1. Indigenous student education gap in Good Spirit School Division
2. Education disparity faced by Indigenous students in Good Spirit School Division.
Accident – Death – Obituary News : Indigenous Education in Saskatchewan Seeks Systemic Change to Empower Students
In a recent report on student learning outcomes, Quintin Robertson, director of education for Good Spirit School Division (GSSD), acknowledged that Indigenous students have long been underachieving due to inadequate systems in place. Robertson emphasized that it is the system that needs to change, not the Indigenous students themselves.
The report highlighted the unique challenges faced by First Nations and Métis students in education, including a lack of equitable support and opportunities. When their cultural backgrounds are not reflected in the curriculum, students’ confidence and academic performance suffer, leading to higher dropout rates and long-term disparities in career opportunities.
According to the Ministry of Education, the graduation rate for K-12 students in Saskatchewan within the typical three-year period after starting Grade 10 was 47.9 per cent for Indigenous students and 88 per cent for non-Indigenous students in the 2022-23 school year. Approximately one in six students in the GSSD self-identify as having Indigenous ancestry.
Robertson highlighted that racism is prevalent in the classroom, emphasizing the need for a shift in the Western way of educating to better support Indigenous students. He emphasized the importance of learning from Indigenous partners, exploring opportunities like land-based learning, and ensuring that counseling services and high expectations are in place for students.
Andrew Quewezance, a Kici-Anishinaabe elder, emphasized the importance of reviving traditional cultural practices and the spirit of the treaties during a meeting with GSSD trustees. Quewezance stressed the need for building relationships based on respect and sharing, highlighting the importance of language and cultural knowledge in education.
Indigenous cultural advocate Robert Severight echoed Quewezance’s sentiments, emphasizing the role of traditions and storytelling in supporting youths’ decision-making. Saskatchewan has integrated Indigenous studies into K-12 classes since 1986, with Indigenous education being a key priority of the 2023 Provincial Education Plan.
The GSSD has implemented measures to align with the provincial education plan’s goals, such as tracking student attendance and ensuring Grade 3 students are reading at or above grade level. Robertson emphasized the importance of collaborating with local Indigenous leaders, parents, and knowledge keepers to better support students from First Nations communities.
The process of healing from generations of mistreatment and marginalization cannot be rushed, as Quewezance noted. Severight emphasized the willingness of Indigenous communities to share knowledge and teach, highlighting the importance of cultural understanding and respect in education.
As educators and leaders in Indigenous education, Robertson, Quewezance, and Severight are working towards empowering Indigenous students and fostering a more inclusive and supportive learning environment. The integration of Indigenous perspectives and practices in education is crucial for creating a more equitable and empowering educational system for all students in Saskatchewan..
– Good Spirit School Division Indigenous education gap
– Good Spirit School Division Indigenous student support.
