ERIC EJ962052: Combining Outdoor Education and Anishnaabe Culture in a Four-Credit Semester Program in Blind River

2011·0.14 MB·English

by  ERIC

Trail Blazers
Combining Outdoor Education and Anishnaabe Culture
in a Four-Credit Semester Program in Blind River
By Alexandra Thomson
A testimony about the New Trails program at in Moosonee, where he led an Outdoor
W.C. Eaket Secondary in the Algoma District Education program and later taught at W.C.
School Board, written by Alex Thomson, Eaket in Blind River, Ontario.
based on an interview with program
teacher/facilitator Ryan Forsyth: Sheila Nyman, the principal of W.C. Eaket,
was immediately supportive of Ryan’s
Before the course the kids weren’t idea to implement an outdoor education
achieving because they’re not program in conjunction with the First
attending class for a variety of reasons. Nations community. They found financial
But in the program they become support from the Gosling Foundation, and
part of a group. Because they have the Algoma District School Board matched
the same teacher and see the same the grant. They started making connections
classmates every day. We start with with the local First Nations community, who
team building activities. They become mostly come from Mississagi First Nation
part of a cohesive unit where their and Serpent River First Nation. The program,
individual skills are appreciated. now called New Trails, was born. Recently,
They’re learning skills, which boosts the Mississagi First Nation has supported
their confidence. If students aren’t most of the program’s financial needs.
achieving, we can spend a whole day
on something. So they see immediate W.C. Eaket has a Native resource worker,
success and receive positive feedback. Reg Niganobe, who plays a key role in
They start getting good marks, they building and maintaining relationships
start going to class and their character with the local communities and Elders,
improves. I tell them “this is success. promoting traditional Aboriginal culture
This is what success feels like”. with the school, and helping all students,
And I believe success is addictive. regardless of their heritage, develop cultural
Many of them start attending their awareness. He has been instrumental to
classes and succeeding in the year the success of the program. Ryan says of
after the program. Some of them the Blind River and area’s First Nations
need reminders about their successes and Métis community: “You make a call to
after the program is over in order the community. And if it’s got to do with
to continue to do well. Because of education, people will volunteer, and right
the success we’ve been having, it’s away you’ll have what you need. It makes
not surprising that we now have a me wonder why historically that kind of
partnership with the Mississagi First partnership wasn’t utilized.”
Nation. They support the program
with equipment, supplies and a Connecting with local First Nations
financial contribution. communities, however, is a skill. People
who know local protocols1 and who know
Ryan Forsyth attended a four-credit semester the community know how to ask for
program at Elliot Lake Secondary School in support. Non-Aboriginal teachers should
the late 1990s. The program, led by Mark ask for help in developing this skill if they
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Robinson, changed his life. Ryan found work want to involve local First Nations, Inuit, Y
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in the outdoor guiding industry and went and Métis leaders, artists, Elders, teachers,
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on to lead several month-long canoe trips in and traditional people in their school. H
remote locations in Ontario. This led him to Local friendship centres, post-secondary T
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a teaching job in Moosonee, Ontario, after Aboriginal support services, and Band P
he received his teaching certificate from offices can help non-Aboriginal teachers
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Lakehead University. Ryan taught for two develop these skills.
years at Northern Lights Secondary School
Trail Blazers
Teachers wishing to acquire these skills need being in the program helps their self-esteem.
to realize that “cross-cultural skills can only In the past, students have participated in a
be developed in relationship” (Sutherland, fasting ceremony, and they also might do a
n.d.). Teachers need to first develop sweat lodge ceremony this year. Ryan says of
friendships with local First Nations people in the circles and ceremonies that the students
order to learn the skills involved in bringing participate in:
local Elders and resource people into the
school. Building relationships with local I take part in all those things, even
First Nations, Inuit and Métis communities though I don’t have any First Nations
takes time and needs to be nurtured heritage. I have to sacrifice some of my
like any significant relationship. A good privacy, and tell the students what’s
resource is Chapter 4 from Our Words, Our going on in my life. But the students
Ways: Teaching First Nations, Métis and Inuit don’t disrespect me for that. It goes
Learners, produced by the Alberta Ministry both ways. I share and so they share. I
of Education (2005). Furthermore, Principals would come off as a phony if I didn’t do
and school boards wishing to improve their that.
relationships with local First Nations, Inuit
and Métis communities should hire Native The students also develop strong friendships
resource workers so that this expertise is with their peers, which last after the program
within the school. ends.
The students in the New Trails program When students are struggling with managing
have learned how to set up a tipi from local their own behaviour, Ryan finds that
volunteers, and they participate in a sugar using a corrective, rather than a punitive,
bush in March. Volunteers have taught the approach allows students to make good
class how to make a big drum, which the choices for themselves. W.C. Eaket Vice-
students bring to local area elementary Principal Brian Beauchamp has been critical
