My final research questions that changed and focused over time in my thesis were : Does Saskatchewan ’ s Core French curricula advocate for Core French programs to integrate Indigenous knowledges , culture , and languages that meets the Truth and Reconciliation Commission ’ s Calls to Action in Education of culturally appropriate curricula ? How can the Saskatchewan Core French curricula make space for both French and Indigenous culture and languages , along with multiple other cultures , in our diverse province ?
What were your findings ?
Levels 1-7 Core French curricula is not culturally appropriate and has many stereotypes and content that was not integrated with feedback from Indigenous peoples . I think what surprised me the most was that my focus was to determine if the Indigenous content in the cultural indicators were appropriate , but what was also revealed in the focus groups was that the French culture , the culture the curriculum was created for , also had many stereotypes and misconceptions of French culture .
Participants strongly recommended that the curriculum should be rewritten but this time , with educators of Core French , members of the French community , and the Indigenous community invited to the process .
For part of the focus group discussion , it was debated whether or not Indigenous culture even belonged in the Core French curriculum . In the end , all participants , both Indigenous and non-Indigenous strongly agreed that it did as a part of where we live but that the following four foci should be implemented into the curriculum making AND the curriculum teaching process :
• Building relationships . If you are not Indigenous , you need to talk to someone who is an Elder or knowledge keeper . You need to ask permission before teaching Indigenous content so you are guided how to do it , and sometimes you may be told you cannot teach it as you are not qualifeid to share that knowledge . Some knowledges have be taught from the Elders and knowledge keepers .
• Teach from your place . The Core French curriculum tried to throw in content from across Canada and the world . Focus on your place whether that be Regina , Treaty 4 or perhaps in Saskatoon on Treaty 6 . Teach what is relevant to the students in the environment they live and learn from .
• Spiritual content — be very careful of this . It may not be appropriate to teach this from within the classroom as it should be experienced in a real setting .
• We have to find the third space — in Core French , that space is to teach French culture and language but it must allow for other cultures of my place to not be overshadowed . But as a Core French educator , I also can ’ t forget that my role is to teach French , too . This space needs to allow for learning from others and asking for help when needed , to not assume I am teaching the right thing when it comes to Indigenous cultural indicators , but also to not skip teaching them as I ’ m afraid to do so .
Describe an " aha " moment for you as you researched your topic ?
While the focus groups and myself all had various backgrounds — we really had one common goal — our children . It didn ’ t matter if anyone disagreed or didn ’ t see one aspect the same as someone else did . The participants listened to each other , created a safe place for discussion , often changed their perspectives upon hearing another , brought themselves to many uncomfortable conversations , and learned from each other — and came to a common understanding . It wasn ’ t easy but seeing my participants in this process really showed me that curriculum could be done in a similar way . And that there are people willing to give their time for it , yet often the invitation to the process is not extended . I realized for myself that while I cannot change the curriculum , I can change how I approach it and how I teach it . As one participant said — the curriculum is mainly just a guide .
How has your research changed how you approach teaching and learning ?
I see the curriculum completely different . Before I saw it as almost the “ bible ” that had all the right answers . This has changed . I refer to it for ideas on what to teach but then I seek out the sources I need to teach that content and ask
them “ What should I or shouldn ’ t I teach with this ?” I feel my connection to where I ’ m from has deepened , and I put relationships first in my classroom and with my colleagues . Students are excited and eager to learn when I come to their class and it isn ’ t because it ’ s French . It ’ s because I ’ ve taken the time to understand why I ’ m teaching Core French and I try to make the program relevant to my students , too .
My passion for this knowledge led me to wanting to build more of a community for Core French educators as well . Often we are the only one in a school building with multiple classrooms . I became lead facilitator for the Community of Practice for Core French educators in Regina Public Schools four years ago , and in the past couple years , I ’ ve helped bring together a province-wide group of Core French educators where there are optional virtual meetings and Professional Development . It isn ’ t an official role or even a paid one , but it is a necessary role that my research led me to . The Ministry of Education isn ’ t going to spend the money to update the curriculum in the near future , but by building relationships with those who teach Core French in my place , whether that be just Regina or the whole province , we can work together to change how we teach the curriculum using the knowledge I ’ ve gained from the research process and from what the participants have helped me to unlearn and learn .
This is just the beginning as well — I just recently finished my research and I have so much more to learn .
Jessica Irvine with colleague Jocelyn Ficor at a Carnival event Irvine plans every 2 years for schools she has worked at . People from the Indigenous community and the French community come together to learn and celebrate both cultures . Learning activities have included Métis jigging , Indigenous storytelling , how to bake bannock , snowshoeing , and weaving a Métis sash bracelet .
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