InJune 2020, we tried to replicate the Grad Ceremony in an online meeting. This year we tried to create a celebration for our Grade 7 students that would capture their interest and excitement. This was my farewell speech to our David Livingstone Elementary Grade 7 students as their principal.
Students, teachers and our online viewers, welcome to Hollywood North!
You are leaving the smaller pond our elementary school and swimming into the much larger pond of secondary school. However you are taking with you the background experience unlike anyone who has come before you. Last year, Grade 7’s left under the haze of COVID starting in March 2020 but a year filled with fairly typical Grade 7 experiences until that point in time. You are leaving with the previously undefined experience of fear, caution, lockdowns, expanded online learning, physical distancing, masks, cohorts, restrictions, air high fives and air hugs. Previously uncharted terrain for your typical Grade 7 student.
As people are being vaccinated and cases of COVID lessen, there is less focus on fear and apprehension. There is more focus on looking forward. People are already writing books about what it has been like to live through a modern day pandemic. But what is most significant is that YOU can write that book. All of your experiences and the feelings could fill many volumes. Of the 36 students leaving Grade 7, there are 36 versions of that book. Each version carries its own truth.
I’m currently reading a book called Think Again by Adam Grant. The subtitle – The Power of Knowing What You Don’t Know. What is most intriguing about the book, is the fact that it isn’t the smartest people who are most able to cope with adversity or change. It is the people who are able to rethink the situation and pursue a different pathway.
Mike Lazaridis dreamed up the idea for the Blackberry as a wireless communication device for sending and receiving emails. In middle school, he made local news for building a solar panel at the science fair and won an award for reading every science book in the public library. In his eight grade yearbook, there is a cartoon of Mike as a mad scientist, with bolts of lightning shooting out of his head. By 2008, his Blackberry company was worth $70 billion dollars. By 2014, the market share had plummeted to less than 1% of smart phone users in the US. What happened?
In 2010, when one of Mike’s colleagues pitched the idea of sending encrypted messages. He passed. What’s App saw the potential of text messaging to the tune of $19 billion dollars. When the idea of typing on a glass screen rather than on the tiny keyboard emerged with thumbs. He laughed. Steve Jobs saw the potential. Apple was off and running. Clearly Mike Lazaridis was a smart guy. He just couldn’t rethink or adopt another perspective. He couldn’t unlearn what he already knew.
Adam Grant talks about four approaches to the way people think and live their lives:
The first type of person digs in their heels and argues their point of view is right. They ever question their ideas. This type of person takes offence at other perspectives or anyone questioning their conclusions.
The second type of person completely focuses is on proving others wrong. This person focuses on discrediting rather than discovering.
The third type of person will appease the audience at any cost. This is the politician in the group. Popularity rather than accuracy dictates their views.
The final type of person assumes scientist mode. This person is actively open minded; searching for reasons why we might be wrong; not for reasons why we must be right. Revising views is based on what is learned. Changing minds are acts of intellectual integrity for a person in scientist mode.
Intellectual curiosity and openness to new discoveries. This is the skill set you’ve been taught since kindergarten. This goes hand in hand with curriculum in British Columbia. All those inquiry studies. All those questions to pursue. All that predicting and testing hypotheses.
The COVID pandemic has certainly thrust you into the full understanding of uncertainty. Yet, you are equipped to not only handle it but to pursue your very own version of truth. I look forward to reading about it. Or perhaps watching it on a screen in Hollywood, California. With that, I wish you all of the very best as you swim off into your next pond.
“How 2020!” is the much uttered refrain these days. It was the response when my oven door crumbled at my feet on Christmas Eve. It was the response to the intrusion of all “squeezing, wrenching, grasping, scraping, clutching, covetous old sinners” (Dickens, p. 2) aspiring to snuff out carols calling for comfort and joy. Yet in the face of an out and out battle with the global pandemic seemingly in the lead at times, Christmas Joy wins.
My older sister has taken the hit for the family, in assuming the role of Florence Nightingale. There is no doubt that all health care workers deserve our utmost appreciation and praise during COVID. However I cannot imagine being a hospice nurse in Baytown, Texas. Hospice nurses at the best times warrant a special place in heaven. The patience and kindness of the nurses at St. Michael’s Hospice when my Mom was dying will remain with me always. However a whole new layer of responsibility is added by a global pandemic, on top of what is already a job that most of us couldn’t handle on the best of days. However, Debbie carries with her a sense of purpose and responsibility. And still sends me some of the best gifs of the day! Positively inspirational. I must admit though, I feel like I dodged a bullet when Santa gave the Nancy Nurse doll to Debbie, and the Baby First Step doll to me, on that Christmas of our formative years, long, long ago. Whew!
Another inspiration has been my lifelong friend, Alison. Both of us are lovers of Christmas and believers in spreading Christmas joy. I could only manage it on a very immediate level this year. In my immediate reach. Beyond that it has been a stretch. But Alison has held tight to her wings and the dream of Christmas jot, including the Christmas letter that reflects her love and pride in all of her family. And the gift that I never imagined I needed. Yet my crafty string of Christmas lights and lights to go in that special bottle of Lambrusco from my kids on Mother’s Day. Of course, it would make the perfect reading area! Who knew? Other than Alison. It gives me great faith in future possibilities. The pervasive image for this school principal at this point in time, is a phoenix rising out of the ashes.
What the COVID restrictions have done is slow down the pace of the holidays. I will reach that goal of reading 100 books in 2020. It is possible for me to sleep past 6 am. I can find time to write everyday and exercise. There has been time to connect with friends, neighbours, and family members via phone calls, messenger, social media and en route. From work. From back in the burbs. From university. High school, And even elementary school. To pause over losses of loved ones. To celebrate happy memories we’ve been lucky to share. To do the present drop off. To be there for people when it matters. To connect in ways that in other times would have been unfathomable.
