Learning from Wab Kinew

I’m getting ready for Wab Kinew’s visit organized by Vancouver Kidsbooks this Wednesday.  I finally read his book The Reason You Walk (2017 edition) from the stack beside my bed.  This book brings to life the negative impact of residential schools on the parenting of the children who attended. It is a very personal story of Wab’s relationship with a father suffering from his years in residential school.  I will never understand what overtakes people that allow themselves to treat human beings with such cruelty, let alone the most vulnerable. Repeatedly.  This is one of the dark stains on Canada’s reputation as a country that champions human rights.

Many of us have witnessed the apology for residential schools to Indigenous People in Canada by Stephen Harper when he was Prime Minister in 2008. The question that lingered was “What now?”  Certainly the first step was acknowledging what had happened and why it happened.  The attempt to “Kill the Indian in the Child” can only be understood in the context of cultural genocide.  As a country, we have a long way to come back from decisions that were made in our infancy as a country but sustained for way too many years after.

Wab Kinew has written a book that is truly a book about acknowledging what has happened but also moving beyond the atrocity of residential schools.   Wab Kinew (pg 211) tells us: “Reconciliation is realized when two people come together and understand that what they share unites them and that what is different about them needs to be respected.” That is an achievable goal to strive towards. And I am inspired.

The title of the book, The reason you walk or “Ningosha anishaa wenjii-bimoseyan” comes from the lyrics of an Anishinaabe travelling song. Wab Kinew’s dad, Ndedeiban, passed on the teaching to him: The words are interpreted as a direct message from the Creator aka God (The Reason You Walk, pg. 252):

  • “I am the reason you walk. I created you so that you might walk on this earth.
  • I am the reason you walk. I gave you motivation so you would continue to walk even when the path became difficult, even seemingly impossible.
  • I am the reason you walk. I animate you with that driving force called love, which compelled you to help others who had forgotten they were brothers and sisters to take steps back toward one another.
  • And, now my son, as that journey comes to an end, I am the reason you walk, for I am calling you home. Walk to me on that everlasting road.”

This book is as much about a father-son relationship as it is about larger political issues. It helped me to better understand my own mother’s long lingering journey towards death. And the all too soon deaths of my aunt and brother.  This book is testament to the fact that different faith traditions can speak universal truths that cross religion denominations.  As human beings, we are all on the same journey of joys, defeats, celebrations and sorrows.  The end goal is to allow people to define their own journey and support each other along the way.

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A New Age of Joy & Optimism for Indigenous Peoples in Canada

I love the picture of this little guy on the front page of The Vancouver Sun.  The sparkle in his eyes and the look on his face remind me so much of my son at that age.  With life comes the opportunity for grand adventure!  Joy is suppose to be part of every child’s life.  I hope that all things good unfold for this little man.  The title of the Vancouver Sun picture: “A New Age is At Hand”.  Colonialism did not work for the Indigenous people of Canada.  But there is hope and there is unprecedented optimism for the future.

A fierce pride in Canada’s accomplishments throughout its almost, 151 years of nationhood, is strong.  The is a realization that north of the 49th parallel existed for thousands of years prior to confederation.   The learning from the Indigenous people was invaluable.  Finally it is part of the national conversation.  Within the field of Education in British Columbia, there is a quest to embrace our history, even when it includes the shame of colonial structures and prejudice that allowed children to be separated from their parents and basic human rights to be ignored.

Summer solstice,  the longest day of the year, was chosen to be THE day to celebrate, recognize and honour the heritage, cultures and valuable contributions by the First Nations, Inuit and Metis peoples of Canada.  The Northwest Territories has celebrated this day as a statutory holiday since 2001 and The Yukon followed suit in 2017.  The day started with one of the teachers engaging me in a conversation of the use of “Indigenous” rather than “Aboriginal’ and the implications.  I had my phone out, googling, so we could determine why Metro Vancouver Celebrations were mostly using the word “Aboriginal” and “Indigenous” was being used on the national stage.   What was most respectful?  How do we explain the difference?  What I thought was indicative of this “new age” was  that it mattered.

One of our Grade 3 teachers, Janet Logie, is a committed student of history and volunteer at the Hastings Mills Museum at the Old Mill Park by Jericho Beach.  As a kid, my sister and my cousins, would regularly swing into the museum to check it out when we were at the park.  It still smells the same but the context has changed.  Amazingly intricate baskets and artifacts that were purchased as parts of private collections have been curated and recognized as significant parts of the history of Vancouver.  Recently there was a special event to publicly thank the Indigenous First Responders during the Great Vancouver Fire of 1886 who saved many lives.  Marissa Nahanee, of the Squamish Nation, performed the Paddle Song beside the replica of the historic “Tent City Hall” and volunteers served Indigenous herbal teas by Raven Hummingbird Teas in the museum. Our MP, Joyce Murray, brought formality, acknowledgment and thanks of the government.  It was a great event.  Our children are growing up with an appreciation of the contributions by the Indigenous community in our shared history when they go out to play.

