In 2022, in a broader study adjacent to this postdoctoral research, youth were interviewed in Northern Alberta, Canada to find out what they needed to feel successful and connected to their education. Many youth articulated that they wanted cultural teachings in schools. In response, the broader study funded cultural educators from surrounding local Indigenous communities to provide learning experiences that include art, dance, drumming, land, and language. Now that these educators have been in place for more than one year, this postdoctoral study uses kincentric wayfinding methodology within an Indigenous paradigm to respectfully gather and witness stories from learning experiences. This collaborative story cannot be told in isolation by the researcher alone. Together with a Métis educator/community partner, we will share stories that showcase the learning and the effect this has had on youth, schools, communities, and teacher pedagogy. With artifacts of student learning and stories and insights from teachers, parents, community members, including anecdotes of learning that youth are bringing home to share around the kitchen table, this presentation aims to add to the collective, global work of (re)storying education. Findings from this study highlight that intentional teaching of language, land, and culture teachings contributed to a deeper appreciation of local place, and a stronger sense of engagement, well-being, and belonging for Indigenous youth. These local stories of language revitalization, well-being, and cultural resurgence have widespread implications beyond the Canadian context as educators and researchers around the world seek to find resonance with interconnected possibilities.

Authors:
Stephanie Bartlett, University of Calgary, Canada
Mandy Mercredi, University of Calgary, Canada

About the Presenter(s)
Dr. Stephanie Bartlett, postdoctoral scholar,University of Calgary. Title of current research is One Story, Many Stories: Drawing Upon Local Wisdom and Reconciliatory Practices to (Re)Story and (Re)Conceptualize Indigenous Education.

Mandy Mercredi is a Metis educator, Doctoral student at the University of Calgary, and Indigenous education Coordinator for the Fort Vermilion School Division, in Alberta Canada. General interests include land based learning and Mathematics.

See this presentation on the full schedule – Monday Schedule

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