While the alienation and marginalization of Indigenous students from institutions of formal schooling is well documented (Battiste, 1998; Deyhle, 1998; Leroy, 2001; Schissel & Wotherspoon, 2003) there is a growing body of literature that describes how alternative programs designed specifically for Indigenous youth are achieving success. In this paper, we focus on learning from the voices of Indigenous youth who attend publicly funded schools and who participated in the ninshnabek de’bwe win//telling our truths research project. ninshnabek de’bwe win’ brought together Indigenous and non-Indigenous researchers, teachers and students to create and share digital/multimedia stories (short videos) about Indigenous people’s experiences of schooling that could inform settler-educator learning and offer critical insight into what is required to decolonize and indigenize urban schools in Ontario. These youth eloquently articulate their understanding of what they need and want from teachers and school systems. We argue that those of us interested in decolonizing and Indigenizing systems of education ought to be paying much closer attention to students who are not only surviving secondary school but also working from the inside to create change.
This presentation starts from 3 mins 17 secs to 29 mins 52 secs.
Presenters
Susan Dion
Dr. Susan D. Dion (Potawatomi-Lenapé) is the inaugural Associate Vice-President of Indigenous Initiatives and Professor of Education at York University. Dion specializes on issues related to Indigenous matters in education and the role of Indigenous relationships in teacher education. Dion has expertise in both the education of teachers on issues such as reconciliation between Indigenous and non-Indigenous peoples in Canada in relation to the legacy of residential schools in Canada, and the ways these issues should be taught in primary and secondary school classrooms. She is frequently consulted as an expert on Indigenous issues in education in the news media, speaker, and in other community contexts. Dion has collaborated with the Toronto District School Board Indigenous Education Centre on matters such as a First Nations school and a variety of curriculum initiatives. Dion worked with the Ontario Ministry of Education on the “Urban Aboriginal Education Pilot Project.” Dion has particular expertise in collaborative inquiry, a methodology focused on a reflective practice. She has used this methodology in research and practical applications. The “Listening Stone” project focused on collaborative inquiry and First Nation, Métis and Inuit educational initiatives within the Ontario Ministry of Education school boards. Dion’s work with the TDSB and other initiatives on the decolonization of school curriculum has had wide impact on research and practical application of decolonization and indigenization methods within education. Her work with non-Indigenous teachers exploring blockages to incorporating Indigenous-related teaching and issues into the curriculum has also had impact.
Tanya Senk
Tanya Senk is the first appointed Indigenous System Superintendent of Indigenous Education for the Toronto District School Board (TDSB) in April 2021. She is a Métis/Cree/Saulteaux, educator, artist, writer, speaker, community leader, and is a proud relation of Louis Riel. As a member of the TDSB for 23 years, Tanya has led system direction, including the strategic planning and vision of the Urban Indigenous Education Centre. She was also the Principal of the Kapapamahchakwew – Wandering Spirit School, K-12 and is currently the Superintendent of the school. She holds a B.F.A. Honours Specialist in Visual Arts, a B.Ed., and a M.Ed. in Indigenous Education. She is also an appointed member of the Aboriginal Affairs Advisory Committee of the City of Toronto and is an Executive Board member on the Toronto Aboriginal Support Services Council. Tanya is currently pursuing her Ph.D. in Indigenous Education at York University.
