Request for Further Clarity on the “Indigenous Way of Learning”

by

From: Pierre Barns <pierrebarns@gmail.com>
Sent: Friday, January 31, 2025 6:00 PM
To: Bruce Cunnings <Bruce.Cunnings@abbyschools.ca>
Cc: Jared White <jared.white@abbyschools.ca>
Subject: Re: [EXTERNAL] Request for Further Clarity on the “Indigenous Way of Learning”

Hi Bruce,

Thank you for your response and for sharing additional resources on Indigenous education. After reviewing the Indigenous Enhancement Agreement 2025-2030 and your recent email, I have a few follow-up questions regarding the strategies for implementation, particularly in the areas of advocacy, staffing, curriculum mandates, professional development, dedicated school spaces, and student success outcomes.

Clarification on Advocacy

In your response, you mentioned that the Indigenous Ways of Learning is integrated into the district’s curriculum in alignment with the Indigenous Enhancement Agreement 2025-2030, which “prioritizes student success, cultural identity, and equity through advocacy.”

Could you clarify what advocacy means in this context?

  • How does advocacy function within the school system, and how does it differ from the support and resources already provided to students?
  • Is this advocacy focused on individual student needs, systemic policy changes, or broader political activism?
  • Who determines what issues are advocated for, and how does the district ensure that advocacy remains educationally focused rather than ideological?
  • How is advocacy measured in terms of improving student success, literacy, numeracy, and graduation rates?

Correction on Curriculum Mandates & Teacher Responsibilities

In the Indigenous Enhancement Agreement 2025-2030, it is stated that teachers must infuse Indigenous content and perspectives into their curriculum, citing the BC Teachers’ Federation (BCTF) Professional Standards. However, after reviewing the official Professional Standards for BC Educators, I found that this standard is actually set by the British Columbia Teachers’ Council (BCTC), not the BCTF.

Specifically, Standard 9 of the Professional Standards for BC Educators states:

“Educators respect and value the history of First Nations, Inuit, and Métis in Canada and the impact of the past on the present and the future. Educators contribute towards truth, reconciliation, and healing. Educators foster a deeper understanding of ways of knowing and being, histories, and cultures of First Nations, Inuit, and Métis.”

(www2.gov.bc.ca)

While this standard emphasizes the responsibility of educators to integrate Indigenous perspectives, it does not explicitly mandate that Indigenous content be prioritized over other subjects.

Furthermore, while the BCTF supports Indigenous education through professional development opportunities and resources, it does not set curriculum mandates. The BCTC’s professional standards apply to all educators in BC, while the Ministry of Education dictates curriculum content.

With this clarification in mind, I would like to ask:

  • Does the district have its own policy requiring teachers to integrate Indigenous perspectives into all subject areas, beyond what the BCTC mandates?
  • Will teachers be penalized or disciplined if they do not include enough Indigenous content?
  • Will Indigenous perspectives take priority over other historical and cultural perspectives, or will teachers be given flexibility to ensure a balanced and inclusive approach?

Staffing & Hiring Practices

  • The agreement states that all staff working with Indigenous students must have a “connection to Indigenous culture” and that hiring practices will prioritize recruiting staff with Indigenous connections.
  • Does this mean that Indigenous candidates will be prioritized over non-Indigenous applicants, even if they are equally or more qualified?
  • If so, how does this align with employment equity laws and fair hiring practices?

Dedicated Spaces for Indigenous Students

  • The agreement mandates that each school must provide a dedicated space for Indigenous students while stating that it “can be inclusive but must still meet the needs of Indigenous learners.”
  • How does the district ensure that these spaces do not create segregation or exclusivity within the school community?
  • Are similar dedicated spaces available for students of other cultural backgrounds, or is this initiative solely for Indigenous students?

Indigenous Language Instruction

  • The agreement prioritizes learning and sharing Halq’eméylem.
  • Will this be mandatory for all students, or will it be optional?
  • How does the district balance Indigenous language instruction with other language programs, such as French, Panjabi, or Mandarin, that may also be relevant to a diverse student body?

Bias, Racism & Professional Learning

  • The district commits to “explicit professional learning about bias and racism.”
  • Will this training apply only to Indigenous-related issues, or will it cover all forms of discrimination affecting students of various backgrounds?
  • How does the district ensure that this training does not unintentionally introduce new biases or frame Indigenous students primarily as victims rather than as empowered individuals?

Professional Development & Ideological Training

  • The district acknowledges “historical and ongoing injustices” and commits to “revealing and correcting miseducation.”
  • Will all staff be required to undergo Indigenous-focused training?
  • How does the district ensure that professional development presents a balanced perspective, acknowledging not only historical injustices but also Indigenous successes and contributions?

Food Security & Funding Prioritization

  • The agreement states that the district will prioritize funding for food security programs, including breakfast and lunch programs, for Indigenous students.
  • Does this mean that Indigenous students receive priority access to food programs over non-Indigenous students who may also be in need?
  • How does the district ensure that food assistance is allocated based on economic need rather than ethnicity?

