Fostering meaningful school engagement among Indigenous students

Abstract

Students can play a significant role in school decision-making; education practice and reform; reimagining teaching and learning; democratizing education; and schooling improvement. Sociology of education and youth literature demonstrates a strong connection between student engagement in schooling and student academic achievement as well as a sense of belonging to a school community. These insights have particular relevance for Indigenous students in kindergarten to grade 12 schools. Canadian education policy and practice, reinforced by the Truth and Reconciliation Commission’s Calls to Action, have prioritized the need to support Indigenous students while including Indigenous perspectives and experiences in curriculum. We report on a community-based participatory research project to engage and empower Indigenous students connected to one Alberta elementary and junior high school as leaders and education partners. The project focuses on amplifying the student voices through photovoice and is guided by the question: How can schools foster meaningful student engagement and partnership? It draws from work on a photovoice project with two cohorts of students. Students revealed through their photovoice work several components important to their education and schooling, including opportunities for learning about Indigenous cultures, traditions, languages, and spirituality; relationships and connections; environmental protection and conservation; and being heard and respected.