Intentionality: Co-constructing Classroom-Based Literacy Practices at Oskāyak High School

Researchers: Whitney Greves (Greater Saskatoon Catholic), Cornelia Laliberte (Greater Saskatoon Catholic), Jennifer Altenberg (Greater Saskatoon Catholic), and Katrina Sawchuk (Greater Saskatoon Catholic).

Project Summary: 

Literacy is a powerful tool for empowerment and decolonization. However, urban First Nations and Metis high school students often experience systemic barriers and limited culturally responsive and culturally sustaining teaching. Generally, by high school, the focus on literacy instruction is greatly reduced.

As a team of Indigenous and non-Indigenous educators and researchers, we aim to explore the connection between literacy instruction and Cree pedagogical concepts, such as kēhtāwisowin (sharing of wisdom), kiskinōhtamowin (role of relationships), and nēhiyawītwāwin (role of cultural identity), alongside students, families, teachers, support staff, and culture team members.

While exploring these connections, we seek to develop a locally relevant equity-focused literacy model for high schools. We propose a co-created, embedded literacy instructional approach to better address literacy needs of our students compared to current methods. This initiative aims to improve literacy and engagement for high school First Nations and Metis students in Treaty 6 territory and the Homeland of The Metis, offering a replicable model for other Saskatchewan educators.