Schools aim to be more inclusive of Natives

Page 21

Several programs designed to support Aboriginal students are in place at the post-secondary level in Saskatchewan. There is also, however, a consensus among those working in the field of education that the critical work lies in making all levels of school more beneficial for these students.

In fact, according to Gloria Mehlmann, this process must begin on the first day of school. Mehlmann is the director of the Aboriginal Education Unit within the provincial department of education and she says a new curriculum will help make this happen.

"We know that the core curriculum in the past has not reflected the interests and perspectives of Aboriginal students. The new curriculum is inclusive and was developed in conjunction with the Aboriginal community so that Aboriginal students will be able to learn about themselves."

While Mehlmann is confident that this new curriculum is a great improvement, she is equally certain that more work needs to be done across the educational system to make schools more inclusive.

This is one of the issues currently being examined by a school task force formed last May and chaired by Dr. Michael Tymchak, dean of education, University of Regina. The task force will make its first recommendations in June 2000 and present its final report next December.

Tymchak says although the task force was not created specifically to address the needs of Aboriginal students, this issue falls within its mandate.

"One of the things I'm noticing already," says Tymchak, "is that there really have been a lot of efforts to make schools more open to Aboriginal students." He cites the community school program that uses cultural and outreach workers as one example. "A glaring piece for me is that all these programs are at the elementary level and we haven't done the same for high schools. We are hoping to make high-school education more responsible and create supports for Aboriginal students."

The theory is that if the educational experience from pre-kindergarten through Grade 12 becomes more relevant and enjoyable for Aboriginal students, more will pursue post-secondary studies. At this level, there are already several programs for them.

One of the oldest is an eight-week legal studies program, begun in 1973 at the Native Law Centre at the University of Saskatchewan. At that time there were four Aboriginal lawyers and five Aboriginal law students in Canada. Although these numbers have improved (in 1998, law schools in Canada graduated roughly 500 Aboriginal students according to the centre) Aboriginal people are still under-represented.

Around 40 students a year take the Native Law Centre program in property law. Studies in real property, personal property and Aboriginal property are combined with instruction in exam techniques. There is also guidance and counselling from Elders. At 11 of15 law schools in Canada, students who successfully complete this program are exempt from the mandatory first-year property law course.

Another transitional program for Aboriginal students is the national Native Access Program to nursing. The nine-week program is also located at the University of Saskatchewan and is designed to increase Aboriginal enrolment in nursing programs. In order to qualify for this program, students must have already achieved the minimum requirements of the faculty of nursing at whatever university they hope to attend.

There are a variety of programs and options open to students who want to pursue a teaching career. Two of these programs are the Indian Teacher Education Program (ITEP) and the Saskatchewan Urban Native Teacher Education Plan (SUNTEP).

SUNTEP was established through the Gabriel Dumont Institute in 1980, and operates in co-operation between the institute, the provincial education department, the University of Regina, and the University of Saskatchewan. The program focuses on Metis students but also accepts status Indian students who receive funding from their bands. It combines course work ith internships and cultural field trips to give students practical experience and exposure to a wide variety of Native traditions.

Other post-secondary institutions are also actively encouraging Aboriginal students. The Saskatchewan Indian Institute of Technology (SIIT), Saskatchewan Indian Federated College (SIFC) and the Saskatchewan Institute of Applied Science and Technology (SIAST) all have Native programs.

The Aboriginal Youth Leadership Development Program at SIFC is designed to provide valuable work experience and guidance. It creates internships at the managerial level in Aboriginal governments and corporations, Crown Corporations, private corporations and public organizations. The program also seeks to create role models and provide guidance by matching students with mentors drawn from the community.

SIAST draws students from its four campuses to attend the annual Aboriginal Student Leadership Conference. The event includes workshops in time management and leadership skills, but Dean of Students Blaine Jensen says the real focus is elsewhere.

"We have Elders speaking and a sweat lodge-a variety of cultural events really-that allow the students to get reconnected with Aboriginal culture."

That goal is shared by teachers and administrators working at all levels of the educational system.