LEARNING FROM THE EXPERIENCES OF INDIGENOUS CHILDREN IN CARE WHO HAVE MULTIPLE SCHOOL CHANGES AS A RESULT OF PLACEMENT DISRUPTION LANDY ANDERSON A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION GRADUATE PROGRAM IN EDUCATION YORK UNIVERSITY TORONTO, ONTARIO MARCH 2019 © LANDY ANDERSON, 2019 ii ABSTRACT Crown Wards in Ontario change placements 2.6 to 8.6 times (on average) with the provincial average being four times (Contenta, Monsebraaten, Rankin, Bailey & Ng, 2015, p. 20). This means children in care often change schools. The aim of this study is to learn, directly from Indigenous children in care, their experiences of multiple school changes through exploring the rewards and challenges of starting a new school; ways children prepare for a new school; strategies they use to adjust to a new school; and ways the child welfare and education systems can alleviate the impact of multiple school changes. The methods used for this study include focus groups and participant journals. Four overarching themes were identified within the data: Vulnerability, Relationships, Adaptation, and Excitement. This study adds important new knowledge about Indigenous children in care, specifically about their experiences of disruptive school placements. iii DEDICATION This thesis is dedicated to the 15 Indigenous youth in care who had the courage to share their private stories of the rewards and challenges of going to a new school. Their commitment to attend the focus groups (for some, travelling up to three hours) to participate in this study is a testament to their strength and dedication to improve the child welfare system in an effort to help other Indigenous children in care who may face similar struggles. For this, I say Chi Meegwetch! (the biggest/greatest thanks in the Ojibway language). iv ACKNOWLEDGEMENTS I would like to acknowledge the Elders who supported this research project. Wanda Whitebird participated in the research focus groups. Wanda’s presence, relationships with the youth, spiritual knowledge and prayers kept the youth and the project safe. Alita Sauvé, the Native Child and Family Services of Toronto’s Kookum (grandmother in the Cree language), instructed me on the traditional protocols such as: handling of sacred medicines, offering of tobacco, making tobacco ties, and participating in and facilitating talking circles. I am grateful for my husband, John (aka my counsellor, confidant and soulmate!), for encouraging me to face my fears and, most importantly, for supporting me through the worst time of my life, which coincidently, happened to be the same time that I was a student in graduate studies and writing my thesis. His love, faith and belief in me carried me throughout. I would like to thank Dr. Susan Dion for the opportunity to be her student, which provided me with the greatest learning of my life. This took place in the York University Graduate Program of Education – Language, Culture and Teaching (Master of Education, Focusing on Urban Aboriginal Education) with an Indigenous cohort. I will always remember the first day of class (September 8, 2014) when Dr. Dion shared that “Disruption is the starting place of learning”. That is a lesson that I will carry forever. I could not have completed this paper without the sage advice from my thesis Supervisors, Dr. Sue Winton and Dr. Celia Haig-Brown. They are two women who inspired, provoked and guided me throughout! Their patience, passion and subject matter expertise shaped my research and ultimately my thesis. A final product that I am immensely proud of and eager to share with the community. v Thank you to Kenn Richard (Executive Director) and David van Overdijk (Director of Child and Family Well Being) at Native Child and Family Services of Toronto for their confidence and support in conducting the first research project for children in care at this agency. Further, thank you to the children’s services workers, frontline child protection staff, youth workers, administration staff, and management (Jim Langstaff and Marlon Clarke) for their support in co-creating this study. I would like to express my heartfelt gratitude to the staff who helped during the focus groups; Kelly Hashemi, Greg Flynn, Allan Kennedy, Elsie Petequan, and Mike Auksi. I would like to extend a special note of thanks to Lindsay Seifried for her administrative support during the initial phase of the study. I acknowledge and appreciate Dr. Jason Brown and Dr. Sally Palmer’s support for my return to school in my 50’s… no small feat! I acknowledge my dear friend who holds a special place in my heart, Dr. Sarah Serbinski, for her kind spirit and encouragement that was gently offered while writing my thesis. I acknowledge my oldest friend Kim, who offered her help and expertise in my time of need – the sign of a true friend. I acknowledge a special group of ladies (Lisa, Wynne, Irene, Erin, Alex and Marilyn) who consoled me while I was grieving, and lifted my spirit with their love for me and admiration for my pursuit of higher education. Lastly, I acknowledge my classmates Malia, Maria, Janet, Natasha and Sarah who accepted and supported me (in quiet and loud ways) throughout my graduate journey! vi TABLE OF CONTENTS Abstract .......................................................................................................................................... ii Dedication ..................................................................................................................................... iii Acknowledgments ......................................................................................................................... iv Table of Contents .......................................................................................................................... vi List of Figures ............................................................................................................................... ix Chapter One: Introduction ..............................................................................................................1 a. Introduction to the Research .........................................................................................1 b. Introduction to the Researcher ......................................................................................3 i. Self-Location .....................................................................................................3 ii. About Landy .....................................................................................................4 iii. Personal and Professional Experiences & Knowledge .....................................7 iv. Relationship to Education Systems ...................................................................9 v. Impetus to the Research ..................................................................................10 c. The Research Problem ................................................................................................13 i. Statement of the Problem ................................................................................13 ii. Research Questions .........................................................................................14 d. Significance of the Research .......................................................................................15 e. Native Child and Family Services of Toronto: The Community Research Partner ...17 f. Children in Care in Ontario: A Short Introduction ......................................................20 g. Voices of Youth in and From Care .............................................................................22 h. Theoretical Framework ................................................................................................25 Chapter Two: Review of the Literature ........................................................................................27 a. Educational Experiences of Indigenous Children in Care: A Gap ..............................27 b. Research Related to Children in Care ..........................................................................28 i. Educational Outcomes of Children in Care ....................................................28 ii. The Impact of Placement Disruption for Children in Care ..............................30 iii. Special Needs & Enhanced Academic Supports for Children in Care ............33 iv. Foster Parent Support for Children in Care .....................................................35 v. The Importance of Friendships for Children in Care ......................................37 vi. The Value of Extra-Curricular Activities for Children in Care .......................39 c. Research Related to Indigenous Children and Youth ..................................................43 i. Experiences of Indigenous Children and Youth .............................................43 ii. Educational Outcomes for Indigenous Students ..............................................44 iii. Increased Risk of Bullying for Indigenous Students .......................................45 iv. Culture: A Protective Factor for Indigenous Youth ........................................47 d. Research Related to a Sense of Belonging at School ..................................................49 Chapter Three: Methodology ........................................................................................................50 vii a. Methodological Approach ..........................................................................................50