§ 8: Summary of overall impacts: Sustained, initiated and emerging – Aboriginal Inquiry: Lifting All Learners

8.8 An emergent impact on recognizing and disrupting colonial mindsets and actions

sabrina — Thu, 04 Apr 2013 01:10:12 +0000

The AESN has had some very significant transformational impacts on schools, teachers, and districts around the province, the methods by which non-Aboriginal teachers are ‘taking up’ the challenge of deconstructing their existing colonial mindsets is in very early stages and so we characterize it as an “emergent impact”. Certainly some of the narratives we’ve included in this report point to the...

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8.7 An initiated impact on understanding learning as a community based educational partnership

sabrina — Thu, 04 Apr 2013 01:09:50 +0000

We saw in the review of the AESN case studies that more inquiry teams are venturing beyond the formal classroom walls into the broader community and looking to find partners in completing their inquiries. We see this as a particularly positive development. In districts like Prince Rupert where Aboriginal peoples have been deemed partners for more than 20 years, the approaches to integrating...

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8.6 An initiated impact on culturally responsive leadership

sabrina — Thu, 04 Apr 2013 01:09:02 +0000

In a related observation we also believe that the Network has been exceptional in initiating practices that value and support the work of Aboriginal teacher leaders. As noted above, leadership is an absolute strength of the Network; but there is an opportunity to further nurture and support the work of Aboriginal educational leaders. The AESN has provided an important mechanism through which...

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8.5 An initiated impact on culturally responsive teaching practice

sabrina — Thu, 04 Apr 2013 01:08:38 +0000

The AESN has made significant inroads into developing a space for how one goes about shifting teachers’ practices in ways that decolonize their approaches to teaching and learning. The AESN was an outgrowth of the NOII , as noted earlier. It provided an important early platform for introducing inquiry-based research into teachers’ daily practice. But it was when the idea of culturally responsive...

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8.4 A sustained impact on Aboriginal education policy and programs

sabrina — Thu, 04 Apr 2013 01:08:15 +0000

As we discussed briefly earlier in this report, there have been efforts to effect change in Aboriginal education at the provincial level; a short history of these efforts was provided in the literature review. What we noted was that systemic approaches—initiated by government or the Ministry—were framed through policies that sought to shape districts’ approaches to the goal of improving the...

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8.3 A sustained impact on student learning

sabrina — Thu, 04 Apr 2013 01:07:49 +0000

We would be remiss if we did not highlight the scope and scale of change we saw in student learning, amongst both Aboriginal and non-Aboriginal learners. The case study that examined more than 50 inquiry projects around the province illustrates the ways in which each and every inquiry traced and assessed the impacts of their inquiries on student learning. It is not that teachers do not regularly...

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8.2 A sustained impact in creating and profiling leadership for change

sabrina — Thu, 04 Apr 2013 01:06:56 +0000

It was often difficult to discern if leadership enabled change, or if the changes wrought through the Network enabled leadership. Certainly we can say that the initial leadership of Drs. Kaser and Halbert was fundamental to launching the Network. It was their initial vision and belief that change could be supported using a grassroots, invitational approach. Yet we can also say that leaders emerged...

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8.1 A sustained overall impact on the culture of teachers, schools and districts

sabrina — Thu, 04 Apr 2013 01:06:31 +0000

There is strong evidence to show sustained, deeply transformative impact in a range of school districts and schools. Both elementary and secondary schools are participants in the Network showing that its approach engages all teachers—from those involved in early learning initiatives to those who work with young adults transitioning out of the school system. This is because the inquiry model starts...

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8.0 Summary of overall impacts: Sustained, initiated and emerging

sabrina — Thu, 04 Apr 2013 01:04:31 +0000

In this section of the report we have sought to provide additional evidence from our interviews that illustrate the impacts the AESN is having on BC students, teachers, and districts. We have attempted to provide rich detail about how the Network operates structurally and over time in many different locations around the province to demonstrate the depth and scope of its impacts.

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