CREATING A SENSE OF BELONGING FOR INDIGENOUS STUDENTS
IN BRITISH COLUMBIA?
by
Colleen Edith Larson
B.Ed., The University of British Columbia, 1976
M.A., Simon Fraser University, 1993
A THESIS SUBMITED IN PARTIAL FULFILLMENT OF THE REQURIEMENTS FOR THE
DEGREE OF
DOCTOR OF PHILOSOPHY in
THE COLLEGE OF GRADUATE STUDIES
(Interdisciplinary Studies)
THE UNIVERSITY OF BRITISH COLUMBIA
(Okanagan)
May 2017
© Colleen Edith Larson, 2017 ii
Supervisory Committee
The undersigned certify that they have read, and recommend to the College of Graduate Studies for acceptance, a thesis entitled:
Creating a Sense of Belonging for Indigenous Students in British Columbia? Submitted by
Colleen Edith Larson
in partial fulfillment of the requirements of
The degree of Doctor of Philosophy
Dr. Christine Schreyer, Irving K. Barber School of Arts Sciences
Supervisor, Associate Professor
Dr. Margo Tamez, Irving K. Barber School of Arts Sciences
Supervisory Committee Member, Assistant Professor
Dr. Sabre Cherkowski, Faculty of Education
Supervisory Committee Member, Associate Professor
Dr. Daisy Rosenblum, Department of Anthropology, UBC Vancouver
University Examiner, Assistant Professor
Dr. Evelyn Steinhauer, Facutly of Education, University of Alberta
University Examiner, Associate Professor
April 28, 2017
(Date submitted to Grad Studies)
iii
Abstract
This dissertation tells the story of partnership between myself, a doctoral student at UBC
Okanagan, the Taku River Tlingit First Nation (TRTFN) and School District 87 (Stikine). Although the research is a partial fulfillment for my doctoral degree, I have attempted to emphasize the partnership aspects of the process throughout the writing of this document. I have been challenged to find ways to word sentences without using the phrase, my research. This was important to me because the first goal of this research is to decolonize research about Indigenous peoples by partnering with the Indigenous people.
With regards to the second goal, Indigenous peoples worldwide and Aboriginal peoples in
Canada advocate for changes to education for Indigenous students that will nurture Indigenous identity while preparing students and Indigenous communities for a prosperous future. This research supports initiatives to changes education for Indigenous students by sharing information from Indigenous students, parents, and community members about the ways in which Indigenous culture and language in schools can enhance sense of belonging and achievement. The aim of this research is to bridge the gap between European and Indigenous approaches to education through these two goals. To accomplish this, the research follows a Métis methodology based upon principles from Indigenous methodologies, appreciative inquiry, and grounded theory.
The results of our research indicate that the children of TRTFN enjoy school, but have challenges to overcome for attendance in school and for access to secondary education. Students in Atlin have a strong sense of belonging to the land, to ancestors, to family, and to community. Students and their families and teachers believe that learning Tlingit culture and language is important to pass knowledge on to future generations. Students enjoy making choices about what they will learn and having opportunities for leadership. Finally, learning Indigenous culture and knowledge benefits all students.
This is, of course, my dissertation. However, the learning that I acquired and the story of the research process are a shared journey with my partners in the research, TRTFN and SD87. It is my research for my dissertation, but our research for the community. iv
Preface
In Chapter 1, the introductions to the Taku River Tlingit First Nation and School District 87 (Stikine) were co-authored. Spokesperson Louise Gordon, TRTFN, co-authored Introduction to Taku River Tlingit First Nation. Superintendent, Mike Gordon, co-authored Introduction to School District 87 (Stikine).
Ethics approval for this research was granted by signed approval from two elected spokespersons (chiefs) for Taku River Tlingit First Nation, Spokesperson John Ward (2012-2015 term) and Spokesperson Louise Gordon (2015-2018 term). As well, two superintendents for School District 87 (Stikine), Superintendent Bryan Ennis and Superintendent Mike Gordon, gave signatures of permission for the research. All research partners and participants signed consent forms. University of British Columbia Okanagan Behaviour Research Ethics Board approved the project (H12-01490). v
Table of Contents
Supervisory Committee....................................................................................................................... ii Abstract....................................................................................................................................................iii Preface...................................................................................................................................................... iv List of Tables .......................................................................................................................................... ix List of Figures...........................................................................................................................................x Acknowledgements................................................................................................................................xii Dedication...............................................................................................................................................xiii Prologue ..................................................................................................................................................xiv Chapter 1 Introduction........................................................................................................................ 1
Goals for the Research..................................................................................................................................... 4 Introduction to Myself..................................................................................................................................... 6
Who am I?......................................................................................................................................................................... 6 Who are My Ancestors? .............................................................................................................................................. 8 Why am I Doing This Chosen Work? ...................................................................................................................10
Introduction to Taku River Tlingit First Nation co-authored by Louise Gordon and Colleen Larson................................................................................................................................................................. 12
Who is the Taku River Tlingit First Nation?.....................................................................................................12 Who are the Ancestors of the Taku River Tlingit First Nation? ...............................................................18 Why is Taku River Tlingit First Nation Partnering in This Research?...................................................20
Introduction to School District 87 (Stikine) co-authored by Mike Gordon and Colleen Larson................................................................................................................................................................. 21
Who is School District 87 (Stikine)?....................................................................................................................22 What is the History of Education Services for Students in Atlin?............................................................25 Why is School District 87 (Stikine) Partnering in This Research?..........................................................26
The International Context for this Partnership Research............................................................... 27 The Canadian Context................................................................................................................................... 33 The Context in British Columbia............................................................................................................... 41 Summary of the Introduction .................................................................................................................... 46
Decolonizing My Thinking about Education......................................................................................... 49 Indigenous Worldview, Indigenous Knowledge, Indigenous Epistemologies, and Indigenous Methodologies.......................................................................................................................... 50