The feeling of space and time also allows time for reflection and creativity to emerge. Like my colleagues, I started the holiday exhausted and in high gear at the same time. Yet with some down time, I am gobsmacked by the challenges thrown our way and our ability to support one another as we run the gauntlet of COVID-19. Colleagues have stepped up to support each other in a multitide of ways that will be remembered for a lifetime. My daughter and her partner are tucked away safely in Taiwan where they have COVID management under wraps. Our son is close by and his business continues to thrive despite COVID. Brad and I have rediscovered boardgames. Scrooge would be right in his assessment of COVID-19 as a Bah! Humbug! However, in the big picture, Christmas joy emerges victorious!
COVID-19 can prevent the face to face event but not the celebration. A speech to Grade 7 students leaving elementary school to start secondary school.
My name is Ms. Carrie Froese, the very proud principal of David Livingstone Elementary School. I am honoured to be addressing our Grade 7 graduates and their guests tonight. This has been a year of change like no other. The COVID-19 Pandemic has changed how you have experienced school. It has changed how you socialize with your peers. It has changed how you connect with your family. It has changed how others interact with you. The Prime Minister has addressed Grade 7 students directly in a speech as you graduate from elementary school and move on to secondary school. A first! You are witnessing a tipping point where masses of people want to address the racism and discrimination in our systems of policing, health care and community life. You are seeing the backlash, as people wanting to hold tight to their preferred position or privilege, demonstrate blatant and deplorable racism. Then there is you. In the midst of it all. In a position to make real and meaningful change a reality.
You have heard me ask many times, who do you want to be in the world? Your power is in the things that you do and the things that you say. Many of you have already discovered that power. Early in the year, I was approached by group of Grade 7 students. They politely told me that when I said “Good morning, boys and girls” in the morning message, it did not make everyone feel welcome. They were able to identify the language was not inclusive and had the potential to make students feel “outside” of the group. They hung in there with me through slips of habit, to change my language to make everyone in the school feel welcome with a “Good Morning Livingstone School Community”. Little shift. Big difference in creating an inclusive and welcoming space.
Anna identified two things at the beginning of the year; A love of graphic novels by students in the school; A lack of graphic novels in the Livingstone library. Her initial goal was to “educate me” about the merits of graphic novels. I was sent home with homework and a fresh set of eyes. Her goal grew to include sharing her passion with other educators, parents, and students by presenting on a panel session sponsored by the BC Literacy Council. Her efforts resulted in a growing collection of graphic novels in the Livingstone Library and a nice connection with the librarian at Tupper who also shares her passion. We discovered that Tupper has the most well-developed collection of graphic novels of any school in the Vancouver School Board when the Tupper librarian attended the session.
Christa and Miki wondered about the Black Lives Matter movement, the horrific images on social media, and the subsequent protests taking place. They took the time to ask questions, and followed their learning to embrace questions about the multiple perspectives that exist in history. Our history. They learned about the historical and present day discrimination faced by our Indigenous people and other communities of colour in our own backyard. Then they looked for ways to use their voices to speak up for needed change by sharing their learning with peers, signing petitions, advocating for donations and setting out to discover a path forward.
Fundraising for the Yukon Trip took on a life of its own, as students in Division 1 and 2 set their sights a trip of a lifetime to the Yukon to learn about food security, Indigenous people and the northern environment. Then just when the funds were almost in place – the COVID-19 pandemic shut down the possibility. To say it is a drag is an understatement. However, students have been able to pivot and make spending decisions that indicate:
the aspiration to benefit as many people as possible in the school community
a gratitude for the Essential Service Workers during the COVID-19 pandemic
gratitude and support for the Project Chef in-residence program and the powerful learning we experienced this year
A concern for people who are struggling to put food on the table
A desire to eradicate racism and discrimination
That is a strong voice filled with care, empathy, generosity and kindness that makes all of us proud. As you move on to secondary school, never underestimate the power of a clear, kind voice. Not laughing at a racist or sexist or homophobic joke. Naming behaviour for what it is. Supporting a targeted person. All those things have power. And when we act collectively, it is possible to change our society to embrace kindness and implement basic human rights for all people. As Margaret Mead says, ““Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”
You have the power to choose who you want to be in the world. Be kind. Be curious. Ask questions. Read to experience different places and glean new perspectives and knowledge. Write to fine tune your thinking and share your ideas. You have the power to change the world . I feel very confident that you will. I am so glad that our paths crossed.
Congratulations and best of luck as your next chapter unfolds at Secondary School.
I am on the Steering Committee of a group called Wild About Vancouver, brainchild of our fearless leader, Dr. Hart Banack, UBC. This is a particularly good opportunity because I get together with people who experience the concept of #GetOutdoors on so many different levels. Our conversation started with a goal of organizing an outdoor festival to get people of all ages out as participants and stewards of our amazing city, Vancouver, British Columbia. Yes, Canada for those of you familiar with another Vancouver, south of our border. Vancouver in itself provides many opportunities for outdoor activity and is widely known for the active lifestyle of it’s residents. The outdoors provides many possibilities to enhance mental health, physical well-being, environment awareness and action, as well as curricular instruction.
