Transformative Educational Leadership Journal | ISSUE Fall 2023
Fifteen years ago, Lynne Tomlinson had an experience that brought her a new understanding of how important it is for educators to help Indigenous learners flourish with authentic, place-based learning that transcends the euro-centric K-12 experience and bridges the gaps between Indigenous knowledge and tenets of Western education. In her organizational improvement plan, Lynne shows how meso-level leaders committed to establishing equity and inclusion in the K-12 school system can create systemic change.
By Lynne Tomlinson
Trudging through the heavy, wet leaves blanketing the riverside, I reflected on the fact that, as an uninvited settler on this beautiful, unceded territory of the Skwxwú7mesh Nation, I had no idea that the Longhouse before me even existed. Nestled in the trees by the river, this gathering space is located five minutes from the Iron Workers Memorial Bridge, a massive steel symbol of colonial development, carrying hundreds of thousands of visitors through the territory each week.
I had been invited to join a group of students from the Eslha7an adult learning program, who were learning about bush crafts with Elders, educators, and cultural advisors. I felt awkward and out of place as I entered the smoky building, but was quickly guided to a seat by the fire where several students were carving. I learned how to make ash cakes and river rock bowls. I helped to weave wet cedar strands into hats and blankets and tried my hand at some carving.
Fifteen years ago, this experience brought me a new understanding of how important it is for educators to help Indigenous learners to flourish with authentic, place-based learning that transcends the euro-centric K-12 experience and bridges the gaps between Indigenous knowledge and tenets of Western education.
My learning journey began on that wet, rainy day.
The following executive summary has been adapted from the full Organizational Improvement Plan.
Read the full plan
Executive Summary
An emerging issue in decolonization is that of balancing the affective, relational, and pedagogical labour in institutional change so that the burden is not placed on Indigenous people to do this work (Stein et al., 2021). Meso level leaders must recognize this and address their responsibility to work towards decolonization of schools. Most leaders do not yet have the skills and knowledge to address the gap that exists between Indigenous and non-Indigenous students. The white-settler paradigm underpinning the K-12 school system continues to restrict Indigenous student success. A history of Indigenous racism in B.C. includes: poorly developed school and community connections, a dominant narrative of white superiority, a lack of authentically curated Indigenous education resources, and a deficit lens of Indigenous learners (Battiste & Henderson, 2009; Hare & Pidgeon, 2011; McGregor, 2019).
There is an acute moral purpose underpinning this Organizational Improvement Plan (OIP) to decolonize K-12 programs in the Cascade School Division (a pseudonym). Western colonialism has been the foundation of school curriculum and culture in Canada for over 150 years (Loppie et al., 2020). Newly developed programs must eradicate the ongoing marginalization of Indigenous students if schools are to achieve decolonization and cultural safety (Gerlach et al., 2017). This work is guided by, the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP, 2007), the Final Report of the Truth and Reconciliation Commission of Canada (TRC, 2015), and the B.C. Declaration on the Rights of Indigenous Peoples Act (DRIPA, 2019).
The Problem of Practice (PoP) is that meso level leaders responsible for Indigenous education programs do not yet have the skills and knowledge to close the gaps in the areas of academic achievement, sense of belonging, and post-secondary transitions between Indigenous and non-Indigenous students. The OIP developed to address this PoP supports those meso level leaders who will need to engage with Indigenous and non-Indigenous educators, scholars, Knowledge Keepers, and community members. Co-constructing Indigenous education programs will include a focus on policies, programs, curricula, and community relationships (Archibald & Hare, 2017; McGregor, 2019).
Target Areas of Meso Level Leadership to Improve Indigenous Student Success
Note. Adapted from “A Learner-Centered Framework” by C. McGregor, 2019, Improving transitions for Indigenous learners through collaborative inquiry: AESN transitions research report, 2016-2018. For the Networks of Inquiry and Indigenous Education (NOIIE).
