Oki, Dādánast’áda, Âba Wathtec, Tânisi, Taanishi, Bonjour, Hello
The Calgary Board of Education (CBE) is committed to acknowledging and supporting the implementation of the
Truth and Reconciliation Commission (TRC) 94 Calls to Action specific to education. Namely, we commit to supporting improved achievement, equity, and well-being for students who self-identify as Indigenous, and creating opportunities for all students, staff, and school communities to engage in practices that facilitate reconciliation.
To meet these commitments, the CBE
Indigenous Education Holistic Lifelong Learning Framework positions us to develop the professional capacity of all CBE staff to work towards achieving the
CBE Education Plan, 2024-27 key outcome:
Students who self-identify as Indigenous experience improved well-being and achievement through relevant key actions:
- Advance the Truth and Reconciliation Calls to Action (Education for ReconciliACTION).
- Sustained focus on implementation of the Indigenous Education Holistic Lifelong Learning Framework.
- Sustained collaboration with Indigenous Elders and Knowledge Keepers to advance actions in support of Indigenous student well-being and achievement.
- Provide targeted professional learning and resources for schools to effectively welcome and support transitions for Indigenous students and families.
These key actions will be achieved across the CBE via:
The Indigenous Education Holistic Lifelong Learning Framework
The
Indigenous Education Holistic Lifelong Learning Framework sets out the structure of foundational knowledge (four domains) and the underlying attributes essential to ensuring our success as an organization in achieving these key actions over three years and beyond. The framework is not a “how-to” guide for Indigenous Education or a recipe for closing gaps. Rather, it provides a foundation upon which individual staff members, teams, schools (including students and community), service units, and our district can meaningfully position and deepen our individual and collective knowledge, decisions, and actions to meet the holistic needs of all students.
The Indigenous Education Holistic Lifelong Learning Framework expands on the Indigenous Education Holistic Lifelong Learning Visual (shown below) that was inspired by the
UNESCO Four Pillars of Education (1996), the work of the
Canadian Council on Learning (CCL) (2007), and knowledge shared by Indigenous Elders and Knowledge Keepers. Passed on through stories, Elders and Knowledge Keepers have offered significant wisdom and guidance to design a framework representative of traditional and contemporary Indigenous ways of being, belonging, doing, and knowing.
Indigenous Education Team
The CBE Indigenous Education Team provides leadership and support across the district, working closely with CBE service units, schools (including students and families), and the Indigenous community. The Indigenous Education Team includes:
- 1 Education Director
- 1 System Principal
- 4 Indigenous Education Learning Specialists
- 4 Diversity & Learning Support Advisors
- 2 Indigenous Education Strategists
- 7 Indigenous Student Success Learning Leaders
- 9 Indigenous Student High School Graduation Coaches
Acknowledgement of the Land
Acknowledging the land where we gather demonstrates our ongoing commitment to the original spirit and intent of Treaty 7, also known as the Blackfoot Treaty. This agreement is to share the land and live well together, in peace for
‘as long as the sun shines, the grass grows, and the river flows.’ This acknowledgement is an act of Truth and Reconciliation to honour the Indigenous peoples who have cared for their traditional territories since time immemorial and leads us to consider our individual and collective roles and responsibilities to the treaty relationship.
The Board of Trustees starts every public Board meeting with a verbal acknowledgement of the land and its first people. CBE schools and service units are acknowledging the land where we gather at minimum at the beginning and end of each school year and during significant celebrations, such as graduations and assemblies. Through intentional work around learning why we acknowledge the land, staff and students have been engaging in critical reflection to move beyond reading the CBE Land Acknowledgement as a script to identifying personal and professional connections, and then sharing commitments to engaging in active work to advance the Truth and Reconciliation Calls to Action focused on Education for ReconciliACTION.
Indigenous Education Focus School Communities
The CBE currently offers two
Indigenous Education Focus school programs located at Niitsitapi Learning Centre and Piitoayis Family School. Find out more about each of these programs by clicking the links below.
Elder Advisory Council
The CBE values the wisdom and guidance of Indigenous Elders and Knowledge Keepers. Though the CBE Elder Advisory Council, for more that 10 years we have gathered with Elders and Knowledge Keepers to learn, plan and work together on behalf of the Indigenous students we serve and support.
Self-Declaration
In addition to supports provided for all students, the CBE provides enhanced supports for First Nations, Métis and Inuit students who have self-identified their status through the
Alberta Education First Nations, Métis or Inuit Self-Identification. First Nations, Métis and Inuit students can voluntarily self-declare their Indigenous ancestry upon registration into the CBE on the student registration form or the annual verification form. This identification will carry forward each year until such time as parents request it to be removed. For more information, see
Alberta Education Aboriginal Student Self-Declaration Information for Parents and Guardians.
How do I learn more about Indigenous Education?
To learn more about Indigenous Education in the CBE, email
IndigenousEducation@cbe.ab.ca. This email account is monitored weekly with a reply time of 2-3 work days.
If you are a parent and want to discuss your child’s learning needs, including how to access support from the Indigenous Education Team, please contact your child’s teacher or school principal.