I am writing this blog on the deck of my father’s cabin in the Eastern Sierras at the doorstep of Yosemite. Just like my first visit at 9 years old and ever after, I am awake before anyone else. This was one of my favorite places to be when I was a little girl on visits with my older sister down south to see my father, step-mother, and later younger siblings. I could get up and out. No burglar alarm to be dis-armed. There were discoveries to be made and other early risers in the world. And I had energy to expend. Lots and lots of energy. Cabin life allowed for that to be a natural part of life. We hiked beyond the waterfall. Rowed. Played “Kick the Can” endlessly with the other cabin kids. Tried to steer the motor boat clear of the dangers of pipes hidden in reeds, sand bars and trees in the lake and on the “jungle cruise” aka stream. Fishing was a challenge for me unless we were casting and then reeling those rainbow trout in. I was a high activity kid. As an educator and a Mom, I had a personally tested strategy of using the outdoors as a way to increase focus in the classroom and to get kids to sleep at night.
I carried the habit of running, biking, hiking, and physically challenging myself into adulthood. I learned as an adult that no one actually cared how you did at something. Sometimes just trying was a victory. I did my first Terry Fox 10 km Run for Cancer Research at the urging of my husband. I believed passionately in the cause. I watched Terry run on the nightly news and my Mom had already suffered her first bout of breast cancer. I hit the 9 km mark and thought I was going to have to stop when a volunteer on the sideline yelled “good form”. That carried me to the finish line with renewed energy, through many Sun Runs, My First and only Triathlon at Cultus Lake, and getting back to running after pregnancies and injuries. Experiences skiing during my high school years, made learning to snowboard achievable. Familiarity on my bike made the bike trip through the Prince Edward Island a glorious adventure. A willingness to try some new physical challenge frequently ended with an increased sense of pride. When that didn’t happen, it resulted in a good story, frequently filled with laughter.
When I graduated from the University of British Columbia, it was the 80’s and very difficult to get a teaching job in Vancouver. I did another year at UBC to get a diploma in English Education while continuing to worked in a daycare / out of school care centre. My quest “to teach” was infused with my supervision responsibilities. I got my Class 4 driver’s license and we took those pre-schoolers all over the lower mainland of Vancouver to explore. School aged kids were welcomed to Sparetime Fun Centre after school and organized into clubs. We went outside to collect materials for arts and crafts. We ran. We danced. We played. We learned. By the time I got a full-time job at 22, learning through play indoors and outdoors was a well-established part of my understanding of how you establish rapport and create bridges between experience and curriculum.
I did my mandatory “out of town” practicum in Abbotsford, British Columbia, because I could stay for free with my paternal grand-parents. When I had my son, I wanted to be closer to home and started working in Coquitlam, where we had purchased our first home. When our youngest daughter went off to Queen’s University, my husband and I promptly moved back to Vancouver where I grew up and both of us lived, prior to kids. The place I was teaching, determined how I went about teaching the curriculum. In Abbotsford, background experience of students included experiences with gardens, cows, berry picking, farms and the ever-present smell of manure from spring to fall. In Coquitlam, salmon spawning in streams, raccoons in garbage, bear awareness when hiking or running in the park, and deer wandering on roads was common place. In Vancouver, walking and biking as a preferred mode of transportation, many local mountains for skiing and snowboarding, beaches, seagulls, crows and ethnic cuisine permeates life. This awareness of place has increasingly become part of education as we have reflected on how we incorporate understandings that are implicit in the Indigenous cultures that were present long before Canada emerged as a country.
The location of the school in British Columbia impacts how many Indigenous students attend. This sometimes provides a block for staffs trying to authentically incorporate Indigenous teachings into the curriculum. However, the sense of place provides an entry point for all students to gain insight into Indigenous ways of knowing. Examining how the place we live impacts our experiences, lends itself to going outdoors and considering our present and historical context. Many things in life cannot be anticipated or guaranteed with confidence. If you live in Vancouver, I can guarantee that it will rain and I can even tell you what that smells like. As a 6-year-old in Venice, my daughter looked up at me and smiled and said “It smells like home, Mummy”, when it started to rain. These understandings over time are the things we can learn from the stories from our local Indigenous people. Medicine Wheel teachings that have been incorporated into many Indigenous cultures have much to teach about how we make decisions, resolve conflict and achieve mental health.
My mother was in the hospital awaiting a procedure when I was called into the room to calm her down.
My response, “Breathe, Mum…No. Not like that. Into your abdomen… You know…Yoga, breathing. No. Not like that.”
My mother’s exasperated response: “You mean I’ve been breathing wrong my whole life?”
The poor nurses came running when we both burst out in uncontrollable laughter with tears running down our faces. They thought they had lost us both. However, there is a reason that the Japanese have taken the world by storm with “Shrin-yoko” or “forest bathing” since the 1980’s, yoga practices have become common place for people of all religions, and Indigenous teachings to improve physical and mental health are being considered. They teach contemplative practices and breathing that is very much centred on experience in nature. As a special education teacher and school principal, much of my work has been teaching students how to self-calm BEFORE problem solving. The first step is always to slow down breathing and learn what strategies work for you. My first go to strategy is physical activity but all of my students can tell you that a pot of Earl Grey tea works wonders for me. The trick is to have more than one strategy that works for you.
We have many amazing educators on the Wild About Vancouver Steering Committee. Although I have many years of experience in education from kindergarten to the university level, as a classroom teacher, administrator and university instructor, I am constantly learning from our committee members who come with varied experiences and approaches to how they get children to pay attention to the nature around them. Although I can’t prioritize what is most important about experiences outdoors, I strongly believe it is our success in getting children to pay attention that has the most significant impact on teaching curriculum. When we closely consider something, we come up with the best questions. The best questions result in the deepest learning and meaningful discovery. Engaging with nature is a catalyst for curiosity and the learning that comes with it.