The focus on the herbs grown and used by the Indigenous people has been a focus for Grade 2 teacher, Joan Phoenix.  Our PAC (Parent Advisory Committee) supported her financially in designing and planting a butterfly garden that would attract the butterflies once the primary children had observed the life cycle indoors and freed them into their natural habitat.  One of her parent volunteers, Sara Baren, teaches Urban Forestry at UBC.  She enlisted the help of Emily Tu, newly accepted to do a MA in Landscape Architecture, to work on the project.

They were instrumental in helping Ms. Phoenix to plant indigenous plants that would serve this purpose.  The Grade twos used books and iPads to research the traditional uses of the plants by the Musqueam and that are now widely available in grocery stores.

Our Grade 5 teacher, Melody Ludski, is currently doing her graduate work while teaching full time.  She has extensive background knowledge on Indigenous ways on knowing, as well as incredible sensitivity to the protocols required because we work, learn and play on the unceded lands of the Musqueam people.  To celebrate National Indigenous Day, Ms. Ludski booked accomplished Pow Wow dancer Shyama Priya, who has Cree roots on her mothers side.  She was taught by Coast Salish pow wow dancer, Curtis Joe.  She took the time to share the story of creating her regalia and engaged kids and teachers in dancing that reflected amazing skill and athleticism.  I was fortunate to go to a few pow wows with my friend, Latash Nahanee, many years ago and join in the dancing during the grand procession.  The only word for the heartbeat of the drum and the communal participation – Joy!  You could see it on Shyama Priya’s face and those of the children.

The Garden Committee, headed up by Grade 1 teacher, Kate Foreman, for many years has been planning an outdoor learning space.  Two portables were removed from our school site this year and the perfect opportunity presented itself.  Many teachers were very inspired by the idea of a circle with twelve large rocks for seating an entire class.  The size of the rocks and the placement to reflect true north, south, east and west were carefully planned and facilitated.  As a history major, I loved the possibility of reflecting Indigenous Culture as an early instigator of a democratic system.  Everyone has a voice in the talking circle and respect for divergent opinions is a basic tenet.   The Vancouver Board of Education was gifted a Musqueam word by Shane Point:  Nə́c̓aʔmat ct  It means ‘we are one’.  Our Nə́c̓aʔmat ct Circle will be a talking circle for problem solving, a listening circle to teach empathy, a way to incorporate medicine wheel teachings and understanding of the circle or life and the seasons and relationships with ourselves, others and Mother Earth.

The work of Laura Tait has been inspirational in helping our staff “to push the paddle deeper” in our School Growth Plan.  We will be developing and progressing through our own adapted version on the rubric based on her Aboriginal Understandings Learning Progression from SD68 Aboriginal Education.  I am so excited that another inspirational colleague, Joyce Perrault, will be helping us to navigate the path.  With her drum and her newly published book, All Creation Represented, we will be exploring the Medicine Wheel from an Ojibwe perspective  while sitting in our Nə́c̓aʔmat ct Circle.  The book states that it’s a child’s guide to the Medicine Wheel but with all I’m learning, the next hardcover, coffee table edition will be marketed to adults.  The book provides insight into relationships with ourselves, each other and Mother Earth.  I am feeling joyful and optimistic too.   We are heading out on a promising journey with optimism and joy and determination that the United Nations Declaration on the Rights of Indigenous Peoples  will be respected in this chapter of Canadian history.

Note:  The phonetic pronunciation of nə́c̓aʔmat ct  is knot-sa-mots.

Weaving Together the Stories of Reconciliation

Latash Maurice Nahanee performed his first national premiere on Thursday night as part of the cast of Weaving Reconciliation – Our Way.  It is presented not only as a play, but also as a cultural encounter, written by Renae Morriseau, Rosemary Georgeson and Savannah Walling with contributions from the cast, knowledge keepers and partnering communities.  I was honoured to be a witness to the stories that unfolded.  The pre-show weaving demonstration, a metaphor for the play, was the focus in the middle of the circle when you enter the room, which later becomes the stage.  The stories of the struggles of one Indigenous family unfolds in the centre of the circle.  They are supported by four relations, arranged like compass points around the stage, from the past, the present and the future.  Their voices have an ethereal quality and speak to their friends and relatives, ready to support the tormented soul of the characters that weave in and out of the spotlight.  Just when the pain and tragedy of the story became too overwhelming, in enters the Trickster, Sam Bob, with his hopeful, young sidekick.  This character has a big physical presence with a lightness of spirit and sharp wit which mirrors the comedic element in Shakespeare’s tragedies.

