The Alberta Teachers’ Association

Research project identifies common challenges and keys to moving forward

“I want to honour my parents and ensure that

I am doing the best for them. I want to help create a school system where my nephews can be openly proud to be Métis, where my brothers
and sisters are not scared to self-identify their children for fear of discrimination.”
—Report on Indigenous Teachers and School Leaders in Alberta, 2022

In 2021, the Alberta Teachers’ Association, in collaboration with Dr. Dwayne Donald, a researcher from the University of Alberta, conducted an evaluation of the experience of Indigenous teachers and school leaders with-in Alberta’s public education system.

The research encompassed the following three key areas:

• Conditions of practice and philosophy
• Recruitment, hiring, and retention process and conditions
• Discrimination and racism in education

In the winter of 2021, 63 self-identified Indigenous teachers and 33 school leaders were invited to complete an online survey. In total, three online focus groups were completed. As a follow-up to the study, survey participants were invited to express interest in participating in an online focus group facilitated by Dr. Donald. Three focus groups included a total of 13 Indigenous teachers and school leaders.

The following is an overview of the key insights from the focus group conversations.

Sharing a love for teaching

Numerous focus group participants expressed a passionate and heartfelt commitment to their roles as educators. Many shared that they derive much personal meaning and satisfaction from their involvement in the teaching profession.

Toeing the line

Many focus group participants expressed frustration with systemic structures and practices that position Indigenous education initiatives as second-rate in comparison with other educational concerns. They feel the need to “toe the line” or conform to problematic expectations to maintain their positions and continue to do the work that they know needs to be done.

“I’ve always felt since I have been in the education field, no matter where I am at, I’ve always had to accommodate. I’ve always had to toe the line. I had to learn how to play the game. I had to learn when to put my mask on. But most of all, I’ve had to learn when to change my shoes. When do I put my shopping shoes on, my church shoes on or my ceremony shoes on. … It’s so subtle sometimes; it’s not overt. But it’s these little pins and needles that get thrown at you. I’ve always felt that I’m not worthy enough because I am who I am. Because of my skin colour basically. Because I am visibly Aboriginal. I’ve always felt that it’s a barrier, a wall.”

— Project participant

Getting stuck in roles

While the focus group participants consistently expressed feelings of pride associated with their work as Indigenous educators, many noted that they have felt stuck in roles as well. Participants used the term “pigeonholed” to describe their feelings on this. Being pigeonholed refers to a situation in which a human being is categorized in ways that fail to reflect the complexities of their actual lived realities.

Suffering vicarious trauma

Vicarious trauma refers to the harmful effects resulting from consistent exposure to the traumatic experiences of others. In the context of this research initiative, some focus group participants reported that they suffer the effects of vicarious trauma brought on when witnessing systemic racism experienced by Indigenous students, their parents and even Indigenous colleagues with whom they work.

Feeling isolated, vulnerable and unsupported by leaders

Many of the focus group participants wished that their school and division leaders better understood the difficulty of the jobs they do and the vulnerability they feel as Indigenous educators. In many educational settings across the province, the efforts of Indigenous educators to support student and teacher engagement with First Nations, Métis and Inuit foundational knowledges (as mandated by competency five of the Teaching Quality Standard) are still unwelcome.

Reflecting on career opportunities, recruitment and retention

Focus group participants stated that they were not aware of any formal efforts to recruit or retain Indigenous educators to join their particular school divisions. A few participants noted that their school divisions seem to avoid recruiting from the local area and instead look as far as the Maritime provinces to recruit educators for their schools. It is important to add that participants seemed to share the view that their opportunities to serve in Indigenous education leadership roles came mostly as a result of the support of an individual colleague who advocated on their behalf rather than any systemwide, clear commitment to retain and promote Indigenous educators.

Next Steps

The Association will work on knowledge mobilization of the key findings, highlights and insights from the research report. The full research report is available at www.teachers.ab.ca > My ATA > Professional Development > Indigenous Education and Walking Together > Research.

“ I can take the oppression; I can speak out.
When I watch others [who are being oppressed], either students or other staff members, it's really hard to take.
So I feel that I'm carrying that a lot of times.
That's a big reason why I won't leave where I am.”
—Project participant

The full research monograph is available digitally on the ATA website under Public Education > Education Research > Research Publications.

How do we move forward?

Dwayne Donald, Professor, Faculty of Education, University of Alberta

Supporting Indigenous teachers and school leaders throughout the progression of their careers is crucial to reconciliation with Alberta’s public education system. Creating authentic spaces and opportunities to learn from and with Indigenous teachers and school leaders is an integral component of advancing truth and reconciliation.

These three elements are key to moving forward effectively:

1 ) Shared vision

The purpose of the work and the overarching action plan need to be clear to all participants.

2) Cultural changes

Creating sustainable cultural changes in the daily workings of schools requires meaningful structural changes.

3) Mentorship program

A support network of Indigenous educators who could offer support,
guidance and mentor-ship to each other will help them feel less isolated, marginalized and vulnerable.