Wild About Vancouver Committee members have all come together because we love Vancouver and want to fully engage people of all ages outdoors in all our city that has so much to offer. What we believe is most important varies with who you are talking to on the Steering Committee or what participant. Our ideas and suggestions are very contextual in that we are sharing what we know as Vancouverites. We have a one week long Wild About Vancouver Festival every year with a grand WAV event in the city. However, the learning and the application of this learning is relevant in any context. I have learned so much from participating in twitter chats and blogs originating in England and Germany. I have also taken from Reggio Emilia early education teachings with roots in Italy by doing lots of reading and visiting the Opal School in Portland, Oregon. And I’m pondering Wild About Vancouver at my Silver Lake playground in the East Sierras on the California – Nevada border. This model of celebration of outdoor activity takes place in many cities. The Wild About Vancouver model takes it one step further by incorporating a celebration of the outdoors with a striving to deepen the learning we take from nature in all aspects of our lives.
Please include us in your you tweets about Outdoor learning @WildAboutVan and tag us with #getoutdoors and #outdoorlearning in all social media posts. For you Vancouverites, we are always looking for participants and Steering Committee members if you are so inclined. Check us out at https://www.wildaboutvancouver.com/
I grew up living, learning and playing in Vancouver, British Columbia, on the ancestral and unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations. I saw Indigenous people but I did not hear their voices. In school we learned about a culture that was part of our past. Not our present. Definitely not our future. Yesterday on National Indigenous Peoples Day, the first day of summer on June 21, 2019, that had changed. And to quote an expert on joy, Chief Dan George, ”And my heart soars”.
In the Summer 2019 edition of the Montecristo magazine, Robert Davidson talks about when he erected a totem in Masset in 1969. It was the first one that had been raised since the 1880’s. “…it opened the door for the elders to pass the incredible knowledge that was muted…Before the totem pole was raised we had no idea of their knowledge. I had no idea that art was so important.” I think Vancouver educators are hopeful that the poles raised at the VSB this week to advance reconciliation with Indigenous people and celebrated on National Indigenous Peoples Day with 1000 plus people to bear witness to the event, will be part of many positive and productive learning conversations. I am deeply grateful that Akemi Eddy took her Grade 1 students to see the carvers in process and brought back wood shavings. Angie Goetz was able to support students in transforming the shavings into their own beautiful art. Akemi also took three of our students with Indigenous heritage down to the VSB ceremony with our ever-supportive PAC parent, Kathleen Leung- Delorme. These students were able to bear witness to the smudge at the beginning of the day in the presence of Judy Wilson-Raybould and Joyce Perrault.
I was fortunate to meet Joyce Perrault when I was the vice-principal at Norma Rose Point K-8 school in Vancouver. It was one of the many schools that she was working as an Indigenous Education Enhancement Worker. Not only was she able to establish a strong rapport with students in the relatively short weekly assignment at the school, but she was a sweet and gentle soul with a plethora of ideas to empower Indigenous students in finding their own voices, and to support non-Indigenous students in applying Indigenous teachings to explore their own pathways. The hallway displays were inspired, interactive and collaborative ventures created with the Indigenous students she was working with. She had put together a flipbook of the Medicine Wheel Teachings from her Anishinaabe/ Ojibwe heritage that she had implemented with students over the years. She was looking for a publisher. I had no doubt it would be published. She thought the publisher would use her text and drawings. I thought that the publisher would use the text and assign an artist to market it as a hardcopy version that could be used in libraries and on coffee tables, as well as a soft cover for use by individual kids.
The publisher smart enough to pick up the book was Peppermint Toast Publishing. It is a small publisher in New Westminster that publishes one book per year. They made a wise choice. Joyce Perrault’s first book, All Creation Represented: A Child’s Guide to the Medicine Wheel, was published in 2017 with Terra Mar’s amazing illustrations. The Vancouver School Board alone has purchased 250 copies. Her second publication is in process to support educators in teaching Indigenous ways of knowing through Medicine Wheel teachings.
This year, as principal of University Hill Elementary School, I did not have the number of Indigenous students, to warrant the assignment of an Indigenous Education Enhancement worker. However in Vancouver, it is mandatory for all public schools to have an Indigenous goal to support the quest to decolonize education. At University Hill Elementary, our Indigenous goal is: To increase knowledge, acceptance, empathy, awareness and appreciation of Indigenous histories, traditions, cultures and contributions among all students in an authentic way.
Our teachers took on this goal with enthusiasm. When I arrived at the school, Melody Ludski, had already taken the lead in having a spindal whorl commissioned by Musqueam carver, Richard Campbell. He came to unveil his amazing carving with his daughter shortly after the Truth and Reconciliation walk in 2017. I was talking about how impressed I had been with the fluency of the young woman speaking Musqueam on the stage at the end of the Truth and Reconciliation Walk, only to discover that she was Richard Campbell’s daughter. And she was standing in front of me. Bonus! We had amazing teaching that day and our students were able to hear the welcome in the Musqueam language from Richard’s daughter, Vanessa Campbell . Richard Campbell also shared the process of his carving, from the inspiration in the selection of wood to the finished product. He also shared that he was a survivor of the residential school system. Students, educators and parents in the audience witnessed first-hand the pain of the experience and the incredible support in the father-daughter relationship.
Many of our teachers have been engaged in personal, professional development around Indigenous teachings via VSB supported inquiry studies, school based professional development, book clubs and university coursework. Our students have been the winners. Delta authored materials published by Strong Nation Publishing have been implemented by primary teachers to teach core competencies. Ideas have been implemented from Jennifer Katz book, Ensouling Our Schools – A Universally designed framework for mental health, well-being, and reconciliation.