The sharing of the stories, intertwined with other stories, intertwined with past injustices, intertwined with other injustices, give light to the complexities of the process of reconciliation with Indigenous families.  The struggle and the promise of moving forward is a testimony to the resilience of Indigenous people emerging beyond the constricting yoke of residential schools, systemic racism, dislocation from support structures and pain.  Part of the hope felt at the end of the play comes from the characters moving forward towards reconciliation with family, with history and with a stronger voice to recapture the power over their own lives.

The power of good theatre is the capacity to draw us into the story and help us to empathize with the characters.  Watching the play, I believed that each story represented the lived experience of each actor.  Their intensity of emotion was palpable.  The story of the experience of Indigenous people in Canada belongs to them and their story of reconciliation belongs to them.  How that story intertwines with our individual story and our colonial past is defined by us.  Latash has been a mentor and a friend in helping me on my own personal path towards understanding and reconciliation.  We met “many moons ago” when we were both working in Coquitlam.  Latash was an Aboriginal support worker and I was a teacher at a middle school.  Some of our shared students were some of the most vulnerable in the district.  Latash was masterful at stepping back from judgement and accepting where these kids were and providing much needed support.  He helped me to begin to understand the complexity of supporting these young people as they tried to forage a new path that was far beyond the scope of learning to read.

Latash invited me to be the sponsor teacher in a cultural exchange program with indigenous students in the Coquitlam School District and indigenous students who belonged to a Friendship Centre in Ottawa.  These students came bubbling with enthusiasm to seek out understanding of their cultural roots.  Students spent time as a large group in both Vancouver and Ottawa.  It opened up new world of experiences, cultural learning, and access to history not included in my classes at elementary school, secondary school or university.  As the sponsor teacher, I was in charge of expectations for behaviour, timelines and safety.  This was my first glimpse into the challenges that come with the role of principal.  It was also my first understanding of my role as the “one outside” who carries a completely different frame of reference and experience within Canada.

Latash, helped me to grapple with the notion that my path towards reconciliation was my own.  Learning the history was not enough.   Looking to the indigenous community to reconcile on their own was not a viable option.  Feeling guilty wasn’t the point.  The discovery that residential schools existed in Canada, let alone in my lifetime was as much of a shock as the dawning realization that Canada was not the champion of the Universal Declaration of Rights and Freedoms that I had believed.  The initial defensive move was the desire to distance myself from any responsibility and create a rationale for unacceptable decisions.  The dawning realization was that the decisions made and perpetuated throughout our history could only have been motivated by a belief in cultural supremacy and monetary gain.

Our challenge is to decide to open our minds and hearts to the stories and weave a new chapter that is based on a reconciliation of the past, and lay a new foundation based on  respect for basic human rights and freedoms.   It is to ask questions.  How does one woman decide hitchhiking is her only option and no one ever sees or hears from her again or knows what happened to her?  How does that happen once, let alone hundreds of times?   Why do indigenous people struggle to graduate?  Represent such a high number of the prison population?  Suffer from high rates of addiction?  As Latash aptly describes, Canada for indigenous people “is like the albatross that was hung around the neck of the Ancient Mariner.”  Resilience will be the story of the Indigenous people in reconciling within their families, communities and Canada.  The story of the reconciliation of “a settler” such as myself, is still to be written.  It will be a journey and it will be woven with a myriad of other stories.  It will be a story of hope and of justice.

My advice.  Go see the play.  It’s in Vancouver for another three days, then off to Pentiction, Toronto and Winnipeg.  It may make you cry.   It will make you think.   It will make you hopeful.  And surprisingly, it will make you laugh.

Indigenous Ways of Knowing: Transforming our Relationships

I believe in Aboriginal Enhancement agreements.  For some, they represent a token of political correctness which can be limited to lip service.  For others they focus our attention on something that matters not only in terms of facilitating basic human rights, but developing a culture of kindness and respect that we as Canadians have built our identity on.

John Hattie points to a large body of research that informs us that the largest predictor of health, wealth and happiness is not grades achieved by students, but the number of years spent in school.  Low graduation rates of indigenous students have meant that part of our job as educators is to create a learning environment in which all students find something to stay for.  Obviously we want this for all of our students.

