Members of local indigenous groups are working toward opening a charter school with the goal of offering students an education that goes beyond academics.
Charlene Bearhead, a member of the board for the Roots of Resilience not-for-profit society, says the group is applying to the Minister of Education to be able to open a charter school in Drayton Valley, with a goal of opening in September.
The society is hosting an information night on February 13 from 5-7:30 p.m. at the Holiday Inn Express.
Bearhead says her 40 years of working in education has made it clear that the system is failing children and staff as human beings.
“I’m always a big believer in doing the best you can to try to work with what exists already and do what you can to help guide that,” says Bearhead.
She worked within the system, and recently served as a school board trustee, but she says people weren’t ready to progress with changes she feels need to be made.
The goal of opening the charter school is to offer a learning experience that encompasses a child’s entire wellbeing, including mental and spiritual health, along with teaching Alberta’s curriculum. While the students will learn from methods that indigenous people have always used for passing on knowledge, Bearhead says the school isn’t just open to indigenous children. Any child in the area from Kindergarten to grade 12 will be welcome to attend.
One thing that Bearhead wants the public to be aware of regarding charter schools is that they are still public schools. Roots of Resilience will be funded in the same manner that Wild Rose School Division and the St. Thomas Aquinas Roman Catholic School Division are.
“One lady said to me, ‘This sounds so amazing Charlene, but I really struggle with anything that takes away from public schools,’” says Bearhead. “I had to say to her ‘This is public education. This is public school.’”
She says there are only provisions for charter schools in Alberta. Charter schools receive the same funding for facilities, transportations, and other expenses, and the same requirements to follow the Alberta curriculum and the Education Act. Just like any other public school, parents do not have to pay extra to enrol their children in a charter school.
“But they are intended to be schools of choice,” says Bearhead. “They give parents and kids a choice in their education.”
However, charter schools are not without controversy. According to the website of Alberta Teachers’ Association, “there is only one pot of money for schools in Alberta. When money is diverted to private and charter schools, it leaves public schools in a funding shortfall.”
Bearhead says charter schools have to offer a unique approach to education that isn’t available in the geographic area. Bearhead says it’s important to the RoR society to define the holistic success for the school, which means the students will be doing better in body, mind, and soul, as well as academically.
She says that pushing people hard to do well academically while ignoring all other aspects of the student’s progress doesn’t work well. For Bearhead, it’s important for educators to meet the students where they’re at, value them as human beings, offer them a safe environment, and offer opportunities for the students to see themselves reflected in what is being taught.
Along with the regular curriculum, Bearhead says they plan to offer language programs for those who are interested in learning the language of their ancestors to help those students connect with their heritage.
Wendy Snow, the Interim District Captain in the Otipemisiwak Metis Government for District Eight and member of the RoR society, says she feels her own children would have benefitted from what the proposed school will be offering.
Snow says she has two children as well as a niece that she is the guardian of. With all three of them going to school in Drayton, she says they went to almost every school in the community.
“I found that it was very lacking as far as teaching to our culture,” says Snow.
She says every year she would fill out the demographic forms, indicating that her children were indigenous, knowing that the school division would get additional funding for those students.
“I found that all of the funding in the Wild Rose School Division went to Rocky Mountain House,” she says. “All the programming, all the culture stuff, everything went to Rocky Mountain House.”
Like Bearhead, Snow wanted to work with the system and try to help improve things. She ran twice for school board trustee, but did not get elected.
“I’ve always wanted to see more funding and programming and culture stuff in this area, just like there is in Rocky Mountain House,” says Snow.
Bearhead says the RoR school will resonate with indigenous children.
“An indigenous pedagogy, or approach to education, is about physical, mental, social, emotional, and spiritual [well-being]. Whatever that means to you. Everyone is indigenous to somewhere,” says Bearhead.
She says public charter schools are smaller and have unique approaches to education.
“They are actually intended to be models for how education could happen in any or all public schools,” she says.
Bearhead says when the students see themselves reflected in the content they’re learning, they have a better chance of relating to it and absorbing it.
By making the students the centre of the system, educators can focus on the whole child, not just the content they’re supposed to be learning. She says each student has different strengths, weaknesses, interests, and paths. In their school, they plan to help students excel at their strengths, offer support for their weaknesses, and encourage their interests and plans.
Another important part of education is offering the students a safe space.
“If kids are terrified, if kids are being bullied, if kids don’t feel safe, how can they focus on learning?” says Bearhead. “That’s just human instinct. That’s survival.”
She says if students are feeling ostracized, alienated, or left out, it’s more challenging for them to learn.
Roots of Resilience will also offer hands-on learning for students. This experiential learning will be land-based, which means there will be more of a balance between indoor and outdoor learning. She says there are many different areas of the curriculum that can be taught outdoors beyond science and physical education.
“For me, when you do something, rather than just read about it or hear about it, it becomes ingrained in you,” she says.
Snow says she wants to see children in the area have an opportunity to choose an education that best suits them.
“I think it just gives them a great basis for success later on in life,” says Snow.
