Alternative learning environment a hit with students

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The Anishnaabe Bimadiziwin Cultural Learning Program, the first of its kind in southern Ontario, recently opened its doors to Native children and youth of Burleigh Falls and the surrounding area.

This unique program offers an alternative to public education for students from kindergarten to Grade 12.

The students' day begins with the boys preparing to smudge with sweetgrass, and the girls taking care of the sage before they all join in a sharing circle.

The program integrates language, cultural teachings and ceremonies, such as sweats and full-moon ceremonies, with contemporary education.

Nicole Bell, program coordinator, said the program is not all mainstream, nor is it all culture-based.

"We see the children as getting the best of both worlds. They are able to walk and be in both worlds. There's not a conflict going on within themselves about that," said Bell.

Elders Vera Martin and Edna Manitowabi are advisors to the staff and are also actively involved with the program. Manitowabi teaches ceremonies and songs. Martin visits weekly to give hugs, to listen to the children read and to just spend time.

"The program is culture based," said Martin. "It's creative. There's always work to do, but there's always time for creativity. The children call me grandma. Traditionally there was always a grandma and grandpa around. It's the renewal of the culture."

Alyce Johnson is originally from Whitehorse, Yukon and currently resides in Peterborough with her 12-year-old nephew Samuel who is enrolled in the program. The program offers the students the chance to learn about their traditions and their culture, she said.

"Although some of the practices relevant to this area are foreign to us, such as the sweetgrass ceremony, this exposes Samuel to other First Nation cultures and their belief systems and world views, so that he comes out with a different perspective and respect for other people."

Johnson said it's a key environment for Samuel because he has skills and abilities that he can pass on to the other children. She adds, this kind of learning environment really helps to build and refine those skills that children have, because they're able to share their knowledge with others.

This is a contrast to the public school system, where the teacher has all the knowledge. In this kind of environment, students begin to share their knowledge with the others, so then the students become empowered.

Bell, a teacher and young mother of four boys, said it was never her intention to send her kids through the public school system, because they would never develop their cultural identity. However, when her eldest son, Nodin, asked to go to school with the other kids, she felt that he should be able to experience the public system. Once Nodin reached Grade 2, he no longer wanted to go to school, and Bell decided to home-school him.

"Part of our teaching is that we individually have a responsibility to be the best that we can be and to use our gifts for the good of the community, and I firmly believe that, so I worked really hard to find a way," said Bell.

In September 2001, 17-year-old Anthony Seager was kicked out of the high school he was enrolled in. Seager approached Bell to ask for help with his correspondence course, and she told him about the new program.

"I like the cultural stuff they do every day, like drumming, and I also get a lot of extra help with math," said Seager.

The school is currently operating as a home-schooling collective. Some students were previously home-schooled, and the parents and the community are enthusiastically involved by volunteering whenever possible.

Bell is working towards getting private school status with the ministry of education.