Daniel Wood wrote an article in the travel section of The Vancouver Sun newspaper (Apr.28, 2018) on Easter Island:  “And once the last tree was chopped down, there was no wood to make a boat and leave.”  The habitat once plentiful with fish, birds, palm trees and fertile lands was left an archeological site on grassland.  Like those who inhabited and devastated Easter Island thousands of years ago, we too have much to learn.   The FNESC materials give us with tools and insight into how we can draft meaningful goals to incorporate indigenous ways of knowing into our curriculum.

What is frequently lacking is a clearly articulated learning intention so we can determine if we are making an impact.  From this intentional stance, we are able to devise a plan that serves the needs of all of the students in our care:

  1.  To create a culture of kindness and respect.  For our indigenous students, it means listening to the stories and rather than rewriting history.  It means finding a way to move forward together.
  2.  To create a learning environment where students are engaged in learning.
    • How can we support students in their ability to self regulate so they can learn?
    • How do we incorporate student choice and provide clarity and high expectations into our learning contexts?
  3.  To incorporate indigenous ways of knowing into our lives.
    • What does it look like when we understand the First Peoples Principles of Learning and incorporate them into our lives and stories?

In response to stereotypes of indigenous culture that have pervaded our culture, and appropriation of cultural items to gain profit, we are left unsure of truly what is respectful.  Anthropologist, Aaron Glass states in his interview with Heather Ramsey of The Tyee ( March  2011):  “Totem poles, he says, have been added to the stereotype of the North American Indian, along with the teepee, the tomahawk and the feathered headdress.”  If we are earnest in our intention, this fact makes us wary when we see these images and concerned that we may be perceived as a part of the system that perpetuates negative stereotypes and gets in the way of developing respectful relationships.

The Tomahawk Barbecue was the first drive-in restaurant in Vancouver started by Chick Chamberlain in 1926 just off Marine Drive.  Chick learned to cook in the early 20’s when he opened a small coffee shop in a cabins to rent business with his brother.  The drive-in part of the restaurant wasn’t a huge success because of the dust from the unpaved roads.  It did evolve as a community hang-out.  One of the patrons of the restaurant mounted a big tomahawk over the door and the name stuck.  It managed to stay open through the “Dirty Thirties” largely because Chick would accept payment in curios, hand made pots, drums, cooking utensils, large and small totem poles, masks and other beautifully carved objects from those who couldn’t afford the food.  He started to purchase indigenous art long before it was recognized as valuable.  “Tomahawk’s famous hamburgers are named after some of the Indian chiefs Chick had known over the years, as a sort of memorial to his friends: Skookum Chief, Chief Capilano, Chief Raven, Chief Dominic Charlie, and Chief August Jack.”  Chuck Chamberlain is Chick’s son and has maintained his father’s legacy.  Chuck was happy to share stories of the his Dad, his restaurant, and his friends over the years when I came for breakfast on a rainy Saturday morning.  A painting of Chief Simon Baker graces the wall when you enter.  Chuck is proud of this friendship and was honoured to be a pall bearer at Chief Baker’s funeral.

The story that was most powerful was the story of the Wild Man of the Woods Mask used in the Squamish ceremony of boys moving into manhood.  When the mask is needed for a ceremony, it is taken down from the special resting spot in the restaurant, and once it’s purpose is fulfilled, it is returned to a place where it rests with the spirits of the ancestors.  This is so different than the experience of another friend of mine who is a member of the Squamish Nation.  He took a special basket made by his grandmother to the Museum of Anthropology with an inquiry about how best to preserve it.  The Museum of Anthropology explained they could help.  When my friend and his family returned to request it for use in a special ceremony, they were denied access.  Two similar scenarios with the biggest difference being the respect demonstrated and the dynamic of power and control.

I remember going to the Tomahawk Restaurant for breakfast as a very little girl, one weekend when my aunt and my Mom ventured over the Lion’s Gate Bridge to go to Capilano Canyon with my sister and cousins.  My husband remembers not being able to finish the Skookum Chief burger, nicknamed The Hulk burger, when he was a little boy.  Yet, I paused to return because of the name – Tomahawk.  As a student of history and an educator wanting to rectify past wrongs, I had many questions.  Was it respectful?  Was it appropriate?  Was it a remnant of past uninformed representations of indigenous culture?  Tomahawks were from the prairies, weren’t they?   It wasn’t until I did some internet research, listened to an interview and did some the reading, that I gave myself permission to return for a visit and a questions to ask.  And yes, I was dying to see the art.  While I was there, chatting with Chuck, I kept thinking of the First Peoples Principle of Learning:  Learning is embedded in memory, history, and story.  Listening to the stories always needs to proceed formulating the judgement.  What I heard on Sunday, was pride in respectful relationships and families that have become intertwined over many years.

