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-Mary
Jane Harkins
In our postmodern struggle for meaning, educators are involved in ongoing debates
on complex issues such as the purposes of schooling, the nature of how students learn,
what counts as learning, what constitutes curriculum content, and how should it be
organized. In a largely rural area, on the southwestern tip of Nova Scotia, there
are some very exciting projects happening in classrooms that help to contextualize
this struggle for meaning. The Southwest Regional School Board services 67 schools
in this area, three of which are on islands, accessible only by ferry. School and
community initiatives in these schools, highlighted in this article, serve to demonstrate
key aspects of an integrated approach to authentic learning for and by students in
a democratic environment that promotes the sustainability of rural communities. It
all begins with informed, supportive leadership that gives recognition to the work
of classroom teachers, values interpersonal relationships, and promotes community
involvement in our schools.
"I'm a cockeyed optimist!" declares Ann Jones, the Superintendent of
Schools for the Southwest Regional School Board. Jones' positive, energetic leadership
style has earned her the respect and admiration of those around her. She stresses
the prerequisite need for community schools to receive administrative support that
allows classroom teachers the autonomy to engage in teaching practices that contextualize
students' local knowledge in a meaningful and relevant way. Jones' administrative
support is demonstrated in a variety of concrete practices, such as her Superintendent
Community Forums for School Advisory Councils (SAC) and Home and School Associations
as well as her attendance at as many school concerts, graduations, art fairs, and
so forth as she possibly can. Her Gift of Literacy project ensures that on the last
day of school, every child receives a book of poems and stories written by their
peers with blank pages for their own writings/drawings. Jones is quick to add that
she is strongly supported in her curriculum initiatives by a group of directors and
support staff that she emphatically maintains are, "The best and hardest working
group of people I have ever met." Most importantly, she gives strong recognition
to the time, energy, and commitment that classroom teachers devote to their teaching
practices. Promoting innovative school/community initiatives that build on traditional
strengths and respect past accomplishments are a meaningful part of her leadership
role.
This process
involves the implementation of democratic principles such as decision-making, dialogue,
cooperation, reflection, and the use of diverse ways of representing their knowledge.
Thus, learning becomes a sociocultural activity.
Community involvement also means moving outside the boundaries of the traditional
classroom walls as we rethink the purposes of schooling in a democratic society.
There is a need to examine and reexamine the role of the classroom teacher, and what
counts as learning in a decentralized, multifaceted environment. Our youth--the future
decision-makers of our country--can be given the opportunity to gain a sense of belonging
in a community by developing relationships with caring adults. These youth, in turn,
become a valuable community resource, who can make important contributions to the
stewardship and sustainability of small, rural communities. Extending schooling experiences
into the community setting can build on students' prior knowledge and skills as they
discover the interconnections with their everyday lives. The learning process becomes
relevant and meaningful as students are engaged in the process of problem-solving
real issues. This process involves the implementation of democratic principles such
as decision-making, dialogue, cooperation, reflection, and the use of diverse ways
of representing their knowledge. Thus, learning becomes a sociocultural activity.
The following vignettes, schooling practices of teachers identified by Ann Jones,
portray dedicated classroom teachers with a well-developed rationale for curriculum
practices that promote lifelong learning. These teachers are living their vision
of democratic schooling that includes hard work, compassion, and a respect for the
rights and abilities of all individuals.
Oral History in the Classroom:
Examining Real Issues
Jessie Haché,
Petite Rivière, Nova Scotia
"This is the best way to learn about history."
"It didn't seem like school work at all."
"It's much easier to write the next chapter of our Dr. Cameron story now that
we have been to the house where he used to live."
"The best part of the project was the presentation in the community hall."
"I like evey [every] thing about this projetk [project]. This progetk [project]
makes me fall [feel] like a star."
These are some of the written reactions Jessie Haché has received from
the students who have participated in her oral history projects. Haché teaches
upper elementary students in a small rural school in Petite Rivière, along
the south shore of Nova Scotia. Each year her students decide on a topic to research.
They gather their data from a variety of sources, such as:
- Researching at the provincial
archives
- Creating a classroom museum so
community members can bring information and artifacts into the school
- Conducting interviews with seniors
in the area
Over the years, their work has
resulted in a series of history books and companion storybooks about their local
communities. The books, which are sold in the community, are also a part of the National
Library of Canada's Canadianna Collection and the Provincial Archives Collection.
