'New Roads in Education': Band controlled education major goal

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Band control of education must have the commitment of all community members to be effective, said two representatives of the Alexander Indian Reserve at the New Roads in Education conference, here May 15.

And band control of Native education is a slow process which takes its toll on individuals who must work long hours in achieving this dream said Dora Courterille, administrator of the Alexander School located west of Edmonton.

"It's draining because you have to constantly argue about how Native education should be set up. Also because you have to prove to the Department of Indian Affairs that you are serious," said Courtereille.

The most important aspect is that community members determine their own education needs and not rely on outside consultants, she said. "You cannot let consultants decide for you. They are only suppose to guide you. You are the only experts ? you are the only ones who can make changes in Native education."

Although band control of Native education is a goal of many Native communities, it's not as easy as it seems. With startling statistics on Native education, it prompted the Alexander Reserve to start working towards band control of Native education.

"The picture in Native education, and not just on the Alexander Reserve, is a catastrophe," said Allan Murray, coordinator of Alexander Education.

He said that six years ago on the Alexander Reserve there was only one high school graduate and no one had continued studies beyond high school. Some students were three to five years behind their grade level. There was a high dropout rate, alcohol and drug abuse and a reported 40 teenage pregnancies.

"We decided to take control of education. It couldn't be any worse," said Murray.

In less than five years after the Alexander Board of Education assumed band control of Native education, the alarming statistics decreased.

Murray said that there is now only a one per cent drop out rate and nine high school student graduated, ten more are enrolled in post-secondary institutions. He added there are 23 students who are studying university upgrading programs and just one teenage pregnancy was reported. Alcohol and drug abuse is now minimal because a recovery program is available for students who need it. Students are at most, only one grade below their grade level, said Murray.

"It's a slow process," said Murray. "You cannot pour self-worth into students and expect immediate results."

He said the school focuses on the mental, physical and emotional well-being of students. In addition to the regular provincial curriculum, the Alexander school offers an Elder in residence who instills values such as kindness, caring, honesty, determination and sharing.

Each morning an Elder blesses the students and staff. A double handshake circle is formed so that every student and staff member is told something nice so that they can start their day on a happy note.

"Our Elders told us that we have to bring into balance the heart and mind in our curriculum," said Murray.

The school has a philosophy which allows students to develop at their own pace. A nutrition program which forbids the use of sugar is adhered to.

"We found out that in several studies it indicates that when a child consumes too much sugar it may lead to discipline problems," said Murray.

Both Courterille and Murray stressed that band control of Native education is worth all the effort and work.

"It was an emergency situation when we took band control of Native education because the provincial school nearby sent all our kids back.

"We had to move fast. In the past, DIAND did all of the work in our education for us.

"We don't want to put a false picture that band control of Native education will solve all of the problems in Native education," said Courterille. But she said that the process has allowed Native people say in they education which was previously determined by those who didn't understand the Native way of life.

The education wokshop was one of several held May 11-15 by the Four Worlds Development Project.

According to Phil Lane Jr., coordinator of the Four World Development Project at the University of Lethbridge, the focus of the conference was self-development of Native communities.