Recently I cited Byrd Baylor’s book, Everybody Needs a Rock in reference to an Indigenous sharing circle of large boulders that we are installing in our playground.  The intention is to help students understand the very beginnings of the concept of democracy in giving everyone a voice.  One of my respected colleagues, questioned my reference to a non-indigenous author.  Again I did some internet research to discover that she has maternal Native American decent but grew up in a largely non-indigenous culture.  However I went back to the First Peoples Principle of Learnings:  Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).   Ultimately, isn’t our intention for all people to embrace these principles because it represents universal learning that matters.  And isn’t it our intention for all people to share the stories that come to form their understandings.

Anthropologist, Aaron Glass also stated in his interview with Heather Ramsey of The Tyee (March  2011):  “What we argue in the book is that the totem pole has been a constantly evolving form, so there was never a moment when “it” almost died. It kept changing, migrating, transforming. This is not a story of death and rebirth it is a story of continual transformation.”  As with the totem pole, the relationship between indigenous and non-indigenous people will continue to evolve and transform as we open ourselves to new learning.  Hopefully this time we get it right, and that relationship will be based on respect, honesty, shared power, and a willingness to be open to learning from each other.

Circle of Courage Reframed

Artwork by The Douglas Fir Pod (Learning Community)

Norma Rose Point School is a Kindergarten to Grade 8 School that opened 3 years ago on the original site of University Hill Secondary on the University Endowment Lands of the University of British Columbia.  The School in located on Musqueam ancestral lands and named after reknowned Musqueam Elder and educational leader, Norma “Rose” Point.  Students are organized into nine learning communities of two to five classes of students.  Students and staff are encouraged to ask questions, work collaboratively and share their learning with peers.

The articulation of the First People’s Principles by FNESC, the surrounding land, the significance of the signing of the Aboriginal Enhancement Agreement with the Vancouver School Board and the new curriculum in B.C. has opened our minds to learning about and embracing Indigenous ways of knowing.  Indigenous cultures demonstrated one of the earliest expressions of democratic structures of governance by problem solving and making decisions in circles that gave equal voice and power to all people in the group.  That is what we strive to do at Rose Point School.

Martin Brokenleg has been inspirational in Indigenous, as well as educational spheres.   His Circle of Courage  was initially framed as a model of positive youth development in the book Reclaiming Youth at Risk, co-authored by Larry Brendtro, Martin Brokenleg, and Steve Van Bockern.

As explained in the link, “The model integrates Native American philosophies of child-rearing, the heritage of early pioneers in education and youth work, and contemporary resilience research. Brokenleg et al. identify belonging, mastery, independence, and generosity as basic growth needs of all children to thrive.” (Brokenleg et al.)  It has served as the basis for framing the Code of Conduct at Norma Rose Point Elementary School.   

Students are challenged to think of their unique qualities and “voice” they bring to the group, as well as their responsibility to maintain the safety and nurturing aspect of the community.  Indigenous symbols that are meaningful in Coast Salish Culture are used to represent the big ideas presented in the Norma Rose Point (aka NRP) Circle of Courage.  Belonging is central to the definition of Community and symbolized by bear.  Kindness is used to put the focus on generousness of giving of self rather than goods and is symbolized by the whale.  Independence is symbolized by the dragonfly and represents our ability to take responsibility for our learning and actions.  The beaver represents taking responsibility for attaining goals to maintain health, curiosity and lifelong learning.

I came to Norma Rose Point as Vice Principal in January.  Of course this role includes many discussions about the whole gamut of choices made by students.  The beauty of the NRP Circle of Courage is it changes the conversation.  Students are able to reflect on who they are and the choices they are making and their commitment to the community. Discussion of restorative justice frames the process.  The goal is to help students apply the Circle of Courage to their lives in and out of school throughout their lives.

ADDENDUM NOTE:  For a powerful description of the First People’s Principles of Learning, check out Laura Tait.  Her explanantion with pictures and stories of her family is inspirational.

Challenging “Alternative Truths”

“Honesty is the best policy” is an adage that has been kicked to the curb openly of late.  The “alternative truth” is the actually emerging as “a thing”.   I was brought up with several “alternative truths,” but even as a young child I identified them as nothing more than lies.  I also knew that championing the truth was futile in some cases.  It was better not to ask questions.  However the question “why” didn’t disappear.  The people that I most trusted and respected were the people who told me the truth.

The ability of the “alternative truth” to survive, depends largely on the power of the person or institution serving it up as the truth, and how desperately they strive to sustain it.  However the quest for truth  is an long established practice.  The imagery of light is also used to explore the notion of truth, throughout many religions and social justice groups.  If something can bear scrutiny, we can hopefully re-emerge better – more just, more empathetic, more inclusive, more willing to identify similarities and more willing to value differences.