Haché's initial project began when she read her class a diary, given to her
by a retiring teacher. The diary is about life in their community and was written
in 1916 by a 10-year-old girl, Inga Volger. This oral history project was launched
when several children returned to school with information about Inga's family. As
they investigated the information in the diary, they were shocked to find that Inga
was still alive and living in the United States. Though Inga was in ill health, her
son said that the children could write to her. They asked questions such as, "Who
were the boys smoking behind your doll house?" or "Who had the first car
in Vogler's Cove?" Inga enthusiastically responded to the children's letters.
This particular class started the school year by informing Haché, "You'll
have a hard time with us this year. We're the bad class." However, by the end
of the year Haché informs us that they had...
"discovered the richness of their culture, their community, and their experiences
through their writing. They feel special and they think of themselves as writers.
They have goals and aspirations and they see themselves as successful."
Through the use of democratic teaching principles, Haché had personalized
the learning experience by making it meaningful and relevant to the children's lives.
The children's interest resulted in a history book entitled,Vogler's Cove in the
Early 1900s [5],
and a storybook, I'm O.K. Mama[4].
Amazingly, Inga Vogler's health improved enough for her to travel back to her native
Nova Scotia where her diary was returned to her. She also received copies of the
children's books and was inducted into Acadia University's "Sports Hall of Fame."
The writing process in these oral history projects is a collaborative one that involves
the children's own writing. The students spend many weeks writing interview questions,
taping interviews with community members, as well as writing and editing the manuscripts.
They make decisions about what to include in the writing and what artwork to use.
Once the publication is completed the celebrations begin! The night before, the children
and their parents prepare an "old meal" of local, traditional foods, during
which the children and the community members discuss the information that the children
have collected. The final celebration is a public presentation in the community hall.
The children engage in readings, plays, dances, and a presentation of their books
to the community members who have been involved in their project. According to Haché,
"One has to be present to appreciate the profound impact, joy and educational
value of such a successful old fashioned evening." At a recent funeral
of one of the elderly men in the community, the minister mentioned that one of the
highlights of this man's later life was the interview about his house and family
by students at Petite Rivière School.
Teaching Good Citizenship by Doing It:
Teenagers with an Attitude
Joe Bishara,
Hebron, Nova Scotia
In the 1980s, Joe Bishara, a junior high school teacher at Maple Grove Education
Center (MGEC), decided that "good citizenship" was an important outcome
of students' schooling. In November of 1984 he had witnessed a teenager take off
his poppy* and squish it into the ground in front of several veterans, tears coming
to their eyes. As a result of this incident, Bishara knew he had to take a stand.
In 1985, he started the Maple Grove Memorial Club with 12 junior high students. The
purpose of the club is for youth volunteers to learn about the importance of being
Canadian, about our veterans, and about the tens of thousands that died in wars fought
to save our democratic society. In recent years, the Club has expanded into the local
high school and numbers have increased to nearly 200. Parents and other teachers
at MGEC such as Donnie Deveau, Janice McNutt, Svein Ravlo, Cheryl Bourque-Wells,
and Gordon Rothwell are important contributors to and supporters of the Club.
Bishara stresses that the Memorial Club is successful because the kids make the decisions.
The Club receives numerous requests from different communities, but the students
decide on the activities in which they will participate and the organizations for
which they will fundraise. Activities have included performances in marching parades,
playing the "Last Post" at veterans' funerals, and fundraising for a local
hospital, health organizations, as well as children with special needs. In 1997,
provincial and local papers carried the story of one student's meeting with a veteran,
with whom she had been corresponding. A wonderful friendship, that was valued by
both families and crossed all generation boundaries, had developed.
In a recent "Voice of the People" column in the Halifax Sunday Herald,
Angus MacIsaac wrote [3]:
"For those of you who missed the program at the Grand Parade on June 6, all
I can say is that you missed one of the finest displays of dedication, love, and
friendship that one group could show for another group ... A group of students from
Yarmouth County spent their Sunday entertaining veterans and seniors, by paying tribute
to the wartime merchant navy members. These young folk are an inspiration and a role
model for other youngsters in the country to follow."
Not only had these students performed for these seniors but they had also spent
a year fundraising to cover the cost of their accommodations and transportation to
perform at this event.
The Memorial Club is the only club of its kind in Canada. Raising his hand to his
chest, Bishara explains, "This must come from the heart." Respect, compassion,
responsibility, and a willingness to help each other--these are the values of a sound
democracy. These are the values that students are learning through their participation
in Maple Grove's Memorial Club. These are teenagers with a positive, caring attitude
about themselves, their school, and their country.
Engaging Students in Active Learning
Albert d'Entremont,
Sainte-Anne-du-Ruisseau, Nova Scotia
Albert d'Entremont is a teacher at Sainte-Anne-du-Ruisseau, a high school that
borders on the beautiful Tusket River. In keeping with d'Entremont's beliefs about
how students learn, as well as his recognition of the importance of the future stewardship
and sustainability of our environment, he organized the Eel Lake Project (ELP).
