Page 21 - AMDSB DAR 2018-2019

Increase the knowledge and understanding of all staff and students with regards to Indigenous perspectives, histories, current realities and ways of knowing
In 2018/2019 initiatives were planned to ensure all staff and students increase their knowledge and understanding of Indigenous histories and perspectives to assist with appreciating the current realities of Indigenous people. Funding proposals were offered to all schools to enhance the inclusion of Indigenous students’ needs and experiences. Knowledge keepers, presenters, and workshop facilitators were invited into classrooms and schools to demonstrate or teach about Indigenous culture. Additionally, students were taken to a variety of locations for enhanced instruction on Indigenous cultural practices. Intermediate teachers were invited to a four-part learning series that introduced them to Anishinaabe, Hausonosaunee, Metis, and Inuit culture.
Resources were shared with schools to enhance Indigenous pedagogy in social studies courses, including a pilot of the NBE 3U course at Listowel District Secondary School (LDSS). Students in teacher Katie Snell’s class found the course deeply meaningful, with one student saying, “It is steering away from the eurocentric way that English is usually taught,” and another saying, “I learned more in this course than I have learned my entire life about the Indigenous community.”
Indigenous students have expressed interest in gaining opportunities to explore their culture further and to increase their presence within their schools. Future initiatives will include creating and maintaining more partnerships with Indigenous community members and parents, to assist with meeting student and teacher requests.
Increase registration in CASE and Riverside by increasing access, positive promotion and the use of culturally responsive pedagogy
CASE (Community-based Alternative Secondary Education) and Riverside are designed to meet the needs and concerns of families and students who may not have been participating in public education previous to secondary schooling. Registration increased for these programs, especially among Low German Mennonite and other conservative Mennonite sects. There was an intentional focus on supporting the Riverside Program as a portable was put in place at Mornington Central Public School (MCPS) to provide a physical location that welcomed and provided a safe space for students. The elementary students were connected to the portable and programming in hopes of envisioning themselves as secondary students once they graduate from MCPS. In addition, MCPS participated in a Ministry Project centred on Culturally Relevant and Responsive Programming. Staff participated in a day of learning at the University of Waterloo’s Conrad Grebel Institute which houses Mennonite Studies. Staff visited elementary schools in neighbouring districts which have significant Mennonite populations to share how programming and practices reflect their culture. Professional resources were purchased to create a library which speaks to the Mennonite populations in the school so that staff can continue their learning past the project and new staff to the school can learn about the culture. A researcher was hired to capture the historical context of the Low German Migrant population and provide AMDSB with a written report of the current context of the Low German Mennonite sect and their relations with public education.
Finally, AMDSB explored participating in the Tu Puente (The Bridge), a program piloted by Thames Valley District School Board, where Low German Mennonite students continue their studies while migrating annually back to Durango, Mexico. It was decided that students would benefit from access to this program and a commitment was made to start participation in the program in September 2019. Ongoing personnel investment of this work has continued by contracting a retired administrator to continue outreach with the private schools in the area to connect them to the Riverside Program. As well, Anna Klassen, our Low German Networker and translator has continued to be an integral part of building trust and understanding with the community.
AVON MAITLAND DISTRICT SCHOOL BOARD | 2018-2019 Director’s Annual Report | 21