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Creating a Sense of Belonging for Indigenous Students in British Columbia?

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Creating a Sense of Belonging for Indigenous Students in British Columbia? 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 Chapter 2 The Evolution of a Métis Methodology .................................................................... 48 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 ..................................................................................................
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