Eel Lake is approximately 7 kilometers long and averages 0.5 kilometers in width.
By examining the Eel Lake, to determine whether it was a saltwater lake or a brackish
estuary, student participants were engaged in meaningful scientific research.
An inventory of the fish species and a comprehensive salinity survey were conducted,
helping students with their research.
It is difficult to capture all the different activities in which the students were
engaged. Some students were in the shallow water with their rods and reels; others
were in boats with outboard motors setting nets and eel pots, as well as sampling
for salinity and water temperature. Some students were part of the film crew, videotaping
events or interviewing the participants, and still others were on the shoreline stretching
the scenery, the activities, and the people. Community members also came to observe
the events, and the students interviewed local people about fish species caught in
the Lake in the past. d'Entremont observed that "Having top notch, enthusiastic
resource people was a great asset. They interacted very well with the students, which
resulted in a rewarding experience for both." The students not only acquired
knowledge of marine habitats, but also gained a new appreciation for the uniqueness
and importance of Eel Lake as they interacted with their peers, community members,
and other resource people.
An important aspect was the excitement and eagerness with which d'Entremont pursued
this initial project. In his final report he wrote, "When organizing such an
activity, one worries about the weather, liability, participation, etc., but looking
at the pictures and listening to the students talk about it afterwards, makes it
all worthwhile."
School and Community Initiatives
The preceding stories serve to demonstrate the potential of our youth when provided
with curriculum experiences that make them a part of a team, actively taking a stand
and working toward common goals. Teaching in this manner embodies the democratic
spirit, inspires an enthusiasm for living, and illustrates the joys of teaching.
These are teaching practices that enrich all our lives.
Our classrooms
ought to be nurturing and thoughtful and just all at once; they ought to pulsate
with multiple conceptions of what it is to be human and alive.
School and community initiatives in the southwestern part of Nova Scotia will continue
to thrive under the enthusiastic support of Ann Jones and the dedication of teachers
such as Jessie Haché, Joe Bishara, and Albert d'Entremont. These approaches
to schooling practices allow students the opportunity to build on their prior knowledge
and skills as they integrate their schooling within the realities of their world.
Students construct new, relevant knowledge as they interact with their peers, teachers,
and other adults. This approach is challenging and demands academic rigorousness
as well as an array of democratic, pedagogical skills on the part of the teachers.
It makes evident the historical, philosophical, sociological, and psychological foundations
of schooling practices.
At times, the struggle for meaningful schooling may seem to be an uphill process,
as schools deal with an economic downturn and cuts in educational funding. However,
if we fill our hearts and our minds with hope, compassion, as well as an understanding
of our students' interests, needs, and abilities, there will be much for us celebrate
about and with our students. Maxine Greene's resplendent portrayal of the classroom
environment, in her book, Releasing the Imagination [1], can serve to inspire us all in our struggle
for meaningful, socially just schooling:
All we can do is to speak with others as passionately and eloquently as we can;
all we can do is to look into each other's eyes and urge each other on to new beginnings.
Our classrooms ought to be nurturing and thoughtful and just all at once; they ought
to pulsate with multiple conceptions of what it is to be human and alive. They ought
to resound with the voices of articulate young people in dialogues always incomplete
because there is always more to be discovered and more to be said. We must want our
students to achieve friendship as each one stirs to wide-awakeness, to imaginative
action, and to renewed consciousness of possibility.
Author Bio
Mary Jane Harkins is a professional development
consultant with the Southwest Regional School Board, Yarmouth, Nova Scotia. She holds
a Ph.D.from Dalhousie University in Halifax, Nova Scotia. She has a special interest
in professional development opportunities that support and enhance teachers' work
with students of varying interests, needs, and abilities.
References
1. Greene,
Maxine, 1995, Releasing the Imagination: Essays on Education, the Arts, and Social
Change. San Francisco: Jossey-Bass. (back)
2. HachÈ, Jessie and Alfred, 1990, The Inga Vogler Project: Positive Action
in the Production of Dynamic, Reactive and Democratic Curriculum to Meet the Specific
Needs of the Students, the School, and the Community. Hilroy Presentation
3. MacIsaac, Angus, 1999, "Voice of the People," Halifax
Sunday Herald. Halifax, Nova Scotia. (back)
4. Petite Rivière School, 1990, I'm O.K. Mama.. Petite
Rivière, NS: Petite Rivière School Press. (back)
5. Petite Rivière School, 1990, Vogler's Cove in
the Early 1900s. Petite Rivière, NS: Petite Rivière School Press.
(back)
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