The essence is supportive of the Choice school, although I note that they are now using the better term Aboriginal Focus school.
At any rate, I am still very intrigued at the idea.
Below, I have cut and pasted the essentials of the Executive summary:
participants indicated: (1) support for
establishing a new school with an Aboriginal
focus; (2) support for a larger school model
that addresses K-12; (3) that the new
school be one of choice; and (4) that the
new school be open to all interested
students in the Vancouver School District
and that Aboriginal students be given
priority. The goals of the school that the
Forum participants articulated were that the
school should:
a. strive for excellence in which students
are confident, respectful, critical thinkers
and engaged learners;
b. focus on quality education through
Aboriginal worldviews, knowledge,
culture, and values;
c. maintain high expectations for student
learning and success;
d. value cultural diversity;
e. develop a welcoming, culturally safe, and
inclusive school environment; and
f. engage parents and community groups in
school planning and decision-making.
The framework for the Aboriginal focused
school is discussed using a wholistic lens,
which addresses the spiritual, emotional,
physical and intellectual components/needs
of the students, teachers, school, and
community. Forum participants, for
example, wanted: the school to include
Aboriginal ceremonies, the teachers to
develop meaningful and supportive learning
relationships with the students, the
community to be engaged in the
development of the school structure and
policies, and the students to experience
learning shaped by Aboriginal content and
ways of knowing.
The one component of the new school that
was repeatedly underscored by Forum
participants was the need to hire excellent,
effective, innovative and caring teachers.
Specifically these ideal teachers:
• develop effective learning
relationships with students,
recognize students’ talents and
strengths;
• demonstrate care and patience
toward students, listen intently;
• have high expectations of students
and challenge them to do their best;
• have knowledge, experience, and
commitment for using Aboriginal
Knowledge in pedagogy and
curriculum, understand the impact
of colonization on Aboriginal
people, and use strategies to
decolonize education;
• are experts in subject areas and use
varied pedagogy; and
• are aware and knowledgeable of
urban Aboriginal contexts.
In the development of this school, however,
the VSB needs to be knowledgeable and
respectful of the concerns that the Forum
participants voiced during the consultation
process.
Four of the more prominent
concerns centered on the following issues:
1) the fear of segregation and racism; 2) the
worry that this school would not encourage
academic excellence; 3) the concern that
the grade range of the school will be too
narrow; and 4) the apprehension that the
systemic barriers within the VSB will not
allow the new school to have the flexibility
to meet the students’ needs in the best way
possible.
Despite these concerns however, the time
is right to be bold and take action to start a
new school with an Aboriginal focus. In
following Aboriginal oral tradition, we
would tell others that the January 2011
Aboriginal Education Forums resembled a
feast where we were fed extremely well
with ideas and reminders (see Figure 1) of
what is important for educational and
school success; how Aboriginal Knowledge,
values, and culture can effectively shape
learning and teaching; and how parents and
Aboriginal community members can work
in partnership with the Vancouver School
Board to offer education that is meaningful,
inclusive, and excellent.
Thanks Robert. You probably already know my question... How is VSB ensuring that every child who wants to attend this school, is able to attend? Is transportation provided for those who live far away? Also, why are the pedagogical requirements of this school not an expectation at all schools in the province (as these would benefit ALL students in BC). How is the VSB going to go around seniority to ensure that they hire the teachers that are required?
ReplyDeleteLove to hear ur thoughts.
Excellent questions Chris. The first I can't answer, as I have no idea what the process will be regarding planning around this project if this school is to go forward (something that hasn't been decided yet). I understand the logistics will be complicated and I do not know the details of Vancouver or the challenges in that city.
ReplyDeleteI agree that all the pedagogical requirements should be requirements in all schools as I do believe that they would benefit all students (which is why it will be an open and inclusive school, if I understand correctly). That is a philosophical consideration that the province of BC needs to have in relation to our education system. Unfortunately, I fear that the province is going in the opposite direction with regard to Aboriginal education as evidenced by our district's decision to cancel the First Nations kindergarten in favour of the full-day kindergarten, something that appears to be repeating throughout the province. Langley just announced that they are cancelling their very successful EAGLE program and I have heard of other Ab Ed programs being marginalized or downsized throughout the province.
As the province and the Teachers'Federation has signed a letter of understanding regarding Employment Equity, the seniority issues can be side-stepped with local agreements and the pursuit of a joint Teachers' association/ school board application for a human rights exemption. Our district did, briefly, engage around EE but they fell apart, if you recall my presentation at the Collaborative (I can explain my understanding of the breakdown in person if you wish, although it is only my own opinion).
As we have discussed, particularly in relation to your excellent commentary on the Wejr Board, we are in a situation where we are considering an idealized set of circumstances, which will probably not exist when and if it is on the ground. At the same time, while we have seen successes there are many challenges that exist and the urban experience is one that needs to be considered. This may be the best option to try and I hope that they have the wherewithal to plan appropriately and with proper support to ensure that this works, should they decide to go forward with it. In reality, it will probably not have everything it needs and will suffer growing pains and struggle with inequitable conditions but I do want to hold onto the potential and the possibility for a little while.
I hope that every child that wants to attend is provided with the access to pursue that desire. I also hope that the pedagogical model in this school becomes th standard for others to follow... It's too bad that this is a hope and not a reality... Yet.
ReplyDeleteYou would like what Rod Allen (superintendent of achievement for BC) said today: the First Nation communities have been using personalized learning with their children the whole time... We are just jumping on board now.
If more leaders and policy makers would just shut up and listen, maybe instead of figuring out how to increase success of Aboriginal Students in our western schools, we can learn from some if the best teachers out there - those in our communities.