schools to teach younger kids. In fact, the to the implementation of this behaviour
name “New Trails” was given by a member management strategy. Almost all students
of Bear Creek, a local big drum singing successfully complete the program with this
group who is one of the most famous pow guidance and the role modelling from the
wow groups in Turtle Island2 at the moment. many adults involved in the program.
Of the big drum, Ryan says: The program is based around physical
education and leadership, geography, Native
It’s almost like a magical thing. It studies and English credits. The students
brings the kids together. You have to are outside much of the time. The students
work together. It’s an awesome team become certified in the use of GPS and in map
task. You have to be on beat. They and compass work, and earn accreditation
develop hand signals, you have to in chain saw use, ORCA Tripping I, Basic
know how to hold the drum stick. Flatwater, Basic Kayaking, WHIMIS, Skidder/
You have to take care of that drum. Cutter operator’s license, Pleasure Craft
You can’t swear around it. The drum operator’s card and Wilderness First Aid.
represents the heartbeat, and needs to They have used these skills to fundraise for
be treated with respect. It’s great for the program, for example by cutting trees
character education and for promoting for a local home. Students also engage in
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local culture. It brings me closer to a two-week co-op placement with local
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A those kids. municipalities and tourism businesses to
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prepare for work in the growing eco-tourism
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T The program also has the support of local sector. Finally, the program integrates
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P Aboriginal professionals, and includes elements common to many four-credit
a weekly sharing circle led by a certified semester Outdoor Education programs,
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addictions counsellor. Many of the students including cross-country and downhill skiing,
are grappling with personal challenges, and fitness, and a culminating canoe trip. Students
Trail Blazers
say that it is the canoe trip that really creates a program can be when so many people
bonds between students, and helps them contribute. If there is any lesson to be learned
recognize what they have accomplished. from New Trails, it’s that it really does take a
village to raise a child.
The New Trails program has impacted many
students and is strengthening the bonds of 1 Protocol is “the code of etiquette
the community at large. The Native resource appropriate to the customs of the people or
worker who works with the program told community. . . . Each Aboriginal community
Ryan that before the program existed, there has its own cultural and social traditions
was animosity between the local First Nations that translate into protocols that should be
people and the school. Ryan said: followed carefully” (Alberta Ministry of
Education, 2005).
The First Nations people felt like they
didn’t have enough of a voice in the 2 Turtle Island is the name that many First
education system. If you don’t have Nations, Inuit and Métis people use for
community partners with your school, North America. Its origin is several creation
if there isn’t a dialogue, then people stories, including that of the Haudenosaunee
aren’t going to trust the school. The (Iroquois), who live in what is now southern,
program has filled that void. It’s made central and eastern Ontario.
education more relevant to the local
population. References:
W.C. Eaket Secondary School has also Alberta Ministry of Education. (2005).
engaged in other initiatives to ensure that the Our words, our ways: Teaching First
local First Nations are equal stakeholders in Nations, Inuit and Métis learners.
education. Available for order at www.lrc.
education.gov.ab.ca/ or for free at
Challenges do remain. Ryan says the biggest http://bit.ly/hXs4dG
one is “keeping your energy level up… You
always have to be aware of their safety. With Sutherland, Jessie. (n.d.) Worldview skills:
Native cultural activities and overnight trips Transforming conflict from the inside
Reg Niganobe is there to support us, but with out. http://bit.ly/fAOv9S
the daytime outdoor activities, I’m sometimes
the only chaperone with the kids.” Since it Thomson, Alexandra. (n.d.) Seeing the
is very difficult to find a co-teacher with the homeland and the trees? First Nations/
right skills and character, Ryan remains the environmentalist relations in N’Daki
only instructor. Luckily, the partnership with Menan/Temagami 1986–1994.
the Mississagi First Nation means that the Available from the author at
program does have fewer financial challenges [email protected]; can
than Ryan expected it would, which allows also be found online on ProQuest’s
Ryan more time to dedicate to improving the Dissertation Database.
program.
Ryan gets supportive feedback from Alex Thomson teaches Aboriginal Education and
community members, teachers and parents. Outdoor Education at Lakehead University in
In the first year of the program, he received an Orillia.. She has worked in youth camping for
anonymous gift of home-baked cookies that many years. She completed a Master’s degree S
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lay on his desk one day after work. He said: in Canadian Studies and Indigenous Studies A
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“I never did find out where it came from. I at Trent University. Alex is a qualified teacher
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know it wasn’t the principal.” Those tokens of looking for principals interested in starting up a T
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appreciation go very far for Ryan, who says similar program in the Peterborough/Orillia/GTA P
teaching can be a lonely profession. Small area. Please email [email protected] if
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gestures that just go to show how successful you’re interested.