February 2010 Volume #2 PLEASE POST

LearningLinks
Sharing Stories… Sharing Ideas… Building Relationships
A Richmond School District Newsletter for All Staff
LearningLinks Goes Green: go to http://learninglinks.sd38.bc.ca for previous and current issues.

Welcome readers. If we were gathered together now, face to face instead of reading a text, we would ask an Elder to start with a
prayer. The prayer would consist of asking for strength from the Creator to carry on our important work as well as giving thanks for
opening our minds and hearts to new possibilities. Keeping in First Nations tradition, what you are about to hear (read) are people’s
stories through which we are able to teach authentically, learn, and grow.

Seeing With New Eyes

As I watched the arrival of the Olympic flame in Victoria on television last October, I observed with new eyes the canoe that
carried the Chiefs of local First Nations to the harbour front. Once docked, they carried the torch to the lawn of the Legislative
buildings where many dignitaries took part in the Welcoming Ceremony.

I use the term “with new eyes” because only a few years ago I would have thought this was yet another moment for the
government to showcase the Aboriginal culture in a politically correct way. However, upon further reflection and questioning of
my own First Nations heritage, I realize that the symbolism of the First Nations Chiefs carrying the torch is also a representation
of the progress being made by First Nations cultures in taking control of their lives in land use and economic development, in
political relations and governance, in health care and in education. Not many years ago, Aboriginal people were limited in how
they could participate in society by conditions set forth in the Indian Act, and for a large part of the last century, the aim of our
government was to get rid of the Indian problem and dishonour all Indigenous ways of being and knowing. Things are changing.

In my role as the facilitator for the Aboriginal Enhancement Agreement (EA), I feel honoured to be helping to guide the
community and school district in their quest to seek meaning in the education of Aboriginal children. The School District, the
Ministry of Education and local Aboriginal groups are working closely together to develop goals that will affect programs,
services and curriculum delivery aimed at improving Aboriginal student achievement.

Through community gatherings the voices of all stakeholders are asked to define what success looks like for our children, what
we need to do to achieve the success we want, and how we will know that we are successful. The E.A. is the first step in
recognizing the part that we must all play in supporting students in our community. As educators, it is incumbent upon us to
enhance and support the unique talents that our students bring to our classrooms. As parents, it is critical that their voice and
vision are heard for the academic and social success of Aboriginal youth.

For all of us, by examining with new eyes our own values and attitudes we can begin to create a framework for the development
of relevant curriculum and resources and to think about ways to enhance our collective understandings of each other.

Diane Jubinville, Teacher Consultant, Aboriginal Enhancement Agreement

Reflections
A medicine man named Wop-Scow-nee-wha-chee (White "Before we begin, I want to talk about what you already know or
Mountain) who is Cree, Ojibwa and Cherokee shared his think you know about First Nations people," we said in front of
story with McNair Secondary School students. It is said, eager eyes. We were greeted with silence. After a few long
"When the student is ready the Master will appear." In a minutes, a giggly hand shot up. “Do they still exist?” This
course called BC First Nations Studies 12, White introductory lesson made us aware of the importance of Aboriginal
Mountain journeyed with us sharing ancient wisdom so we Studies in the curriculum. In our elementary program we strive to
too could have our own vision and gain our true name... As excite our students to learn more about the culture and daily life of
we sat in the circle sharing our collective stories First Nations people. Essentially, we want to help build a socially
experienced during the days and nights of our quest, one responsible society that intrinsically feels a profound connection to
student said, "I wish other students at other schools could our origins.
experience this too." Read more on-line at Carlie Billinger and Richelle Walliser, Teachers,
http://learninglinks.sd38.bc.ca Anderson Elementary
Mike Akiwenzie, District First Nations Resource Teacher
I’ve taught BC First Nations in my combined studies classroom; it
is well-received by all of the students. The content of the course is
When I teach Social Studies 10, I facilitate a brainstorm interesting, enlightening, and provides opportunities for
that regularly reveals students’ false notions about First experiential learning. A few students self-identified after they
Nation people. I proceed to show a wonderful took the course. However, the power of the course was never
documentary titled, Where the Spirit Lives, the story of more evident than at the end of the first semester. A student, who
Aboriginal children at residential schools. We then had parents and grandparents from the residential schooling
investigate the Canadian government’s historical view and system, and who was also struggling with self-identity and
treatment of First Nation people and the Indian Act’s addiction issues, thanked me for presenting his history in a
mandate. The students are consistently shocked, and a positive and true light. He said that for the first time in his life he
closing reflection reveals their new awareness. was proud of his heritage. Read more about residential schools
Rob McDonnell, Teacher, Burnett Secondary on-line at http://learninglinks.sd38.bc.ca
Andrea Davidson, Teacher, Hugh Boyd Secondary

