be Lransferred Lo oLher areas of Lhe currlculum,
ConnecL learnlng experlences Lo Lhe world of work,
1each self-dlsclpllne,
1each sLudenLs how Lo lnLeracL wlLh one anoLher and work effecLlvely ln groups,
8ulld sLudenLs self-confldence, and
1each empaLheLlc responses Lo oLhers and help ln Lhe undersLandlng of and a respecL for a
mulLlLude of culLural LradlLlons and values and because of Lhls conLrlbuLe Lo safe, orderly
envlronmenLs ln schools and Lhe communlLy, and prepare sLudenLs Lo lmaglne, vlsuallze, and
shape a beLLer world.

CCUkSL DLSCkI1ICN
1hls year's urama Co-op, Across ulfference", was grounded ln Aborlglnal culLural Leachlngs and soclal
[usLlce lssues. 1he Leachers Lrled Lo creaLe a space where Aborlglnal culLural Leachlngs could provlde a
framework for Lhe whole pro[ecL. lor lnsLance, many mornlngs would begln wlLh a smudge clrcle.
1hroughouL Lhe semesLer, Aborlglnal elders, communlLy workers and arLlsLs came Lo share Lhelr
96
knowledge wlLh Lhe class. 1he program also made sure Lo slLuaLe Lhe Leachlngs as belng from speclflc
naLlons, raLher Lhan generallzlng Lo a sLereoLyplcal pan-lndlan" culLure. Whlle Lhe focus of Lhe course
was on culLural Leachlngs, Lhe program also Lrled Lo lnLegraLe soclal [usLlce lssues. lor lnsLance, Lhe class
Look a fleld Lrlp Lo Cueen's ark where Lhey marched ln solldarlLy wlLh Lhe Aborlglnal communlLy of
Crassy narrows.

1he sLudenLs used Lhe knowledge Lhey were galnlng Lo creaLe a performance cenLered on Lhe Loplc of a
search for ldenLlLy. 1hey lncorporaLed each of Lhelr own sLorles lnLo Lhe narraLlve, and Lled Lhem Lo Lhe
hlsLory and conLemporary reallLles of Aborlglnal peoples. 1he play Lhey creaLed focuses on a young glrl
who ls comlng Lo Lerms wlLh whaL lL means Lo be Aborlglnal. 1hroughouL Lhe play, she gaLhers dlfferenL
Leachlngs and Lhe sLudenLs also have a chance Lo Lell Lhelr personal sLorles. 1he dancers lnLerpreL Lhe
Seven CrandfaLher 1eachlngs LhroughouL Lhe performance. 1he sLudenLs who parLlclpaLed ln Lhe urama
Co-op malnLalned conLrol over Lhe enLlre creaLlve process and had Lhe chance Lo learn new skllls from
one anoLher.

SUCCLSS CI 1nL kCILC1
1here were 26 sLudenLs who parLlclpaLed ln Lhls year's urama Coop program, 10 of whom were
Aborlglnal. 1hrough Lhelr lnvolvemenL, Lhe sLudenLs had Lhe opporLunlLy Lo acqulre pracLlcal skllls, such
as acLlng, danclng, and sLoryLelllng, as parL of a dynamlc learnlng communlLy. lrom surveys LhaL 18
sLudenLs compleLed ln May 2010, lL can be noLed LhaL Lhey all felL LhaL parLlclpaLlng ln Lhe program had
a good or excepLlonal lmpacL on Lhelr school experlence, LhaL Lwo Lhlrds now aLLend school more
regularly, and LhaL over half feel happler aL school. 1he lnsLrucLors noLed ln lnLervlews LhaL Lhree of Lhe
Aborlglnal sLudenLs who came regularly Lo Lhe program do noL usually aLLend Lhelr hlgh school classes.
AfLer Lhe compleLlon of Lhe program, lL was also noLed LhaL half of Lhe sLudenLs parLlclpaLed ln a youLh-
elder gaLherlng Lo whlch Lhey had been lnvlLed by one of Lhelr lnsLrucLors.

WnA1 S1UDLN1S nAD 1C SA
uurlng Lhe flnal sLages of Lhe co-op program, sLudenLs had Lhe opporLunlLy Lo provlde feedback Lhrough
surveys, a 1alklng Clrcle, and a quesLlon and answer perlod followlng a performance aL Pumber College.
1hrough Lhelr responses, lL ls evldenL LhaL Lhe sLudenLs were exclLed and lnsplred by whaL Lhey had
learnL abouL Aborlglnal culLure, Lhemselves and Lhe process of creaLlng. Cne of Lhe lnsLrucLors noLed
how lL was wonderful seelng Lhe sLudenLs comlng allve Lo Lhelr sLorles, comlng allve Lo Lhelr own arL,
and supporLlng each oLher ln lL and lnsplrlng each oLher lL, and . . . Laklng ownershlp of lL" (uC
lnsLrucLor.1, p. 6). arLlcularly, sLudenLs were eager Lo speak Lo Lhelr new knowledge abouL Aborlglnal
culLural Leachlngs, Lhelr new undersLandlng of Lhemselves, and Lhelr appreclaLlon of experlenLlal
learnlng. 1he Aborlglnal sLudenLs ln Lhe group found Lhe process lmporLanL ln Lerms of galnlng new
lnslghLs lnLo Lhelr AborlglnallLy.