Disciplinary Disparities & Culturally Relevant Alternatives

  • The agreement explicitly aims to reduce the overrepresentation of Indigenous students in disciplinary actions and to provide culturally relevant alternatives.
  • Does this mean that Indigenous students will be subject to different disciplinary policies than non-Indigenous students?

If so, how does the district ensure that all students are held to the same behavioral expectations and consequences while still addressing root causes of disparities?

Cultural Identity and Indigenous-Specific Learning Paths

  • The agreement prioritizes learning about Indigenous students’ cultural identities and connecting them with traditional teachings and stories.
  • Does this approach risk placing more emphasis on cultural teachings than core academic subjects like math, science, and literacy?

Indigenous-Only Ceremonies & Prioritization of Indigenous Voices

  • Indigenous students receive exclusive district-wide projects and ceremonies (Grade 5 Drum Project, Grade 8 Paddle Project, Grade 12 Honouring Ceremony).
  • How does the district balance this with ensuring that students of other cultural backgrounds also have their traditions and achievements recognized?

Integration of Indigenous Elders and Knowledge Keepers

  • The agreement outlines dedicated Indigenous Knowledge Keeper programs, ensuring that Indigenous cultural teachings are given significant space in the curriculum.
  • While this can be valuable, does the district offer equivalent access to cultural mentors for students from other backgrounds?

If not, how does this align with the district’s commitment to multicultural inclusivity?

Final Concern: Lack of Measurable Improvement in Indigenous Student Success

Despite all these programs and initiatives, Indigenous students continue to fall behind academically.

  • If these efforts are effectively improving educational outcomes, why do these disparities persist?
  • What data-driven evaluations are in place to measure the success of these programs?
  • If current strategies are not yielding results, what adjustments are being considered?

I appreciate your time and look forward to your response.

Best regards,

Pierre Barns

236-458-7269

From: Bruce Cunnings <Bruce.Cunnings@abbyschools.ca>
Sent: Wednesday, January 29, 2025 4:27 PM
To: Pierre Barns <pierrebarns@gmail.com>
Subject: RE: [EXTERNAL] Request for Further Clarity on the “Indigenous Way of Learning”

Hi Pierre, thank you for e-mail and questions regarding Indigenous Ways of Learning.

The “Indigenous Way of Learning” is integrated into our district’s curriculum in alignment with the Indigenous Enhancement Agreement 2025-2030, which prioritizes student success, cultural identity, and equity through advocacy.

Measurable goals include increasing literacy and numeracy rates for Indigenous students, improving attendance and graduation rates, and creating opportunities for academic and cultural milestones. The district also tracks outcomes like Grade 12 completion rates and post-secondary transitions while celebrating educational milestones through experiential opportunities such as drum-making and paddle design to instill pride in cultural identity​.

The district is mindful of balancing initiatives to foster inclusivity among all students through celebrating diversity across all cultural backgrounds.

I have included some links that will provide you with additional information regarding Indigenous education.

Please find a link to Indigenous Education in British Columbia. Indigenous Education in British Columbia – Province of British Columbia

The following link will provide you with some of the Indigenous Education Teaching Tools and Resources for schools in BC. Indigenous Education Teaching Tools and Resources – Province of British Columbia

Thank you,

Bruce Cunnings / Assistant Superintendent
bruce.cunnings@abbyschools.ca 

Abbotsford School District 
T: 604.859.4891 / F: 604.852.8587
2790 Tims Street, Abbotsford, BC V2T 4M7 
www.abbyschools.ca

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From: Pierre Barns <pierrebarns@gmail.com>
Sent: Thursday, January 23, 2025 9:23 PM
To: Bruce Cunnings <Bruce.Cunnings@abbyschools.ca>
Cc: Jared White <Jared.White@abbyschools.ca>
Subject: [EXTERNAL] Request for Further Clarity on the “Indigenous Way of Learning”

CAUTION: This email originated from outside of the organization. Do not click links or open attachments unless you recognize the sender and know the content is safe.

Hi Bruce,

I appreciate the time you took to address my questions, I found the explanation provided to be somewhat unclear and would greatly appreciate further clarity on this topic.

Specifically, I am interested in understanding the practical applications of the “Indigenous Way of Learning” within our district’s schools. How is this concept being integrated into the curriculum, and what measurable goals or outcomes are associated with it? Additionally, I would like to know how these efforts address the real needs of Indigenous students and communities, particularly in supporting their academic achievement and overall well-being.

As someone with personal ties to Indigenous heritage and a background of growing up around reserves, this topic holds significant meaning to me. Additionally, my children come from a diverse background, as my wife is Japanese. How do we ensure that initiatives designed to support one community do not inadvertently cause other communities to feel overlooked or excluded? How is the “Indigenous Way of Learning” being balanced to foster inclusivity and unity among all students, rather than creating further division within the student body and broader communities?

These initiatives need to go beyond an overemphasis on symbolism and deliver tangible benefits for Indigenous students while also promoting harmony and mutual respect among all cultural groups.

Thank you for your attention to this matter. I would be happy to discuss this further and provide additional context if needed.

Looking forward to your response.

Best regards,

Pierre Barns

236-458-7269