This past year I have had the privilege of learning with teachers at Lansdowne Public School. They set out with the goal of embedding Indigenous language, history and culture in many areas of the school day.
I was able to meet a few times this year with Sonja George, the Ojibwe Language Teacher, and classroom teachers Tara Griffin, Laura Van Bunderen, Ian Douglas and Amanda Knight. This blog post shares what they did, my reflections on the amazing teacher and student learning, as well as the reflections from the Lansdowne teachers.
Language and Culture
Ojibway Language and culture are visible and appreciated at Lansdowne school. When I visit Lansdowne Public School, I see lots of examples of First Nation history and Ojibwe Language right when I walk in the door. This is not only thanks to the wonderful Ojibwe teacher, Sonja George, but also because the school places a high value on representing the students who attend the school.
There are often visitors from Aamjiwnaang First Nation, as well as the Native Friendship Centre spending time with students and staff to share Indigenous perspectives and to share and teach Anishinaabe culture. Relationships have been fostered and are valued.
Schoolwide Read Alouds
The school started the year by participating in the Global Read Aloud which included picture books written and/or illustrated by First Nation, Metis or Inuit authors. (https://theglobalreadaloud.com/).
Here is what the teachers had to say about this part of their programming at their school:
“In the fall, we started a school wide read aloud. We modelled it after the Global Read Aloud. In 2018, the Global Read Aloud picture book selections were all written and/or illustrated by Indigenous Authors and Illustrators. We followed the Global Read Aloud schedule and enjoyed a book a week from K-8 around the school. We had 3-5 hard copies of the books that were shared across the school and a bulletin board devoted to displaying our learning. Students would share a picture or writing based on the book and the prompt. The global read aloud was such a success in our school with prompting conversations and positive discussions of Indigenous perspectives that we decided to keep it going with a book a month for the remainder of the school year”.
For the rest of the school year, one book was chosen for each month for the whole school to read, discuss and use in their classrooms. These books were all written by Indigenous authors, and went along with the monthly assembly theme, and these books were able to relate the stories to the Seven Grandfather Teachings that Sonja taught to her Ojibwe Language students.
*Because this school has an Ojibwe Language teacher, and has formed close relationships with people from the community of Aamjiwnaang who are able to come and share teachings, they were able to appropriately discuss and share the Seven Grandfather Teachings.
Again, our board and our Indigenous Liaison Committee is asking that schools do not use the Seven Grandfather Teachings in their schools as programming or as themes for assemblies. This must only be done in partnership with the First Nation Community.
The teachers have created the following table to show the books that they read throughout the school year, the character traits that correspond with the books, as well as prompts that they used in their classrooms. These books were used throughout the whole school (picture books are thought provoking for all grades), and these books lead to some really meaningful discussion, inquiry and further reading/research.
Focusing on a “Book a Month” for the whole school really can strengthen the school community and foster a feeling of belonging. By using books written by First Nation, Metis and Inuit authors you are ensuring you are sharing the perspectives of Indigenous People, avoiding inaccurate representation and stereotypes and showing students that the voices of Indigenous people have value in our schools. Might this be something your school could try?
Assemblies
Another important aspect of the Lansdowne Indigenous Education initiatives is their monthly assembly. These assemblies incorporate lots of examples of how to appropriately incorporate Indigenous culture and language into school programming. Most importantly, Lansdowne invites visitors from Aamjiwnaang to participate and lead parts of the assembly. Many of the First Nation students attending Lansdowne are connected to Aamjiwnaang and other First Nations. There is a lot of teaching and learning that occurs before the assemblies regarding the teachings, language and visitors. The planning of these assemblies and the learning that will happen prior to the assembly is planned with Sonja George, the Ojibwe Language teacher, and she is joined by a different class each month.
Here are the reflections of the teachers involved:
“During the 2018-2019 school year we began to infuse Indigenous perspectives, beliefs and teachings into our monthly assemblies. Previously our assemblies basically consisted of learning about the monthly LKDSB character trait focus, character trait awards being given to classroom recipients, good attendance award winners being acknowledged and a school wide slide show was presented.
With the guidance of our Ojibwe language teacher along with Gretchen, The Elementary Indigenous Education Special Projects Teacher, we have taken part in school wide learning in our assemblies and through school wide read alouds. Typically one classroom teacher, along with our Ojibwe language teacher discuss and determine the outline of the assembly. Release time is used to meet and discuss at least one week prior to the assembly date where big ideas are confirmed. Our assemblies have grown and changed each month as we have learned and tried new things.
Currently, our assemblies begin with our Ojibwe language student drummers and dancers sharing their learning and gifts with the school. Often there is a parent or First Nation community volunteer present to assist and lead the drummers. With appropriate guidance, we have shifted from character traits to teaching about Grandfather Teachings. As we have progressed through the school year we have included read alouds and teachings from a local Elder.
When I was able to visit an assembly, it was amazing to see the drumming by the boys in the school, the dancing and the ribbon skirts, the community participation and the respect that the students had for each part of the assembly.
Where to Next?
What can you do as a whole school to ensure you are accurately sharing First Nation, Metis and Inuit perspectives with your students?
If you have made connections with First Nation community members, get in touch with them to strengthen the relationships you have formed, and include them in your planning. If you need some assistance connecting with a First Nation community, please contact me (Gretchen) for help.
Check out my previous blog posts for more info on Land Acknowledgements, classroom resources that could be used as “Whole School Read Alouds” and other information for you to use in your own classrooms!
Don't feel that you need to do everything that Landsdowne has done in their learning, every school is going to find their own way to include Indigenous perspectives in their school community. Start by using some of the books in your classroom or school. The assemblies that have been a part of Landsdowne's learning probably might not be an option for your school, and that is okay. Focus on using resources created by First Nation, Metis and Inuit people and forming relationships with community members from First Nations in our area.
Thank you to the Lansdowne school community for their efforts to include First Nation, Metis and Inuit perspectives and representations in the day to day school life and thanks for sharing your school story. We appreciate the time given and the knowledge shared by the First Nation volunteers and community members.
Miigwech!
