Indigenization Process
Why is this important to Selwyn House?
Veritas - True to the World
Link to our Educational Philosophy
Aligned with Selwyn Veritas Vision
“Be true to yourself; be true to others; be true to your school; and be true to your world.”
Supports Selwyn mission
“To enable boys to be respectful, resilient and hard-working young men who pursue fulfilled, balanced, and purposeful lives anchored by Selwyn Veritas through a compassionate and supportive environment.”
Embodies the Selwyn Educational Philosophy
“We want our students to be respectful, resilient and hard-working young men who pursue fulfilled, balanced, and purposeful lives anchored by Selwyn Veritas.”
”We are committed to: The guarantee that each boy will be known and loved; an excellent educational experience that promotes reflection and growth as lifelong habits; the milieu of our community.”
Reconciliation
We are following the Calls to Action of the Truth and Reconciliation Commission
Truth & Reconciliation: TRC 94 Calls to Action
Truth & Reconciliation: TRC 94 Calls to Action
Clause 62: Integrate Indigenous knowledge and teaching methods into classrooms
Clause 63: Build student capacity for intercultural understanding, empathy and mutual respect
Commitment to Equity, Diversity and Inclusion
Selwyn House School does not just want to look diverse, it wants to encompass a diverse mindset. The act of exploring inwards, moving away from hegemonic societies and towards anti-racism and anti-oppression is an act that requires humility. This is no truer than in the domain of education. There is no better place to build critical thinkers of the future, who will question the status quo, and be brave enough to upend it. Through education, we can receive feedback about what we are not understanding, and strive for continuous growth in the right direction.
As a pedagogical institution, Selwyn House School aims to be a leader in committing to this process. We will explore changes to address structural and systemic inequalities that continue to exist in our larger society, as witnessed through movements like Black Lives Matter and unspeakable acts like the anti-semetic attack on our neighbouring synagogue recently. Selwyn House must be an organization for learners of all backgrounds; one that recognizes the differences of our individual and collective histories and how they have influenced our current opportunities, or lack thereof.
We will engage in actionable change and build a sustainable framework for the future. Given the urgent appeal by our government to deliver on the calls to action detailed by the Truth and Reconciliation Commission, Selwyn House has chosen the Indigenization Process as its first step in a long walk towards an environment that is wholly inclusive. This is a school-wide partnership for collective change. We aim to shape the Selwyn House of the future into a school where events, interactions, language, policies and curriculum promote wellness for the student body, and social justice for those beyond the SHS doors.
Carissa Springer
School Counsellor
What the research says…
“Evidence in the literature suggests that comprehensive institutional change in teaching methods, curriculum, campus climate, and institutional definition provides educational benefits for both minority and majority students. Comprehensive diversity initiatives, beyond their capacity to improve access and retention for underrepresented groups, are related to satisfactions, academic success, and cognitive development for all students.“ [1]
“Students who have more frequent experiences with diversity report: • More progress in personal and educational growth, • More involvement in active and collaborative learning, and • Higher levels of satisfaction with their [school] experience.” [2]
“Creating an institutional environment that is culturally safe and welcoming has been identified as very important in supporting Aboriginal student success, as well as the success of immigrants and international students.” [3]
“Research conducted by the Organization for Economic Cooperation and Development (OECD) through the Programme for International Student Assessment (PISA) study clearly establishes that those nations that obtain the highest degrees of social inclusion and heterogeneity in their schools not only get better results, but also narrow the gap between high and low achievers. By educating our children together, in socially inclusive groups, we help assure consistently better outcomes.” [4]
“The perception of a broad campus commitment to diversity is also related to positive educational outcomes for all students, individual satisfaction, and a commitment to improving to racial understanding.” [5]
Parents and Families
References
[1] Smith, D. G., Beliak, D., & Figueroa, B. (2004). Diversity Works: The Emerging Picture of How Students Benefit: Executive Summary.
[2] Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature (Vol. 8). Washington, DC: National Postsecondary Education Cooperative.
[3] Blanchard, M. P. (2014). Decolonizing institutional practices: Supporting aboriginal college student success.
[4] Porter, G. L. (2004). Meeting the challenge: Inclusion and diversity in Canadian schools. EDUCATION CANADA-TORONTO-, 44(1), 48-51.
[5] Smith, D. G., Beliak, D., & Figueroa, B. (2004). Diversity Works: The Emerging Picture of How Students Benefit: Executive Summary.
[2] Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature (Vol. 8). Washington, DC: National Postsecondary Education Cooperative.
[3] Blanchard, M. P. (2014). Decolonizing institutional practices: Supporting aboriginal college student success.
[4] Porter, G. L. (2004). Meeting the challenge: Inclusion and diversity in Canadian schools. EDUCATION CANADA-TORONTO-, 44(1), 48-51.
[5] Smith, D. G., Beliak, D., & Figueroa, B. (2004). Diversity Works: The Emerging Picture of How Students Benefit: Executive Summary.