School District No. 38 www.sd38.bc.ca

Reflections continued …..
As an educator, a visitor on Musqueam lands, and a citizen of this
My grade 3/4 students have enjoyed learning about several
great country for the past 25 years, I believe it is my utmost
First Nations groups. There is a First Nations student in my
responsibility to instill in all my students that Aboriginal history is
class, and by learning about First Nations, he has the
a large part of who we are as Canadians. Thus, to omit, deny or
opportunity to share his culture with the class. He does not
hear negatively portrayed versions of these diverse histories of
often share in class and this gives him a chance to shine.
Aboriginal Peoples, in essence depletes our understanding of
Jennifer Hui, Teacher, Woodward Elementary
Canadian history and culture. Conversely, in acknowledging,
The Colt Young Parent Program has had a long reconciling, and celebrating these histories in the context of the
relationship with Mike Akiwenzie. He has provided classroom and beyond, we are able to teach all our students to
support to us through group activities and individual respect, take pride and reap the immense benefits of indigenous
support. Through activities such as creating individual knowledge.
medicine wheels and drum-making he has provided a Emmanuel Adjei-Achampong, Teacher, Bridge Elementary
forum for discussions about self-worth and respecting each
person’s unique ancestry. One of the most valuable lessons Having First Nations Resource Teacher Mike Akiwenzie in my
Mike has brought to our students is an understanding about classroom allowed me to watch my students develop an interest in
how to think about themselves as part of the earth, and value of Aboriginal stories, culture, and history as he artfully
connected to all mothers/parents through time, part of a wove knowledge, tradition and skills together. His work developed
community. When someone is struggling on a daily basis an interest and value of their own family stories and ancestry. The
with the tasks of growing-up and parenting at the same, potlatch we hosted brought our community together to celebrate
these are powerful messages. art and each other.
Kate Buium, Family Support Worker and Marni Maitland, Brooke Douglas, Teacher, Dixon Elementary
Program Teacher, Colt Young Parent Program,
Richmond Secondary School Aboriginal traditions can become a framework for lessons in the
Grade 4/5 classroom. I use the Potlatch as a culminating
It has been my privilege to take part in our school's celebration to a unit where students present themselves as
monthly First Nations classes, taught by our district's grandchildren of their ancestors, talk about their family’s
teachers, Lynn Wainwright and Kim Matson with our First traditional lands, and share important dates in their calendar. Each
Nations youth. Many of these students are not actively student brings a favourite dish from their tribe and we invite elders
involved in their culture or community, and they are glad to witness our speeches. I teach the history of the Potlatch in
to come together with others, making comments such as, Canada and we talk about at how all people celebrate marriages,
"This is the first time I've been together with so many deaths, and spirits.
other First Nations youth," or "I didn't know the others Renata Hyrman, Teacher, Woodward Elementary
were out there!" It has been a positive time of coming
together and learning. As our district is in the process of At our Remembrance Day Assembly in the fall, we had the
developing the Aboriginal Enhancement Agreement, our privilege of having an Aboriginal veteran in attendance. This came
youth, along with parents, elders and community have about through the efforts of one of our EA’s who made the
made their voices heard as we work together towards a arrangement through Aboriginal Veterans Affairs. The veteran’s
common goal of having all students find a sense of presence added a powerful dimension to our gathering, one which
belonging, fulfillment and success in our schools we will continue to include in the future. It was significant for our
Marika Mayer, Youth Support Worker, whole population but it was especially important for our ten First
Hugh Boyd Secondary Nations students as it highlighted for them that their ancestors also
contributed to WWII.
Exploring the First Nations cultures and considering the Birgitte Biorn, Principal, James Thompson Elementary
impact that the European explorers and settlers had on
them, is the most powerful part of the grade 4/5
curriculum. The students begin to understand how cultures
Did You Know…..
undergo change and loss, and they develop a natural
- A new resource is available on the district website. This blog has
empathy for those who have experienced cultural loss. Last
been developed to inform the public about the Enhancement
term, my students learned about the people of the Pacific
Agreement (EA) as well as to create dialogue among teachers to
Northwest. They imagined that they were children of a
promote understanding of Indigenous Knowledge
First Nations group, 300 years ago. They took notes, wrote
paragraphs, and created posters to show their learning. On http://ourvoicessd38.blogspot.com/.
presentation day, Roberta Price, a Coast Salish from the - BC First Nations Studies 11/12 is a provincially-examinable
Nanaimo and Cowichan territories, was our honoured Social Studies 11 equivalency course that is educationally relevant
guest. She visited each child’s project, carefully listening to ALL students
as they explained what they knew. She offered them first - The RSD has an Aboriginal student population of 212. This is the
hand knowledge about how the First Nations people number of students who have self-identified. Typically, in school
governed themselves and resolved conflicts. We were very districts that have signed their Enhancement Agreement, the
inspired by her gentle and wise manner. number of identified students increases dramatically.
Terrie Rolph, Teacher, Hamilton Elementary - The DRC has a wealth of resources that are available for
incorporating Aboriginal culture across the curriculum. Search
Lee School is most fortunate that Earl Einarson is a parent ‘Aboriginal Content’ for a full listing under destiny.sd.38.bc.ca
in our community. Earl, a member of the Ktunaxa First Read more on-line at http://learninglinks.sd38.bc.ca
Nation, wrote a picture book called The Moccasins,
illustrated by Julie Flett who is of Cree and Metis descent. ProD Update
It is a beautiful story of a child’s memory of the moccasins WOW: Workshop on Workshop, February 24
his foster mother gave to him and how they made him feel The Crucible - Leadership on the Edge, March 11
safe and loved. It is a thought provoking read that Change Your Mind, Change Your Life, April 1
stimulates personal reflections. The Moccasins was printed Pathways Between Eastern and Western Education, April 14
in Canada by Theytus Books Ltd., with support from the Getting to Know On-Line Research & Community Tools, Apr. 14
Canada Council for the Arts and the British Columbia Arts Sustainability - Transportation, April 15
Council. Assessment FOR Learning - Where Are We?, April 28
Norma Bryant, Principal, Walter Lee Elementary Sustainability - Green Gala Celebration, May 20

School District No. 38 www.sd38.bc.ca