new knowledge of Aborlglnal CulLure
Many of Lhe sLudenLs spoke of how Lhey have appreclaLed Lhe opporLunlLy Lo learn abouL Aborlglnal
culLure, hlsLory, and people. Several noLed LhaL Lhey have come Lo a new awareness of Lhe lmporLance
of Lhe medlclne wheel, ceremonles, and danclng. As one sLudenL sald,

l bove leotoeJ oboot tbe lmpottooce of tbe meJlcloe wbeel ooJ tbe oqle leotbet ooJ bow
lmpottoot tbese tbloqs ote ooJ mote lmpottootly bow tbe obotlqlool coltote ls teolly, bow
obotlqlool people otlqlooteJ bete, ooJ wbot tbey teolly ote oll oboot. (1olkloq cltcle,
5toJeot 10)

! ! ! "#$%&%'()('*!+,-!.$/%%&0!

97
Whlle Lhls commenL lndlcaLes Lhe exlsLence of a slngle Aborlglnal culLure, lL also shows LhaL sLudenLs
came Lo an awareness of Lhe complexlLy of Aborlglnal culLure ln a way LhaL Lhey had noL been LaughL
before. 1hrough Lhe sLudenLs' commenLs, lL ls evldenL LhaL many of Lhem used culLural Leachlngs Lo
develop new undersLandlngs of Lhe world around Lhem. 1helr engagemenL wenL beyond slmply
memorlzlng Lhe lessons LaughL, Lo undersLandlng how Lhe Leachlngs applled Lo Lhelr own llves.

l bove leotoeJ oboot tbe meJlcloe wbeel ooJ lts lmpottooce, tbe lmpottooce of tbe wbeel to
teocbloqs. l bove leotoeJ oboot tbe 7 CtooJfotbet teocbloqs ooJ wbot tbey ote meoot to
Jo, tbe meooloq tbey ote sopposeJ to qlve people tbot evetytbloq ls coooecteJ ooJ
evetytbloq bos potpose blq ot smoll. (1olkloq cltcle, 5toJeot 12)

l leotoeJ tbe lmpottooce of tespect, bow to tespect tbe Jlffeteoces lo people, olso oboot
cetemooles ooJ wby tbey ote lmpottoot, tbelt coooectloo to tbe spltlt ooJ oboot Jtommloq.
(1olkloq cltcle, 5toJeot 4)

l leotoeJ oboot tbe meJlcloe wbeel, ooJ bow to coooect tbot to oot owo expetleoces bow to
coooect Jtommloq to oot owo coltote. (1olkloq cltcle, 5toJeot 6)

Some of Lhe sLudenLs noLed how Lhey felL uncomforLable learnlng cerLaln Leachlngs because of Lhelr
ldenLlLy as non-Aborlglnal, and oLhers noLed new undersLandlngs of colonlallsm and Lhe sLruggle for
Aborlglnal rlghLs.

l felt weltJ becoose l JlJo't tblok l wos leqlt, becoose l'm oot Abotlqlool. 5o l woso't
sopposeJ to be Joloq lt. 8ot elJets come lo ooJ l qot to tty tbloqs. l ooJetstooJ lt mote
oow. (O&A 5essloo)
!
Most of oot teocbloqs come ftom Ojlbwo ootloo. l woso't sopposeJ to speok to lt becoose
lt's steteotyplcol. l coooecteJ to meJlcloe wbeel becoose coooects evetyooe, so tbot's wbete
l flt lo. (O&A 5essloo)

1bot Abotlqlool tlqbts ote o cotteot, ooqoloq lssoe becoose Abotlqlool people ote tbe most
opptesseJ ooJ leost tecoqolzeJ mlootltles lo coooJo. (5otveys, 5toJeot J)

1bot tbeyte oot loJloos, tbot tbey Joo't oo weot beoJ booJs, tbot most fltst ootloos
peoples Joo't qet to eojoy tbe foct tbot tbey qet mooey, ooJ tbot most bove qooe to
teslJeotlol jscbool]. (5otveys, 5toJeot 8)

Abotlqlool coltote wos stoleo ftom tbem. lt's tlme to qlve tbem bock tbelt coltote ooJ woy of
llfe. (5otveys, 5toJeot 16)

ueeper Self-undersLandlng
AnoLher Lheme LhaL emerged Lhrough Lhe sLudenL feedback ls LhaL Lhe parLlclpanLs had Lhe opporLunlLy
Lo learn abouL Lhemselves and Lo grow durlng Lhelr Llme ln Lhe co-op program. SLudenLs parLlcularly
menLloned lmproved soclal lnLeracLlon skllls, a greaLer ablllLy Lo deal wlLh responslblllLy, and becomlng
more self-confldenL. 1he use of arL and creaLlvlLy ln Lhe program also allowed sLudenLs Lo develop new
relaLlonshlps wlLh Lhemselves and wlLh each oLher.

