“I Think of my Classroom as a Place of Healing”: Experiences of Indigenous Students in a Community-Based Master of Education Program in Saskatchewan

James Alan Oloo,Michael Relland

doi:10.7202/1083335ar

Abstract

An increase in the number of Indigenous teachers and education administrators is an important way to help improve Indigenous educational outcomes. However, while Indigenous teacher education programs in western Canada are registering increasing enrolments, master of education programs that prioritize Indigenous perspectives and pedagogies are rare in Canada. Using conversational method, this study examines experiences of six Indigenous students in a community-based master of education program that is a first of its kind in western Canada. The program is delivered by an Indigenous institution in partnership with a public university. The study is grounded in an Indigenous paradigm, namely, the Nehinuw (Cree) concepts of teaching and learning. Content analysis of data revealed five themes and sub-themes: (a) self-doubt; (b) a feeling of guilt as a result of family-work-school conflict; (c) self-advocacy; (d) re/connection with self, culture, and heritage; and (e) professional transformation. In general, a master of education degree is a requirement for educational administration positions including vice principal, principal, and superintendent. Understanding and acting upon the kinds of strategies that could enhance the success of Indigenous students in graduate programs is a key policy step in addressing the existing gaps in educational attainment between Indigenous and non-Indigenous Canadians.

Highlights

Northern and remote communities of Saskatchewan, including several Métis and First Nations regions, have historically experienced numerous challenges in their attempts to provide educational opportunities for their young people
One of the key policy responses to these challenges has included the delivery of bachelor of education programs that target Indigenous and Northern students
Oloo & Relland gathering knowledge based on oral storytelling tradition congruent with an Indigenous paradigm” (p. 40). She asserts that conversational method is “relational at its core,” and involves “dialogic participation” by researcher(s) and study participants “that holds a deep purpose of sharing story as a means to assist others” (p. 40)

Summary

Introduction

Northern and remote communities of Saskatchewan, including several Métis and First Nations regions, have historically experienced numerous challenges in their attempts to provide educational opportunities for their young people. These include systemic issues that continue to disproportionately impact Indigenous student success across the education system, from preschool to Grade 12 and beyond (Burm, 2019; Massouti, 2021), and teacher shortages due to lower retention and above average teacher attrition rates (Oloo, 2007). Some of these teacher education programs (including CTEP and ITEP) are offered by the University of Regina or University of Saskatchewan while others, like SUNTEP and NSITEP, are delivered by Indigenous post-secondary

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Conclusion