Staff got together to plan an outdoor learning space once the portables were removed from our site. A large circle of twelve large rocks that were big enough to seat 30 students were installed to facilitate outdoor learning. Some teachers wanted twelve rocks to teach time. Many agreed one needed to be placed to indicate true north and all of the compass directions. Some of us were excited with the possibilities for use as a talking / listening circle, as practiced in many of our classrooms, as well as integration of other Indigenous teachings. The Musqueam have gifted the VSB with the word, Nə́ caʔmat ct, which means “We Are One”, as part of our move towards reconciliation. I personally love thinking about it that way and calling it that as a way of honouring that our school is on Musqueam ancestral lands and demonstrating our openness to learning.
The intermediate curriculum benfited with the success of The Human Rights Internet Grant (www.hri.ca) for $1900.00 to implement new curriculum with Grade 4/5 students with a human rights lens on our Indigenous people. Students learned about the United Nations Declaration of Rights and Freedoms which was adopted by Canada in 1959 and the implications of these rights for our Indigenous people. It allowed us to show honour and respect by inviting Indigenous speakers to share Indigenous teachings with our students. Intermediate students had inspirational drumming and storytelling sessions with Alec Dan and teachings about indigenous plants by Martin Sparrow in the Pacific Spirit Park. This Human Rights Internet Grant also enabled UHill Elementary students to share their outdoor learning with students from Norma Rose Point during the Wild About Vancouver Celebration in April. It also allowed us to invite Indigenous speakers to share their teachings with the entire school including: Debra Sparrow to talk about the replica of one of the MOA (Museum of Anthropology) weavings by her and her sister Robyn Sparrow that we recently purchased and display in our foyer; Shyama Priya to share her Powwow dancing, including participatory opportunities for our students; Martin Sparrow doing the Indigenous Acknowledgement and sharing his teachings at the 2nd Annual University Hill Elementary Multi-cultural Fair; Martin Sparrow sharing bannock and salmon pate at our Earth Day BBQ. Joyce Perrault was also willing and able to request some of her teaching time allotment to come and share her book with our Grade 3 students and her process of writing it with our aspiring UHill Elementary authors.
Vincente Regis, a new PAC member, came forward with an idea for a school community Arts Festival at a PAC Meeting this Spring. He spoke passionately about the Arts Festivals he had implemented in Brazil as an educator. With enthusiastic support from PAC, we started meeting shortly after the PAC meeting to begin the planning for the first UHill Elementary Arts Festival. He very much wanted it to unfold before the end of the school year while momentum was high. When we decided on the date when we weren’t building the playground, and when I could access staging and tables for the event, Vincente immediately understood the significance of the Arts Festival taking place on Indigenous Peoples Day and the opportunity to honour the Indigenous voice and the contribution to Indigenous people in all aspects of the arts. He promptly began planning to incorporate an Indigenous song from Brazil with our students. I went to work to find an Indigenous artist willing and available to open with the Indigenous acknowledgement and put a spotlight on the Indigenous contribution in the arts.
The British Columbia Literacy Council of the International Literacy Association (BCLCILA) is currently going through a period of revitalization and relocation to Vancouver, British Columbia. Due to the BCLCILA / International Literacy Association membership of two UHill Elementary staff members and the support of BCLCILA, we were able to invite Joyce Perrault to not only facilitate an after-school session with educators in May, but also participate in the school community event on Indigenous Peoples Day, June 21, 2019 from 3:30 – 6:30 pm. She graciously accepted even though her morning started with her participation in the VSB ceremony to honour the raising of the 13-metre pole carved by James Harry of the Squamish Nation, and his father Xwalack-tun, a master carver with 50 years’ experience, as well as the male and female welcome poles by Musqueam carvers, William Dan and his family and his siblings Chrystal and Chris Sparrow. Big day!
Laura Tait, respected Indigenous educator, and current Assistant Superintendent at Nanaimo Ladysmith Public Schools (SD 68) has been cited to have said “If you want to know about Indigenous culture, make an Indigenous friend.” That has been the basis of trying to provide opportunities for developing community with our Indigenous neighbours. I have now participated with Joyce as she has engaged in learning conversations with students, educators, and parents. Her pride in her Ojibwe / Metis heritage has remained constant. Her voice has grown along with the number of people wanting to hear her story …”And my heart soars.” And more importantly, so does hers. Our path to reconciliation needs to include more of these spaces for the development of Indigenous voice and friendships.
Barbie, the iconic doll of my childhood, celebrated her 60th birthday this year on March 9th. This celebration, a day after International Women’s Day, is cause to pause. This is particularly the case for me. I was well versed in the world of Barbie long before passionately embracing the quest for gender equity. International Women’s Year was not declared and the March 8th day celebrated, until 1975.
The 1908 garment strike for better working conditions for women in the United States precipitated the first National Women’s Day in the United States in 1909. The 1910 Socialist International Meeting in Copenhagen brought the quest for rights for women and suffrage to the international stage. By 1911, the first International Women’s Day marked the right of women to vote, hold public office, work and participate in vocational training in Austria, Denmark, Switzerland and Germany. It would take Nellie McClung and her Manitoba suffragists until 1918 to secure the vote for women in Canada and make it clearly understood that “nice women” did want the vote. Susan B. Anthony would be hard at it, for another two years to secure the right for women to vote in the United States.
