In February 2021, KPDSB began its rollout of substituting all ENG3U classes with NBE3U. The NBE3U curriculum, English: Understanding Contemporary First Nations, Métis, and Inuit Voices, Grade 11, will support all learners in various ways. While the curriculum remains focused on building essential English skills, it also emphasizes FNMI perspectives, voices, and ways of learning.
The rollout was comprehensive, including board-wide professional development and professional learning communities. Indicators of success include the commitment of all KPDSB secondary schools to substitute Grade 11 University (ENG3U) and Grade 11 College (ENG3C) courses with NBE3U and NBE3C.
The passion and commitment of many of the educators involved in this rollout are evident in the ideas shared by students in classrooms. Students participated in this work as they began to understand why this change is necessary and their integral role in reconciliation work moving forward.
At the beginning of NBE3U at Beaver Brae Secondary School, one student reflects that they “believe that this is a good change because I myself would like to learn more about indigenous writer[s] other than all the Shakespeare and so on, I myself am metis, and I have not learned a lot about it because it doesn’t get brought up much in my home or at school. Being able to learn more about this is an advantage, in my personal opinion. My grandpa was in a residential school but I was so young when he passed I never got to talk to him about it, I was always interested in that but I know that it is a sensitive topic for some to talk about.”
A Sioux North High School student comments on his own learning after reading Richard Wagamese, saying: “Reconciliation means to create harmony. In Richard’s words ‘you create harmony with truth, and you create truth with humility.’ I can agree with Richard Wagamese’s definition of reconciliation as I believe that to reconcile you first have to be at peace with what has happened… In Wagamese’s definition he also speaks about truth and humility. The truth aspect of that definition is finally starting to be revealed as we learn more and more about the truth of residential schools.”
On her final exam, a Red Lake District High School student noted: “Indigenous writers demonstrate how they have endured in the face of hardship without giving up. However, the biggest lesson that I learned from this course was that by taking the time to learn about the Canadian Indigenous experience I am able to be a part of the change to better Canada.”
Teachers were asked if the rollout of this curriculum was valuable to their practice. When asked what learning experiences they found most valuable, responses included, “Kevin Lamoreux – honestly no words can describe the power of this individual. He spoke openly and truthfully and gave us the confidence to educate our students. I enjoyed being a student and listening to Kevin’s lectures,” and, “This professional development has encouraged me to start my learning journey into a new course by diving deep into the curriculum and focusing on backwards planning.”
As teachers shared work in the monthly sessions, it became evident that collaboration and professional development had an immediate impact on practice. As a BBSS teacher shared, following a session with Kevin Lamoureux, she presented her classroom expectations using the language of his Circle of Care:
- We cultivate a spirit of generosity when…
- We cultivate a spirit of belonging when…
- We cultivate a spirit of independence when…
- We cultivate a spirit of mastery when…
This work was teacher-driven and focused. The impacts exceeded substituting NBE for ENG as educators came together to address both teacher practices and educator belief systems in teaching and learning.
