Can the Living Sky School Division increase its First Nations graduation rate by three to five per cent a year?
If it can, the gap between First Nations and non-First Nations graduation rate would be cut in half in five years, says Brian Quinn, superintendent of school operations, curriculum and instruction.
The board approved a nine-page First Nations and Métis Education Plan for 2012-15 Feb. 27 to submit for funding to the Ministry of Education. Integral to the plan is the use of indigenous methodologies of research, and Michelle Sanderson, the division's First Nations and Métis achievement co-ordinator, explained to board members it's a form of research that is different from what has typically been included in the world of academia. It is a way of collecting data through conversations, sharing circles, storytelling, journaling, meditation and protocol.
Sanderson explained it is based on the tenets of the Nehiyaw Nation, including giving back, cultural and historical understandings.
There are multiple ways of seeing the world, she pointed out, and there are more beliefs than just one.
Researching the experiences of First Nations and Métis students in the education system would be done in a way that honours other people and which is built on establishing a relationship with the subjects of study, said Sanderson. It must be reciprocal and build trust, by allowing them to review the information gathered and have a chance to say whether or not it reflects the intent of what they shared.
"First Nations people have trust issues on research," she said.
This systemic lack of trust comes from a long history, she added.
There would be four meetings with each study group of 10 to 12 students. First, said Sanderson, there would be an introductory session in which a relationship would be established, according to cultural expectations. Meetings two and three would collect information, and meeting four would be a wrap up in which the students would have a chance to say, "Yes, this is what I meant," or not.
This data is intended to help educators understand the qualitative information that is missing from the quantitative data collected from other assessments.
Director of Education Randy Fox said it's obvious what has been tried in the past to improve outcomes for First Nations and Métis students hasn't worked.
"We haven't done it the right way," he said. "We don't take the time to hear their stories."
This method of research should get more response due to its authentic nature, said Fox - certainly "better than tracking them down after they've left to find out why."