My sister had one of the first Barbies. No bendy legs or moving wrists but a doll that brought the promise of the empowerment of being a grown-up who could make all her own decisions. She was pretty and had flipped up hair like our mother. Barbie liked nice outfits, shoes and accessorized, just like our mother, our aunts and our step mother. Her store-bought clothes were expensive, so my grandmother would design and make clothes with the scraps of material from other sewing projects. My grandpa made clothes chests for Barbie and Ken from wooden Japanese orange boxes. My Barbie also had a car, so she was not limited in her travel. My mother did not learn to drive and get her white, Maverick until the year Neil Armstrong walked on the moon. I knew a car meant freedom. Barbie also had a carrying case so I could bring her with me to the park, the beach, houses of cousins, my friends and my father. Her wide range of clothing allowed her to be dressed appropriately for any activity.
It was not until I went off to university and cut my feminist teeth that Barbie fell out of favour with me. I baulked at the notion that society had limited expectations that women should look, act, and present in a deferential way or conform to the expectations of others. By then the slam was no longer that of Manitoba Premier, R.P. Roblin, that “nice women don’t want the vote.” It was the notion that a woman voicing her opinion was less than desirable. A man could assert strong opinions and be celebrated as “assertive”. A woman doing the same thing was labelled with “aggressive”.
As a teacher and a mother, I worried about helping young girls to find their voice and embrace the many opportunities open to them. I bemoaned when my students wrote Barbie adventure stories, especially when I was framed as the Barbie or her friend. I refused to buy my daughter a Barbie. When all she wanted for Christmas was a Barbie, my friends rallied and bought her several “Go, Girl” dolls. I loved them. They came with a themed sports outfits and gear, had flat feet and looked athletic. My daughter politely said thanks for the hiker, the soccer player, and the skier snowboarder dolls. She was clearly not impressed with these dolls, although she loved participating in all of the activities. She was thrilled with the one “real” Barbie from the Fashionista line, with long blonde hair and accessories. She was delighted that my “retro” Barbie collection of clothes and shoes fit her so Barbie could have some variety in her outfits.
As generations of Barbies have emerged, so have the varieties of skin colours, abilities, and interests reflected. There is the notion that little girls need to see themselves reflected in the doll. I don’t refute this. However, my experience is that of my daughter’s selection of “the doll” makes me wonder. I mean the special doll that takes a significance beyond all others. This is the doll elevated to a position of human status. The doll that is cared about, nurtured and even her feelings worried about. For my daughter, this was Ruby. I even feel somewhat guilty referring to her in the past tense. She was an ever-present member of the family who biked the Kettle Valley Railway with us, travelled to through Italy with us, saved our son from a concussion when he fell from the top bunk, and attended weddings with us. Ruby is a Cabbage Patch doll with black skin, short curly hair and brown eyes. The minute my daughter saw her in my friend’s garage, it was clear she was the one. My friend, Jan, saw it immediately and gave her the doll. At that time, Cabbage Patch dolls had seen their day. My fair skin daughter with long blonde hair and blue eyes did not see herself in the doll. Yet, Ruby was the one who allowed learning that my daughter was ready to embraced. She is the one doll that continues to reside in my cedar chest because she is too treasured to part with.
For me, I didn’t want a Barbie that looked like me. I wanted a Barbie who could go out dancing, drive a car, wear nice clothes, walk-in grown-up shoes, and make her own decisions. My frustration with the pace of my physical development wasn’t an issue with looking like Barbie. It was an issue with my cousin, my sister, and my neighbours who looked older than me and could do things that I was not allowed to do. It was people treating me like I wasn’t very smart because I was a pretty little girl with blonde ringlets, a shy demeanor and a goal to please. Barbie was the one with the power in my world. A power that I wanted.
My older sister and I both grew up to be fiercely independent. Our mother, Barbara, chose a different path that most as that time, by choosing to leave a marriage that did not encompass the kind of respect and trust she wanted in a relationship. She taught us that we deserved respect. The financial challenges we lived with taught us the importance of getting a good education and being able to take care of ourselves. Yet my Mom did look like Barbie and did defer to men in a way that women in the secretarial pool did in the 60’s and 70’s. However, she was that person and a “steel magnolia” at the same time. As little girls, we were able to identify where we were going and what we wanted to take with us.
Sixty million barbies are sold in 150 countries each year. The “Go, Girls” dolls went out of business. Clearly the Barbie appeal meets some desire of our girls. Perhaps what Barbie provided for me was the opportunity to explore through play what I wanted to incorporate into my adult life. For me that still includes reading and playing at the beach, working at my own job, me deciding, travel, as well as appropriate clothing, foot ware and accessories for any occasion. I will be curious to see how Barbie contributes to opening up the possibilities our girls. Clearly, she is not going away. Happy International Women’s Day, Barbie.
I love the picture of this little guy on the front page of The Vancouver Sun. The sparkle in his eyes and the look on his face remind me so much of my son at that age. With life comes the opportunity for grand adventure! Joy is suppose to be part of every child’s life. I hope that all things good unfold for this little man. The title of the Vancouver Sun picture: “A New Age is At Hand”. Colonialism did not work for the Indigenous people of Canada. But there is hope and there is unprecedented optimism for the future.
A fierce pride in Canada’s accomplishments throughout its almost, 151 years of nationhood, is strong. The is a realization that north of the 49th parallel existed for thousands of years prior to confederation. The learning from the Indigenous people was invaluable. Finally it is part of the national conversation. Within the field of Education in British Columbia, there is a quest to embrace our history, even when it includes the shame of colonial structures and prejudice that allowed children to be separated from their parents and basic human rights to be ignored.