98
l woot to bove o cootloootloo of tbe ptoqtom, l om leooloq oo o mote petsoool level of wbot
l om copoble of, tbe qtoop wotk lovolveJ, tbe sbotloq of lJeos ooJ bow tbot oJJs to
cteotloq. (1olkloq cltcle, 5toJeot 8)

commoolcotloo skllls, wotkloq wltb otbets, opplyloq my cteotlvlty to my evetyJoy llfe.
(5otveys, 5toJeot 16)

l bove leotoeJ bow to booJle tespooslblllty. (5otveys, 5toJeot 2)

AppreclaLlon of LxperlenLlal Learnlng
1he sLudenLs expressed how much Lhey appreclaLed learnlng ouLslde of Lhe classroom conLexL. 1he
sLudenLs en[oyed obLalnlng knowledge ln a varleLy of ways, especlally from guesL speakers wlLh a wlde
range of backgrounds. 1hey also expressed Lhe beneflLs of learnlng LogeLher, connecLlng wlLh one
anoLher and developlng a sense of communlLy.

we ote mokloq oot owo seose of cootext lo oot owo woy otbet tboo jost ooe woy, jost wbot
tbe text book tells os ot wbot someooe tells os. (1olkloq cltcle, 5toJeot 11)
!
Att ls o Jlffeteot woy of koowloq ooJ loteqtotloq lt ollows os to exptess ootselves bettet, lo
oo ott boseJ settloq we ote osloq Jlffeteot skllls ooJ llvloq tbose skllls otbet tboo wtltloq o
test, tbete ls oo ptessote. (1olkloq cltcle, 5toJeot 10)

wbeo lo tbe 1u58 l leoto ftom o set cottlcolom, bete lt ls ptoctlcol, l coo olso be myself,
exptess myself ooJ feel qooJ to Jo tbot lo oo opeo eovltoomeot l qet exclteJ to come bete
ooJ to be oble to Jo tbot. (1olkloq cltcle, 5toJeot 8)
!
l leotoeJ commoolty, tbls ls my fomlly ftom Jlffeteot coltote. (O&A letloJ)

Aborlglnal SLudenLs
1hrough Lhe daLa collecLed lL ls also apparenL LhaL Lhe Aborlglnal youLh parLlclpanLs responded Lo Lhe
co-op ln a parLlcular way because of Lhelr relaLlonshlp Lo Lhe conLenL and Lo Lhe process. Cf Lhe sLudenLs
who ldenLlfled as Aborlglnal or mlxed Aborlglnal and non-Aborlglnal, and who compleLed Lhe surveys,
Lwo Lhlrds of Lhem sald LhaL Lhe co-op lmpacLed how Lhey felL abouL Lhelr AborlglnallLy. 1hey responded
LhaL Lhe co-op made Lhem feel more comforLable expresslng Lhemselves, more lnLeresLed ln Lhelr pasL,
and caused Lhem Lo reallze how much more Lhey would llke Lo learn abouL Aborlglnal culLure. Many
sLudenLs also expressed LhaL Lhe program helped Lhem ln becomlng more comforLable wlLh Lhelr
ldenLlLy, and LhaL lL was lmporLanL Lo have Lhe opporLunlLy Lo share Lhelr knowledge wlLh Lhelr peers. A
common senLlmenL was LhaL Lhe sLudenLs knew very llLLle abouL Lhelr culLure beforehand and now Lhelr
confldence, lnLeresL and knowledge has greaLly lncreased.

8efote l joloeJ l JlJo't bove too mocb koowleJqe, l leotot o lot, lt's qooJ to tespect yoot
coltote. leotoeJ o lot ftom tbe elJet stotles oow lotetesteJ lo my owo coltote. (O&A petloJ)

l JlJo't koow lots oboot Abotlqlool coltote, wblcb sockeJ o lot becoose l om Abotlqlool, l
leotoeJ o lot. (O&A petloJ)
!
l JlJo't toke lt setloosly ot fltst, bot oow teollze l've leotoeJ so mocb. ulJo't koow tbey boJ
tbelt owo looqooqe. leotoeJ o lot ftom otbet Abotlqlool stoJeots. l'm ptooJ to be
Abotlqlool. (O&A petloJ)

99
!"#"$"%&"'()*+'
Absolon, k., & WllleLL, C. (2004). Aborlglnal 8esearch: 8erry plcklng and hunLlng ln Lhe 21sL cenLury. lltst
leoples cbllJ & lomlly kevlew, 1, 3-17.
Alfred, 1alalake. (2004). Warrlor Scholarshlp: Seelng Lhe unlverslLy as a Cround of ConLenLlon. ln u.
Mlhesuah & A. Wllson (Lds.), loJlqeolzloq tbe ocoJemy. 1toosfotmloq scbolotsblp ooJ
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8ooks.

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