The study of history and political science in university taught me how to adopt a position, create an argument and then switch sides.  The facts and arguments you chose to expound or omit, allowed you to take both sides.  Yet, sometimes the facts were significant enough to define the truth or reality of that time in history.  There is no alternative truth.  Sometimes there are just fears and insecurities that allow people in power to manipulate with Machiavellian intent.  Our minds easily shift to south of the border, pre-World War II Germany or apartheid in South Africa.  Our minds don’t as easily shift to our reality as Canadians.  The Chinese Head Tax, the internment of the Japanese and treatment of our Indigenous people are all examples of that same Machiavellian policy that grew out of fears and insecurities.  Yet, if we never explore our history, we can never understand our current realities or a path to move forward based on understanding rather than ignorance.


I had an amazing week of professional learning this week thanks to Brad Baker and his team of inspired educators from the North Vancouver School District.  My friend, Latash (Maurice) Nahanee, was the first person to ever help me begin to understand the legacy of residential schools and other forms of institutionalized racism.  The Truth and Reconciliation Commission of Canada brought the conversation into mainstream.  People such as Martin Brokenleg, DeeDee DeRose and Don Fiddler  have done an amazing job of helping us to understand why Aboriginal Education is necessary for us to understand our own history and the importance of changing our relationship with Aboriginal families.

On Wednesday night, Brad Baker presented at a PDK dinner meeting for instructional leaders.  He explored some of the ways how we can move beyond tokenism and engage in meaningful Aboriginal education for all of our students throughout the year.  This can be a basic as including an acknowledgement that we live, work and learn on Aboriginal lands.  Yes, this does mean that we need to find out who were the Aboriginal people that first lived on the lands we now inhabit.  Although I grew up in Vancouver and studied history, I learned relatively recently that I grew up on the ancestral lands of the Musqueam, Squamish and Tsleil-Waututh.

On Friday at the Professional Learning Rep Assembly for BCPVPA (British Columbia Principal and Vice Principal’s Association), I participated in the Blanket Activity for a second time.  This activity is very powerful and includes excerpts from government documents and statements from Aboriginal people.  Participants begin standing on blankets that represent Turtle Island in Ontario.  Blankets are manipulated or removed as the story unfolds, as are the people on them.

I participated in this activity for the first time as part of district professional development.  I read passages both times, that reflected Aboriginal voice.  This made both experiences very personal.  However the first time I participated, I was removed from the group relatively early when land was encroached upon and my blanket was removed.  From outside the circle, it became more of a cerebral experience.  On Friday, I was never removed from the circle.  I watched as others were lost to disease, residential schools, placed on reserves or lost status because they left the reserve.  The experience remained very personal and the feeling of waiting for “my turn” ever present.  I can’t imagine anyone participating in this activity and not empathizing with the fate of these participants in our collective history.

Brad Baker emphasizes when he speaks that goal of Aboriginal Education is not to inspire guilt but understanding.  Laura Tait’s video about The Principles of Learning is on my repeated watch list to focus my attention on looking at the world through an Indigenous lens. The inclusion on these principles in the new BC curriculum provides a meaningful way to engage students in learning that has taken place over thousands of years.  There is no “alternative truth” to what happened in our history.  Let’s participate in Jan Hare’s MOOC at UBC – Reconciliation Through Indigenous Education , keep talking and and learning, and step away from judgments and thinking that obscure a respectful path forward.  Most of all, to quote Brad Baker – “Go Forward with Courage!”

 

 

 

 

 

 

Feeling Grateful

This December is my last as vice principal at Tecumseh Elementary School.  I have been at the school long enough to work, learn, play and share  experiences with enough children and adults to make leaving a hard thing to do.  Many Tecumseh students have heard my heartfelt speech that you choose everyday if you are going to make someone else’s life a little bit better or a little bit worse.  I just realized that I have missed an important element.  You have to understand that you impact others with the things you choose to do and the things you choose not to do.  During my time at Tecumseh, particularly this past December, the Tecumseh school community has chosen to show me that they care about me.  That choice has touched me deeply.

The cards, songs, poems, books and kind words show that you understand the things that are important to me and are grateful for our time together.  I love that I have been able to help someone learn to talk to people and make friends, make someone feel special by saying hi and smiling, make someone else feel like they can kick a soccer ball or code or blog or learn English or choose who they want to be.  I’m grateful to have talked and listened and laughed and learned with you.  I appreciate that many of you have learned that strength can be physical but also standing up for what is right and believing in yourself.