Summer solstice, the longest day of the year, was chosen to be THE day to celebrate, recognize and honour the heritage, cultures and valuable contributions by the First Nations, Inuit and Metis peoples of Canada. The Northwest Territories has celebrated this day as a statutory holiday since 2001 and The Yukon followed suit in 2017. The day started with one of the teachers engaging me in a conversation of the use of “Indigenous” rather than “Aboriginal’ and the implications. I had my phone out, googling, so we could determine why Metro Vancouver Celebrations were mostly using the word “Aboriginal” and “Indigenous” was being used on the national stage. What was most respectful? How do we explain the difference? What I thought was indicative of this “new age” was that it mattered.
One of our Grade 3 teachers, Janet Logie, is a committed student of history and volunteer at the Hastings Mills Museum at the Old Mill Park by Jericho Beach. As a kid, my sister and my cousins, would regularly swing into the museum to check it out when we were at the park. It still smells the same but the context has changed. Amazingly intricate baskets and artifacts that were purchased as parts of private collections have been curated and recognized as significant parts of the history of Vancouver. Recently there was a special event to publicly thank the Indigenous First Responders during the Great Vancouver Fire of 1886 who saved many lives. Marissa Nahanee, of the Squamish Nation, performed the Paddle Song beside the replica of the historic “Tent City Hall” and volunteers served Indigenous herbal teas by Raven Hummingbird Teas in the museum. Our MP, Joyce Murray, brought formality, acknowledgment and thanks of the government. It was a great event. Our children are growing up with an appreciation of the contributions by the Indigenous community in our shared history when they go out to play.
The focus on the herbs grown and used by the Indigenous people has been a focus for Grade 2 teacher, Joan Phoenix. Our PAC (Parent Advisory Committee) supported her financially in designing and planting a butterfly garden that would attract the butterflies once the primary children had observed the life cycle indoors and freed them into their natural habitat. One of her parent volunteers, Sara Baren, teaches Urban Forestry at UBC. She enlisted the help of Emily Tu, newly accepted to do a MA in Landscape Architecture, to work on the project.
They were instrumental in helping Ms. Phoenix to plant indigenous plants that would serve this purpose. The Grade twos used books and iPads to research the traditional uses of the plants by the Musqueam and that are now widely available in grocery stores.
Our Grade 5 teacher, Melody Ludski, is currently doing her graduate work while teaching full time. She has extensive background knowledge on Indigenous ways on knowing, as well as incredible sensitivity to the protocols required because we work, learn and play on the unceded lands of the Musqueam people. To celebrate National Indigenous Day, Ms. Ludski booked accomplished Pow Wow dancer Shyama Priya, who has Cree roots on her mothers side. She was taught by Coast Salish pow wow dancer, Curtis Joe. She took the time to share the story of creating her regalia and engaged kids and teachers in dancing that reflected amazing skill and athleticism. I was fortunate to go to a few pow wows with my friend, Latash Nahanee, many years ago and join in the dancing during the grand procession. The only word for the heartbeat of the drum and the communal participation – Joy! You could see it on Shyama Priya’s face and those of the children.
The Garden Committee, headed up by Grade 1 teacher, Kate Foreman, for many years has been planning an outdoor learning space. Two portables were removed from our school site this year and the perfect opportunity presented itself. Many teachers were very inspired by the idea of a circle with twelve large rocks for seating an entire class. The size of the rocks and the placement to reflect true north, south, east and west were carefully planned and facilitated. As a history major, I loved the possibility of reflecting Indigenous Culture as an early instigator of a democratic system. Everyone has a voice in the talking circle and respect for divergent opinions is a basic tenet. The Vancouver Board of Education was gifted a Musqueam word by Shane Point: Nə́c̓aʔmat ct It means ‘we are one’. Our Nə́c̓aʔmat ct Circle will be a talking circle for problem solving, a listening circle to teach empathy, a way to incorporate medicine wheel teachings and understanding of the circle or life and the seasons and relationships with ourselves, others and Mother Earth.
The work of Laura Tait has been inspirational in helping our staff “to push the paddle deeper” in our School Growth Plan. We will be developing and progressing through our own adapted version on the rubric based on her Aboriginal Understandings Learning Progression from SD68 Aboriginal Education. I am so excited that another inspirational colleague, Joyce Perrault, will be helping us to navigate the path. With her drum and her newly published book, All Creation Represented, we will be exploring the Medicine Wheel from an Ojibwe perspective while sitting in our Nə́c̓aʔmat ct Circle. The book states that it’s a child’s guide to the Medicine Wheel but with all I’m learning, the next hardcover, coffee table edition will be marketed to adults. The book provides insight into relationships with ourselves, each other and Mother Earth. I am feeling joyful and optimistic too. We are heading out on a promising journey with optimism and joy and determination that the United Nations Declaration on the Rights of Indigenous Peoples will be respected in this chapter of Canadian history.
Note: The phonetic pronunciation of nə́c̓aʔmat ct is knot-sa-mots.
Wild About Vancouver is a celebration of the outdoors being held from April 18-25, 2018. Activities are planned by individuals, schools, sports organizations and community groups and centres. All activities planned during the week are free to participants. The goal for the week is to generate lots of energy, ideas and momentum for participation in outdoor learning, activities and fun that continues well beyond the week long celebration. There are lots of opportunities to participate.
Get ideas and register on the Wild About Vancouver website.Tweet out lesson ideas, activities, events and blog links. Be sure to include @WildAboutVan so we can retweet and generate some excitement!
