Indigenous community input redefines education in northern Alberta

A partnership between the Werklund School of Education, Peace Wapiti Public School Division (PWPSD) and Pembina Pipeline Corporation (Pembina) is transforming learning in northern Alberta with the implementation of school programming that reflects the needs and values of the Horse Lake First Nation community.

Launched in 2019 with a $600,000 donation over six years from Pembina, the partners began by establishing and strengthening positive and trusting relationships in the district. 

As a result of this foundational work, four programs based on community input and designed to enhance student experience and build teacher capacity were introduced during the 2023-2024 school year.

The aim is to provide culturally responsive experiences to Indigenous students while also reframing how educators engage with Indigenous communities and content in the classroom.

“The way the division is working really shows knowledge and respect for Indigenous protocols and practices,” says Dr. Jennifer Markides, PhD’20, project lead and SSHRC Tier 2 Canada Research Chair (CRC) of Indigenous Youth Wellbeing and Education. “The Indigenous Education Support Team has become quite strong and is using the Pembina funds for rich learning experiences that the students want.”

Cultural practices 

In addition to a Cree Language Series during which students build fluency and participate in cultural practices, the Pembina funding helped to establish a year-long beading series that offers Grade 12 students the opportunity to craft traditional pieces for their high school graduation, including beaded eagle feather holders, moccasins and mortarboards.

Graduates across the division are recognized at the Indigenous Student Graduation Ceremony. Outstanding pupils are publicly honoured with the presentation of The Academic Achievement Award to Indigenous Student Leadership and The Seven Sacred Teachings Award during the celebration.

“We're hearing that the students are really enjoying the inclusion of Indigenous teachings,” says Markides. “Things like hide camp, beading grad caps and drum-making. They're hungry for more of these experiences.”

Shawn O’Shea, PWPSD assistant superintendent, confirms that the activities are fostering stronger school, teacher, student and community relationships. 

“These opportunities have increased attendance, established a deeper sense of belonging and a sense of pride in our Indigenous students. This is reflected in their engagement in classes and them openly sharing how much they appreciate culture being a part of their learning at school.”

Recognizing the need to strengthen teacher knowledge, PWPSD also initiated the Teacher Lead Program. Through this program, staff representing all 23 schools in the division are introduced to services offered by the school board, provided with in-person and virtual professional development opportunities and build a community of support.

Participants come away with a better understanding of Indigenous education, more confidence in teaching Indigenous topics and history and greater comfort working towards reconciliatory actions within their classrooms.

Investing in community

PWPSD says the programs would not be possible without Markides’ ongoing support and the financial backing of Pembina.

In return, Pembina welcomes the opportunity to invest in the learning strategy and research.

“Pembina is proud to support the Peace Wapiti Public School Division and the University of Calgary’s Werklund School of Education in their efforts to create safe, inclusive learning environments that integrate Indigenous ways of knowing and being,” says Sean Wilson, Vice President, External Affairs at Pembina.

This partnership reflects our commitment to working alongside Indigenous communities to promote Indigenous values, support spiritual, social, and economic wellbeing, and advance reconciliation and self-determination. We look forward to seeing how the learning strategies developed will better support the needs and dreams of Indigenous students.” 

Indigenous voices

Input from Indigenous community members is also the foundation of the Empowering Indigenous Voices: The Walking Alongside You(th) Project. Led by Markides and Indigenous Education Projects Oversight Coordinator Erin Walls, this Social Sciences and Humanities Research Council-funded initiative is the research component of the partnership.

The project, which is in its second year, asks Indigenous youth what culturally-specific programming they would like to see in their schools and communities.

“Communities will determine the specific questions regarding how to best support the students' goals, dreams, needs and interests for life after high school,” says Walls. “Equipped with these findings, we work with the partners to put the students' requests into action.” 

Connections with Elders and community as well as access to land-based teachings, bridging programs, university pathways, trades and entrepreneurial opportunities are among the requests students made during interviews.

Markides is pleased with the positive impact the partnership is having in the community and excited to expand learning experiences for the students. 

“I'm really looking forward to my next visits and connecting again with the education director for the Nation as well as the Chief, whenever possible, to ensure that we're always following their lead.”