hɛhɛwtəmšɩn: Moving Forward in Indigenous Education

“In school I learned about the devastating impact of the Residential Schools through novels and survivors’ stories; this is something many of Powell River’s older residents would not have been taught... It is [our] duty to respect the opinions of those who lived here before the settlers came and follow through on… stated goals of reconciliation.”

Learning about the rich history, heritage, resilience, and diversity of Indigenous peoples across Canada extends beyond National Indigenous History Month in School District 47. Educators embed Indigenous perspectives, culture, and history into their teaching practice and schools throughout the school year. In 2015, the province’s redesigned curriculum committed to embedding Indigenous perspectives into all parts of education in meaningful and authentic ways. This was done to both acknowledge the mistreatment and disrespect Indigenous people have endured throughout Canada’s history and to transform the education system to improve outcomes for Indigenous learners. As the honourable Justice Murray Sinclair said, “Education is what got us here, and education is what will get us out.”

The shift has been challenging as many teachers were not trained in university on the topic. Jessica Johnson, District Principal of Indigenous Education said that since the shift “many teachers began moving forward with courage, trying to model humility, and framing themselves as learners alongside students as they worked through the content together.” Now, six years later, students and staff are continuing to deepen their understanding of and empathy for Indigenous experiences in this country.

School communities have been working together to decolonize mindsets and further strategies that increase the presence of Indigenous culture, languages, and history for all students throughout School District 47. This includes more emphasis on the traditions and history of Indigenous peoples, including learning about residential schools and their effects in Social Studies; studying dances, songs, stories and belongings created by Indigenous people in Arts Education; and exploring and appreciating First Peoples texts and traditions in Language Arts.

Educators in School District 47 have also developed and implemented courses such as BC First Nations Studies 12, English First Peoples 10-12, the Traditional Skill Builder program, and ʔayʔaǰuθəm 5-12. The ʔayʔaǰuθəm language curriculum will be formally recognized as Ministry courses as of July 1, 2022.

Students are also given many opportunities to engage in reconciliation and anti-racism conversations and events. “Youth are becoming more informed about Indigenous history and are learning how to work toward reconciliation and be advocates for antiracism. With our knowledge we can put out a strong argument and do our best to support Indigenous communities for what we know is right,” a Brooks Secondary student noted at a recent event.

Recently, a few Possible Name Change activites were held at Brooks where students were able to witness, learn, ask questions, and share their perspectives and opinions. From the group who submitted feedback, what came through loud and clear was youth wanted their voices to be heard as they believe they have an important position in this discussion as future leaders, citizens, and agents of change for racial justice, reconciliation, and equity:

“As a youth, in school I learned about the devastating impact of the Residential Schools through novels and survivors’ stories; this is something many of Powell River’s older residents would not have been taught... It is [our] duty to respect the opinions of those who lived here before the settlers came and follow through on…stated goals of reconciliation.”

“I feel like as a part of reconciliation, the name change is a crucial part. It is also a movement that shows respect for our Indigenous peoples living here.”

“I believe youth voices are important, because the decisions made by adults will directly impact us in the future. Hearing our opinion will open their minds to what we want for the future.”

“If we as a community have moved forward at all, people will realize that this is an opportunity to put something in history books that people are proud to teach our children about. Written with justice, peace, and love as my motivation.”

Looking to build on the momentum for change, schools have also recently selected Indigenous Success Advocates to participate in equity and diversity advocacy across the district. In addition, each school submitted a proposal for the hɛhɛwtəmšɩn (moving forward) grants of $5000 to support Indigenous student success and sense of belonging and presence. We are proud of the Indigenous Education work that has been done in the district and are also keenly aware that much more work is needed as we move forward to improve Indigenous Education for all.

Want to learn more? Contact us.

4351 Ontario Ave • 604 485-6271 www.sd47.bc.ca