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Staff gave me a beautiful silver necklace with the wolf symbol crafted by Harold Alfred,  as my parting gift.  This symbol was also given to me on a card when I left Norquay Elementary School.  I love it.  As you well know, I am very interested in Indigenous ways of knowing and worked hard to further our collective understanding of our history and traditional indigenous teachings.  I take the selection of this wolf symbol as a huge compliment and inspiration.   The wolf represents great strength, is considered wise and powerful, chooses one mate for life and demonstrates strong loyalty to family.  Not a bad symbol to have chosen for you!

I’ve learned many things about strength of purpose at Tecumseh.  I love that staff signed me up for the Bike to Work Week and tested by ability to persevere until I could pedal up the hills from Kits to 41st and Commercial Street WITHOUT getting off my bike.  I love that so many in the school community invested in our We Welcome Refugees project to show the strength of our conviction that Canada is a welcoming country that demonstrates empathy and belief in what people have to benefit our country.  I love the enthusiasm that Tecumseh students bring to new learning and challenges.  I love that so many students have the strength to continue to try even when they fail or the task is really hard or maybe not even fair.   I also value that the families in our school community are so invested in creating a better future for their children, often in the face of significant challenges.  My Mom struggled raising two daughters and supporting her extended family as I was growing up.  I admire the same tenacity in our Tecumseh families.

Students, staff, parents and community partners have shown me in so many ways that they value the relationship we have developed over the years.  I cannot tell you how much it means to me that the relationships we have developed means as much to you, as they do to me.  I am so grateful for our time together and I wish all the very best for you in the future.

P.S.  I am also grateful to Harold Alfred for creating my very special and beautiful gift.  img_0355

The Science of Art

Dana Mulder, one of the Tecumseh staff members, gave us the opportunity to experience the Science of Art last week.  She has developed a considerable amount of background knowledge through her work providing programs at Van Dusen Gardens and provided an after school session for interested staff members on dyeing wool from natural materials.  My experience to date with dyeing anything has been Rit dyes out of a package.  It felt like a whole new world was introduced.

Dana not only taught us about the natural dyes used historically but also the stories and collection of the plants and insects that they were derived from.  The Brilliant History of Color in Art by Victoria Finlay, Wild Color  and Quilt History also provide a plethora of information for further exploration.  We learned there are three types of natural dyes derived from three different sources.  There are natural dyes obtained from plants (indigo), those obtained from animals (cochineal), and those obtained from minerals (ocher).

We used ALUM as the mordant to facilitate the chemical reaction that takes place between the dye and the fiber so that the dye is absorbed and brightens the colour slightly.  Other common mordants are: IRON (or copperas) which saddens or darken colors, bringing out green shades; TIN to brightens colors, especially reds, oranges and yellows; BLUE VITRIOL which saddens colors and brings out greens and TANNIC ACID used for tans and browns.  Some dyes like walnut hulls and lichens do not require mordants.

I chose the cochineal dye, not for the smell, but for the story and for the rich, red colour.  Historically cochineal was a valuable commodity, only beat out in trading popularity in Europe by silver and gold.  These dead insects, hence the smell, are ground with the mortar and pestle into a fine powder that is mixed with the alum for a beautiful colourfast dye.

As a child I spent a lot of time with my grandmothers.  Knitting, crochet and embroidery projects were clearly enjoyable but also had a specific utilitarian purpose.  Creating clothing, decorating pillow cases and saving money were a driving force.  I learned to appreciate these endeavors and continued to pursue them and teach them to students as hobbies.  Dana’s session provided us the opportunity to consider the cross curricular connections implicit in the craft. Her dyes included crushed marigolds, dandelions, leaves and the cochineal insect.  Dana also provided information on respectful harvesting, although I have grand aspirations of our students stripping the ground of all traces of dandelions in spring to deal with this pernicious weed on our school grounds and use them for something purposeful!

The new curriculum in British Columbia gives educators the opportunity to consider the things that we do in schools through a new lense.  Dyeing wool no longer belongs solely in the realm of arts and crafts.  It becomes part of science, the stories of history and Indigenous practices, as well as outdoor education.  It also provides a high level of engagement that was able to keep educators at school after a week of parent-teacher conferences and preparing for professional development sessions the following day.  It continues to hold our attention as we shake our jars daily to distribute the colour and imagine the final outcome.  Special thanks to Dana for opening our eyes.  My Nanny Keenan would be thrilled .  She had fond memories of this long-haired sheep on the farm in Brandon, Manitoba.  I can only imagine what she could have done with these dyes!

