A Case Study of a Pilot Anishinaabemowin (Ojibwe) Immersion School on Manitoulin Island

Canada’s education system has attempted to completely erase Indigenous languages in Canada and to replace them with English. However, work is being done to revitalize Anishinaabemowin (Ojibwe language). An example of this is the Mnidoo Mnising Anishinaabek Kinoomaage Gamig (MMAK) immersion program on Manitoulin Island, which operated for five years (2013–2018) as a test pilot education model. It was the first of its kind in the province due to its unique pedagogical approach: teaching through language and culture. This mixed-methods case study of the MMAK examines student success and community perspectives. This study has been analyzed through the lens of a Tribal Critical Race (TribalCrit) theoretical framework (Brayboy, 2005), which helped to make sense of both the nuances of Indigenous education and the complexities of anti-oppression and anti-racism. As well, a Participatory Action Research (PAR) approach was utilized to ensure it was community led and ultimately beneficial for the community. There were main priorities for the families who participated in the five-year study identified. These priorities were comprised in three key areas of immersion: student achievement, language fluency, and personal self-esteem. The first part of this study focuses on reviewing secondary statistical data for students in those three areas. The five-year results reveal the benefits of immersion on children ages four to ten years old in this unique, culturally relevant learning environment. The second part of this study examines the perspectives of families, communities, and school staff based on focus groups and face-to-face interviews on immersion education and the future of Indigenous education. From the focus groups and interviews, three overarching themes were identified as central points. First, languages are learned most effectively when taught both in the home and at school. Second, the essential learning outcomes in Indigenous education must include holistic learning, child development, and cultural revitalization. Third, as to what constitutes quality education, utilizing culturally relevant instructional styles and curricula to promote holistic learning is the cornerstone to culturally appropriate First Nation education. This study suggests that, in addition to having positive benefits for language revitalization, culture-based immersion education produces positive academic outcomes for Indigenous children.

Department dc:contributor.department

Leadership, Higher and Adult Education

Year dc:date.issued

2024

Author dc:creator

• Roy, Stephanie

Advisor dc:contributor.advisor

• Waterman, Stephanie

• Anishinaabemowin
• Immersion
• Indigenous Language Immersion
• Indigenous Languages
• Manitoulin Island
• Ojibwe

Handle dc:identifier.uri

http://hdl.handle.net/1807/139978

OAI identifier oai:identifier

oai:utoronto.scholaris.ca:1807/139978