Indigenous Worldview.............................................................................................................................................. 52 Indigenous Knowledge and Indigenous Epistemologies ............................................................................54 The Interconnections between Indigenous Worldview, Indigenous Methodologies, Indigenous Knowledge, and Indigenous Epistemologies ...................................................................................................55
Indigenist Research Paradigm .................................................................................................................. 58 Applying Principles of Indigenous Methodologies to Support an Indigenist Research Paradigm ........................................................................................................................................................... 63
Relationships.................................................................................................................................................................63 Respect.............................................................................................................................................................................65 Community.....................................................................................................................................................................70 Spirit..................................................................................................................................................................................75
vi
Renewal........................................................................................................................................................................... 78
Métis Methodology for Partnership Research..................................................................................... 80 Summary of The Evolution of a Métis Methodology .......................................................................... 82
Prior to My First Visit to Atlin, January 2012-February 2013..................................................................87 Participant Observation in Atlin, March 2-7, 2013........................................................................................89 Participant Observation in Atlin, July 29-August 4, 2013...........................................................................94 Participant Observation in Atlin, November 11-14, 2013..........................................................................95 Participant Observation in Juneau, Alaska, June 12-14, 2014 ..................................................................98 Participant Observation in Atlin, March 2-6, 2015..................................................................................... 100
Phase II Learning from TRTFN and SD87) ..........................................................................................104
Interviews and Focus Group Sessions in Atlin, April 27-May 7, 2015................................................ 105 Pole Raising Ceremony in Atlin, June 21-23, 2015..................................................................................... 111 Transcribing and Coding the Interviews, June-September, 2015........................................................ 112 Sharing the Summaries of Comments from Participants in Atlin, October 18-22 and November 23-27, 2015................................................................................................................................................................. 114 Transcribing, Coding, and Sharing, January-May 2016 ............................................................................ 116 Ongoing Partnership, January 2016-The Present....................................................................................... 117
Best Things about School...........................................................................................................................121
Students’ Perceptions of the Best Things about School............................................................................ 122 Parents’ Perceptions of the Best Things about School.............................................................................. 125 Teachers’ Perceptions of the Best Things about School........................................................................... 128 Reflections about the Best Things about School.......................................................................................... 132
Developing Lifelong Learners..................................................................................................................136
Students’ Perceptions of Developing Lifelong Learners .......................................................................... 136 Parents’ Perceptions of Developing Lifelong Learners............................................................................. 143 Teachers’ Perceptions of Developing Lifelong learners........................................................................... 147 Reflections about Developing Lifelong Learners ........................................................................................ 153
Students’ Future Plans................................................................................................................................158
Students’ Perceptions about Students’ Future Plans................................................................................. 158 Parents’ and Grandparents’ Perceptions about Students’ Future Plans............................................ 160 Teachers’ Perceptions about Students’ Future Plans................................................................................ 164 Reflections about Students’ Future Plans....................................................................................................... 168
Summary of Students’ Experiences at School ....................................................................................171
Chapter 5 Students’ Opportunities to Learn Tlingit Culture and Language ................ 173
Opportunities to learn Tlingit Culture .................................................................................................174
Students’ Perceptions of Opportunities to Learn Tlingit Culture......................................................... 174 Parents’ Perceptions of Opportunities to Learn Tlingit Culture........................................................... 178 Teachers’ Perceptions of Opportunities to Learn Tlingit Culture........................................................ 182 Reflections about Opportunities to Learn Tlingit Culture....................................................................... 185
Importance of Learning Tlingit Culture...............................................................................................188
Students’ Perceptions of the Importance of Learning Tlingit Culture................................................ 188 Parents’ Perceptions of the Importance of Learning Tlingit Culture.................................................. 191 Teachers’ Perceptions of the Importance of Learning Tlingit Culture............................................... 197 Reflections about the Importance of Learning Tlingit Culture.............................................................. 200
Opportunities to Learn Tlingit Language ............................................................................................202
vii
Students’ Perceptions of Opportunities to Learn Tlingit Language .................................................... 202 Parents’ Perceptions of Opportunities to Learn Tlingit Language....................................................... 204 Teachers’ Perceptions of Opportunities to Learn Tlingit Language.................................................... 206 Reflections about Opportunities to Learn Tlingit Language .................................................................. 207
Importance of Learning Tlingit Language...........................................................................................208
Students’ Perceptions of the Importance of Learning Tlingit Language ........................................... 209 Parents’ Perceptions of the Importance of Learning Tlingit Language.............................................. 210 Teachers’ Perceptions of the Importance of Learning Tlingit Language........................................... 211 Reflections about the Importance of Learning Tlingit Language ......................................................... 211
Will Opportunities to Learn Tlingit Culture and Language Enhance Student Achievement? .............................................................................................................................................................................212 More Opportunities for Tlingit Culture and Language...................................................................215
