Broadening Our Horizons

BROADENING OUR HORIZONS

How an inquiry project sparked collaboration and learning between students in Nunavut and Ottawa

By Cynthia Bifolchi

While many educators, quite understandably, lack confidence in teaching their students about Indigenous history and current issues, it is heartening to see a growing number of examples of Indigenous education in action.

The inquiry project that Grades 3 and 6 students from St. James Catholic School in Kanata have undertaken with Grade 8 students at Qitiliq School in Arviat, Nunavut, is an excellent example of how educators are using creative ways to spark Indigenous knowledge and collaboration among students. Led by teachers Kimberley Stiff and Deborah Lewis, the main goal of the project is to help Qitiliq School increase student attendance. However, along the way, valuable learning is happening too. St. James students have been communicating with the Qitiliq students to learn more about Inuit culture, and Qitiliq students are learning about what life is like in Ottawa.

“Deborah and I decided to undertake this deep learning project because our students came back from WE Day with many questions about… reconciliation,” says Kimberley. “Our social studies curriculum teaches them about the history of the first peoples of Canada, but not about the injustices made against them, or their present.” They already had a contact at Qitiliq School, Grade 8 teacher June Ellen Wells, so they decided to team up with her class for the project. They also chose to collaborate with teachers Marianne Graham and Cecilia DiFelice from St. James’ feeder high school, Holy Trinity, and their Grades 7 and 8 students. “We loved the idea of collaboration at the primary, junior, intermediate, and senior levels,” says Kimberley.

The St. James students are also working with the Qitiliq School students on their own respective school murals, each inspired by this collaboration. “Hopefully, we are helping them broaden their view of what makes Canada, just as they are broadening our view,” says Kimberley. “This is building understanding, respect, and appreciation of other cultures within Canada. They are understanding that by learning about the past, and learning about and from each other, they can work together to create something amazing.”

And the project is not stopping at the mural – according to Kimberley and Deborah there are even bigger plans underway. Qitiliq students are going to create art, like beading and carvings, to be sold in Ottawa, with the funds going straight back to them, while St. James students will create and sell art prints inspired by stories passed to them from the northern students. Also, at the end of the project, they hope to fly two students from Arviat to visit Ottawa.

The project has been a hugely positive experience for both schools. “So far, Ms. Wells has let us know that her students are really interested in communicating with our students,” says Kimberley. “They were excited to also share a video of their school and community, like we are doing for them.”

And St. James students have enjoyed learning about Inuit culture, and how Indigenous history relates to the ongoing work of Truth and Reconciliation. “I like learning about the Inuit culture,” says Grade 3 student Sebastian. “It is interesting how they make tools and clothing and use items to help them live. I never knew Canada was so big. Canada is so interesting.”

“During this project, I have learned many things about the Inuit culture, like how they have learned in the past and how they live now,” adds Grade 6 student Shauna. “I learned this from guest speakers and our pen pals, and also from reading about their way of life. We are also learning about how Canada was not always fair to the Inuit, and how we are now trying to make amends for what we did in the past.”

Kimberley and Deborah encourage other teachers to think about embarking on an inquiry project like this. “A good inquiry project comes from student voice and interest, but also needs to be guided by an educator with an open mindset,” they advise. “Willingness to work with other educators is paramount. Bring your ideas forward to administration. There is support and funding available.”

However, perhaps the biggest positive from a project like this is the understanding and compassion it engenders. As Grade 3 student Ruby says, “I want the students to know that everyone does things and lives differently. Every kid deserves to smile, and everyone deserves to have the opportunities we do.”

Cynthia Bifolchi is Writer/Researcher in the Communications and Government Relations departments at the OECTA Provincial Office.