For obvious reasons, I am thinking a lot about mothering today. Mother’s Day tends to do that. I was fortunate to have a mother whom I adored and provided an amazing model of steadfast love, tenacity and optimism that I have carried with me into my adult life. I have also had many other woman who have mothered me, including my step-mother, my grandmothers, special aunts, special friends and mothers of my best friends. They listened to my stories and told me theirs, gave me advice, sometimes solicited and sometimes not so much. They put on the kettle to solve the problems of the world or drove directly to Baskin-Robbins 31 Flavours. Yet, what they all had in common was that we laughed together, talked and played a lot. Conversations and learning were not planned events but came out of hours and hours of time spent together.
When my own kids were very young and I was frustrated in the midst of a messy house in the suburbs, surrounded by laundry, I made my best mothering decision. The sunshine beaconed but I was nowhere near finishing any of the housework or laundry. I knew at that moment that I needed to choose. I was going to clean the house and finish the laundry or we were going to the park. Going to the ski hill, going hiking or biking, going to the beach, going to the park, going to the library or going in the hot tub won. The house was messier than aspired for, but I heard the stories my kids were willing to share, fed their interests, laughed and got regular doses of joy. On the downward slopes on the parenting roller coaster, they provided the promise of better days to come.
I remember reading once that regardless of teacher training methods experienced, teachers often taught in ways that were most familiar to them. For me the biggest influences on me as a teacher, were the women who mothered me. Beach time and double solitaire with my Mom. My Auntie Myrna and her “What’s your story, Morning Glory?” Knitting, crafting and collecting stuff with Nanny Keenan. Endless games of Yahtzee and Parcheesi with Grandma Derksen. Playing cops and robbers with my step mother in the convertible en route to Mayfair Market and annual trips to Disneyland, Knotts Berry Farm and the mall. Swimming up and down the pool with Mrs. Patrick debating anything and everything. These were woman who liked to spend time with me, laughed freely and played with me. What I brought with me into the classroom was a healthy appreciation of how I learned in environments where I was free to laugh and play with ideas and take more than one kick at the can to get it right. They also taught me the importance of seizing the opportunity as it presented itself. I feel so very grateful to the women who have mothered me. They have helped me to learn the most important things I needed to do as a parent and as a teacher.
On December 10th, 2015, Tecumseh Elementary School paused to celebrate Human Rights Day and to consider the plight of Syrian refugees. If you had a chance to read the Welcoming Syrian Refugees blog (Dec. 2015), you will remember that Marion Collins was reading Hannah’s Suitcase with her students and we had the idea to create peace art with the old wooden suitcase that my paternal Grandmother brought to Canada in 1947 to start a new chapter of life with her four young children. With the help of the grant from Promoting a Culture of Peace for Children Society, the suitcase has become an inspiration for representing ideas through art, reading, writing, listening, speaking and caring.
One side of the suitcase is decorated with messages of welcome to the Syrian refugees. The other sides are decorated with Jackson Pollock inspired art by Grade 3 students. Each colour represents each individual in Canada with all of our similarities and differences. The finished masterpiece is the representation of all of us coming together to create something beautiful. Tanya Conley’s students also made flags of the countries of origin of Tecumseh students and of the suitcase. A local artist, Larkyn Froese, came into help the Grade 3’s with applying the flags on the project. Grade 6 students wrote messages of welcome on fabric squares and sewed them on items of clothing to be displayed coming out of the suitcase.
The artwork became a catalyst for more questions and an inspiration for the reading and writing of Tecumseh students. With the help of a grant from ReadingBC (The British Columbia chapter of the International Literacy Association –ILA), Ms. Collins continued to expand the project to include a literacy component with the entire school. The experience of leaving home and family behind is a difficult experience as an immigrant and as a refugee. Many of the parents in our school community have given up good jobs in their home country and work hard, often with more than one job, to provide better opportunities for their children in Canada. Ms. Collins spearheaded a writing project with intermediate students to interview their parents and discover family stories of hardship and triumph. Several albums have been filled with the interviews and photographs for display with the suitcase.
This same family history vein was pursued by Ms. Conley’s HumanEYES art based initiative that celebrates the diverse life experiences of young people throughout the Vancouver, Coast Salish ancestral lands. This project documented inter-generational and inter-cultural storytelling and celebrates the importance of family and maintaining cultural roots. The project culminated with an intergenerational cookbook filled with recipes, art and family photographs of her 4th graders that has been included in the suitcase as well.
Ms. Collins, her enthusiasm and the desire of staff to get involved resulted in almost all of the classrooms in the school taking part in the project. Several classes stopped to consider the notion of taking flight in war-torn areas with very few belongings. They learned many refugees leave home with a house key in the hope their home will survive the war or as a memory of what was. Several intermediate classes of students designed hamsa hands, an old and still popular amulet for magical protection from the envious or evil eye in many Middle East and North African cultures. They created keychains with the hasma hand, a key and a fimo sculpture of what they pack if they needed to leave home in a hurry. Primary students wrote and drew about what they would bring and have created albums of their ideas for inclusion in the suitcase as well.
The #WelcomeSyrianRefugees project was first featured at the United Way luncheon for Syrian Refugees that was hosted at Tecumseh Elementary school this Spring. The most common reaction from the adults viewing the project has been tears. In the barrage of negatives on mainstream media and social media, there is comfort that Canadian children are welcoming their Syrian children with open arms. There is also the hope that there are many Canadian adults who are doing exactly the same thing.
Note: The title #WelcomeSyrianRefugees came from the Twitter handle of the same name that expresses messages of welcome not just to Syrian refugees. This project will be on display at the Vancouver School Board during July and August 2016. Our goal is for it to be displayed at a variety of venues as a way to warmly welcome refugees as they begin a new chapter of their lives in Canada.