The Cascade School Division includes 60 districts in rural and urban communities across the province with 198 separate First Nations (FNESC, 2021). School districts are situated on the unceded, traditional territories of these nations. The B.C. K-12 curriculum embeds Indigenous perspectives and resources at all grade levels. A new sense of urgency to rectify past injustices to First Nations, Métis, and Inuit students has emerged in the province with the recent uncovering of children’s burial sites near Indian Residential Schools (Penner, 2021). The Rate the Organization’s Readiness for Change Questionnaire (Deszca et al., 2020) was used to analyze the Cascade School Division, and the resulting score indicates a strong position for change. New government policies support this change plan to advance Indigenous education programs including the B.C. Declaration on the Rights of Indigenous Peoples Act (DRIPA, 2019) and the B.C. Tripartite Education Agreement (BCTEA, 2018) signed by the First Nations Education Steering Committee (FNESC).
Four Stage Process and Iterative PDSA Cycle Change Process Overview Model
Note. Adapted from “A Learner-Centered Framework” by C. McGregor, 2019, Improving transitions for Indigenous learners through collaborative inquiry: AESN transitions research report, 2016-2018. For the Networks of Inquiry and Indigenous Education (NOIIE).
The change implementation plan connects Stroh’s four stages (2015) to the First Peoples Principles of Learning (FNESC, 2008) to promote a two-eyed seeing approach (Iwama et al., 2009) encompassing Indigenous and Western worldviews and perspectives. This ensures that all partners are mindful of local traditions, protocols, ceremony, and stories to inspire change. The Spiral of Inquiry (Kaser & Halbert, 2013) supports the development of a framework for action. Murray’s iterative (2018) Plan-Do-Study-Act (PDSA) cycle provides a monitoring and evaluation structure. A focus on the 4Rs, including reciprocity, relevance, respect, and responsibility (Kirkness & Barnhardt, 2001) is incorporated throughout the process. The communication plan maintains consultation and collaboration between change agents and Indigenous educators, Knowledge Keepers, and Elders to ensure an authentic and relevant focus on decolonization. Incorporating the four phases of communication (Deszca et al., 2020) to align with the four-stage change process (Stroh, 2015) and the First Peoples Principles of Learning (FNESC, 2008) ensures a carefully crafted approach to communicating the change journey, milestones, and successes.
Adaptive and Indigenous leadership approaches value different perspectives and flexibility and foster holistic, non-hierarchical leadership to support meso leaders (Campbell-Evans et al., 2014; Julien et al., 2010; Nelson & Squires, 2017; Stewart & Warn, 2017). Stroh’s four-stage change process (2015) focusses on collective impact, building on a foundation of trust, shared language, and shared vision. Planning for change in the organization is structured through tuning, adapting, re-directing, and re-creating (Deszca et al., 2020). Four solutions to address the PoP are proposed and the development of a meso level PLC and an integrated model for collaborative inquiry to guide the process is chosen. Issues of ethics, equity, social justice, and decolonization are discussed as they relate to Indigenous learners including: culturally responsive education; anti-Indigenous racism; responsibility and reciprocity; and the reconciliation journey.
This OIP is a starting point for meso level leaders who are committed to establishing equity and inclusion in the K-12 school system. Of utmost importance, is to remove existing barriers to Indigenous student success and promote student agency and well-being to enhance the life chances of all learners.
Lynne Tomlinson
Dr. Lynne Tomlinson is Assistant Dean of Professional Development and Community Engagement in UBCV's Faculty of Education. Dr. Tomlinson has served as teacher, coordinator, principal, and director of instruction in BC's public schools. In her role as Assistant Dean, Dr. Tomlinson coordinates infrastructure support for credit and non-credit programs. As a regional leader for the Networks of Inquiry and Indigenous Education, she is passionate about improving the life chances of all students.
For your interest, this reference list holds all the references from the full Organizational Improvement Plan
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