Community-Led Learning
During & After-School Program at
Four Directions Secondary
Embedded Files
Program Description
Program Description
“Community-Led Learning (CLL) - Trans-systemic Spaces in Indigenous Education” is a collaborative, during and after-school program integrating Indigenous ways of knowing alongside Western curriculum by involving family, Elders and knowledge keepers. The CLL program is a social program designed to address the needs of Four Directions Secondary School whose primary goal is to work towards equity for Indigenous students who face the greatest barriers. The program strives to provide resources for cultural activities, address the confines of a typical school schedule, and reduce financial barriers that limit access to physical activity and formative experiences. The project will result in the development of a model to be utilized by other school districts creating a larger-scale systemic change for Indigenous students (Brown and Smith, 2018).
Image created by Courtney Bruin based from the CLL program vision, values, and goals as outlined by Brown and Smith (2018).
Program Composition
Program Composition
The program is composed of two employees (lead facilitator and youth worker), a program development team (Four Directions Secondary Program Coordinator and PhD student/ Program Evaluator), and is connected to School District Personnel. The program themes and goals are also connected within curriculum being delivered by the two teachers and two support staff at Four Directions Secondary School. The Community-Led Learning Program is offered to all students who attend Four Directions Secondary, which includes 34 students.
Program Theory
Program Theory
The theory behind the Community-Led Learning Program is to facilitate students connecting their families and their communities to the school beyond the confines of the walls and instructional time. The program is designed to allow for immediate systemic change within the school, Four Directions Secondary, and to help build a framework or model in which larger systemic changes can take place (Brown and Smith 2020).
Traditional ways of learning and doing take time. For authentic learning to take place it cannot be forced into a particular class or school day. The integration of the Community-Led Learning program will create a more genuine trans-systemic space* by adding more cultural support within and beyond the school day and physical structure of the school (Brown and Smith 2020).
*trans-systemic spaces - when a shift in learning occurs from one that is strictly focused on a Western knowledge system to one that places Indigenous Knowledge systems equally in the center of learning (Battiste, 2013).
Program Goals
Program Goals
CLL program goals were designed from five essential pillars:
Service; Adventure; Family; Cultural/Community; Curricular
Information obtained from Brown and Smith (2018)
Short Term Goals
Short Term Goals
1a. Inquiry into traditional family systems supported by CLL facilitators, Elders and community members
1b. Extension of learning through opportunities to engage in community
1c. Extension of learning through completing requirements for service and curriculum
1d. Develop life skills while reinforcing Indigenous values regarding family, community service and appreciation for the environment
Medium Term Goals
Medium Term Goals
2a. Thematic curricular focus for each year
2b. Extension of learning through increased family and community involvement facilitated through CLL facilitators
2c. Development of parent-groups led by Community Led Learning Facilitators
2d. A working model of the CLL program
Long Term Goals
Long Term Goals
3a. A developed model for the CLL program that reflects Indigenous worldviews, includes family and community in school in authentic ways, allows for and honours traditional knowledge and practices, and provides additional support outside of the school day.
3b. Presentations of the CLL program in conferences and to groups who are interested in replicating the CLL model
3c. Cumulative Assessment of the CLL program that will reflect and validate the systemic shift and allow students, families and stakeholders to provide feedback
Resources
Resources
School Connections
Each year Four Directions identifies a unique thematic focus that connects the after-school program activities, artistic program, community involvement, and field trips to an elective course that all students are enrolled in. As an alternate program delivering self-paced curriculum, the theme is used to encourage participation, engagement, and to support the cultural enhancement that they are committed to. The theme connects all of the staff and students to a common goal, and most importantly, to one another. The Community-Led Learning program and its staff support the yearly theme through in-class discussions, small group work, experiential learning, and connecting students with opportunities that take place outside of the school location and day.
Community Connections
Community Partners currently being engaged include Interior Aboriginal Friendship Centre, TRU, Kamloops Food Bank, United Way, Lii Michif Otipemisiwak Family and Community Services, Kamloops Arts Council, YMCA.
Funding
The Vancouver Foundation, Community Links BC, Aboriginal Education Council.
References
References
Battiste, M. A. (2013). Decolonizing education: nourishing the learning spirit.
Saskatoon, SK, Canada: Purich Publishing Limited.
Brown, A. and Smith, J. (2020) Community-Led Learning - Trans-systemic Spaces in Indigenous Education. Vancouver Foundation Systems Change Test Grant Application.
Brown, A. (2020). Community-Led Learning (CLL): Year-End Summary Report 2019-2020
https://www.vancouverfoundation.ca/grants/systems-change-grants
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