 

Taking learning and purposeful play outside, rain or shine

imageInvestigating Our Practice Conference in the Faculty of Education on Saturday, May 14th.  The day was filled with poster presentations, talks and interactive experiences by undergraduates, grad students, faculty and alumni.  It was particularly exciting to see the level of engagement of the student giving up their very sunny Vancouver Saturday to consider a range of ideas and questions.  For those of you who are not Vancouverites, when the sun comes out in full glory, we go outside – never quite certain how long it will be around.

I had the pleasure of presenting The Outdoor Classroom:  Taking learning and purposeful play outside, rain or shine with Claire Rushton, Alli Tufaro and Ali Nasato.        We were pulled together by a common interest in the opportunity provided by outdoor learning.  This one interest was able to pull together so many elements that have been embraced as key ideas in the Redesigned Curriculum in British Columbia, such as:

  • The social emotional benefits of engaging with nature
  • The natural way in which we can engage students in practicing and understanding the First Nations Principles of Learning, including:
    • experiential learning
    • patience and time required for learning
    • exploring one’s identity
    • everyone and everything has a story
    • history matters
    • there are consequences to our actions
  • Ways to engage students in cross curricular learning opportunities
  • Connecting classroom lessons to the larger world
  • Using resources in the classroom to answer our questions about observations made outdoors
  • Reporting back about the things we care about to authentic audiences

Of course, the list goes on.  Another interesting aspect of our collaborative group was the power of inquiry in developing our professional practice as educators throughout different stages of our careers.  Both student teachers have found a way to focus their  professional learning throughout the practicum experience.  Claire Rushton, as the coordinator of the Social Emotional Learning cohort has used the outdoors to bring  Richard Louv’s work to life and introduce the power of “nature … as a healing balm for the emotional hardships in a child’s life..” by integrating the experiences in nature to frame discussions of social – emotional learning. I have engaged in a personal inquiry of how to use iPad APPS  (photos, Drawing Pad, Book Creator, Twitter) as a way to access information, document and share outdoor learning.  I’ve also been able to support the staff I interact with on a regular basis in their own inquiries.  Inquiry, as framed by Judy Halbert and Linda Kaser in Spirals of Inquiry, has provided a framework for beginning teachers as well as a school administrator and university instructor.  The learning has fuelled more questions and future inquiries.

 

I very much hope our collaboration continues…perhaps after the frenetic pace of the end of practicum, final observations and reports and end of year demands and celebrations!

Deborah Hodge Talks the Craft of Writing


There is nothing like the visit from a REAL author to bring to life the point that authors are real people, writing about their experiences or imaginings.  We are thrilled to welcome Deborah Hodge to speak to the Vancouver School Board.  Deborah Hodge will be joining administrators, librarians and two students from 55 Vancouver elementary schools at Shaughnessy Elementary School on Wednesday, May 11, 2016.

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Each year the Vancouver Elementary Principals and Vice Principals host an author to celebrated reading and writing with elementary students and educators.  Phyllis Simon of Vancouver Kidsbooks, is one of our keen supporters.  She selects a collection of some of the most wonderful picture books that have been recently published for the selection committee to peruse.  Of course, I love this committee and always manage to find birthday picks for my friends, family and my own collection.  It is also a source of inspiration for possibilities in the school.   From our shortlist of books, we then contact the authors to determine their availability during Canadian Children’s Book Week:  May 7 – May 14th, 2016 to share their book .

For 2016, we have selected a new publication by Deborah Hodge.  This author was born in Saskatchewan but lucky for us, she lives in Vancouver.  Deborah Hodge has written over 25 books for children, many of which provide a plethora of information about nature and history.  Her picture book , West Coast Wild – A Nature Alphabet, has been purchased for all of the elementary libraries in the district by the administrator’s association.   Several schools in the Vancouver School District participated in Wild About Vancouver Festival this year and interest in learning in the outdoor classroom is growing.  The First People’s Principles of Learning have also been highlighted in the Redesigned Curriculum in British Columbia and have opened our eyes to the experiential and reflective learning of Indigenous People who have lived and learned in British Columbia for thousands of years.   Both of these factors, along with the engaging text and illustrations make this book a perfect choice.

Students throughout the district are excited about the chance to meet Deborah Hodge and have their questions answered.    Grade 3 students at Tecumseh have been writing alphabet books about topics they have been researching.  Maria got new glasses this year and has taken off with her writing.  She is wondering if Deborah Hodge saw all of the animals she wrote about in her book or if she did an internet search to find the animal that matched the letter she needed.  Victoria is writing an ABC book about the aquarium and is wondering how the author got so many good ideas for her book. Hopefully they will find their answers on Wednesday.

Special Thanks to  Vancouver Administrators for funding this project,  committee members – Maureen McDonnell and Maria Donovan, as well as staff at Shaughnessy Elementary School for hosting this event.