This website is designed to share news about an exciting project related to the Stó:lō Sitel curriculum that was developed a while ago. This curriculum is invaluable because of the stories. A challenge has been getting teachers to use them because teachers do not feel they have the background knowledge to do so. There are a number of other factors too which are detailed in the proposal.
A team of educators from the Siyá:ye Yoyes Society, representatives from Coqualeetza Cultural Education and Dr. Jo-ann Archibald, Q’um Q’um Xiiem, submitted a grant proposal to the Vancouver Foundation. The goal is to help refresh the Stó:lō Sitel curriculum and get it into the hands of teachers throughout the lower mainland. Below is a copy of the proposal submitted to the Vancouver Foundation.
Proposal submitted to the Vancouver Foundation
What is the pressing issue you're trying to address? What systemic behaviours, attitudes, resource flows, and or policies have you identified that are holding the issue in place? A pressing issue in the Stó:lō territory (Fraser Valley and Lower Fraser Canyon) which is reflective of those in the province of British Columbia, relates to instruction of Indigenous content topics, resources and Indigenous ways of knowing in the K-2 school curricula through respectful and authentic teaching and learning approaches. In addition, is the need to ensure this is done in partnership with Indigenous communities and organizations. The multi-faceted Indigenous educational issue has become more prominent with the introduction of the re-designed provincial curricula where Indigenous topics and worldviews are recommended in each grade level and subject area from kindergarten to grade 12.
There are nine public school districts (Coquitlam, New Westminster, Surrey, Langley, Maple Ridge, Mission, Abbotsford, Chilliwack, Fraser Cascade) in the Stó:lō area. School districts have increased their professional development opportunities for teachers to help them address the new curriculum systemic requirement. However, Indigenous district teachers and administrators in the Stó:lō area hear comments such as, "I am afraid to offend or make mistakes" or "I don't know enough about Indigenous history or culture to teach it correctly" or "I don't know how to teach about Indigenous ways of knowing or culture" (June 2019 group meeting). These comments reflect teachers' fears, which either prevent or hinder their instructional practices, therefore, negatively impacting all students learning. Another dimension of this systemic issue is that more Indigenous education resources are required for the redesigned provincial curricula.
Indigenous organizations such as the Coqualeetza Cultural Education Centre could provide such resources. Coqualeetza provides cultural and Halq'emeylem language resources to 18 of the 24 Stó:lō communities. Coqualeetza Elders' group worked with teachers to develop an elementary school curriculum called the "Stó:lō Sitel" duing the late 1970s - 1980s. Sitel, in the Halq'emeylem language, is a basket used to store treasures. This curriculum has a strong story-base to it and the stories, which are in print form are applicable today. The concern is that many teachers do not know how to use the stories for the revised curriculum and there is a sense that the "Stó:lō Sitel" needs to be refreshed. Coqualeetza has limited staff to do this work. Connected to this issue is that the Stó:lō community members also need new opportunities to voice their concerns and share their suggestions about what and how these invaluable Stó:lō resources are experienced and used in schools.
An overall plan is needed that creates a structure that allows teachers and Stó:lō community members to work cooperatively to revive the Stó:lō Sitel curriculum. In addition, there is an opportunity to identify other cultural resources and to teach teachers culturally responsive teaching methods while ensuring that teachers can use this revised resource confidently and responsibly.
Why will developing a plan to address the issue be meaningful? How do you foresee the community being able to influence or change the systemic behaviours behind the issue? The two major stakeholders affected by and who can influence systemic changes will be centrally involved in developing the overall plan: teachers and Stó:lō community members. By developing a teacher centred professional develop component that addresses the on-going questions of teachers reluctance and fear, it is hoped that the underlying issues that concern teachers may be identified and addressed. There are experienced teachers who have used the Stó:lō Sitel stories that could assist with idea. At the same time, Stó:lō community members need opportunities to identify their concerns about including Stó:lō knowledge and ways of knowing in the school curriculum, along with suggestions for culturally responsive learning approaches. The results of the teacher and community discussions will be used to draft an overarching plan. The direct involvement of a wide-range of teachers and community members will capture the diversity of options and experiences which should result in a plan that is all encompassing in nature. The various school districts have been involved in professional development activities for Indigenous education, however, they have not developed a co-operative plan that will achieve system-wide regional plan with an organization such as the Coqualeetza Cultural Education Centre. This development plan will achieve system-wide regional cooperation and it will set a direction for a long-term partnership amongst schools and communities within Stó:lō territory.