Indigenization Process

Why is this Important to Selwyn House?

Veritas - True to the World

Veritas - True to the World

Aligned with Selwyn Veritas Vision

We teach boys to become accomplished young men in an inclusive and highly relational learning community. Our students will be true to themselves, to others, to their school, and to the world – Selwyn Veritas.

Supports Selwyn Mission

Relational – Boys’ learning should be based on relationships, responsibility, and purpose. Our students belong to a caring and relational community whose members understand each other and grow together.
Inclusive – We strive to be a fully inclusive community. We teach our students to respect and work with everyone regardless of language, ethnicity, religion, sexual orientation or race. We shape our graduates to go into the world prepared to bring everyone together.
Experiential – We believe that all children, especially boys, need to play, build and deconstruct things. We help our students gain the courage to try without the fear of failure.

Reconciliation

We are following the Calls to Action of the Truth and Reconciliation Commission

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-semitic 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 [Indigenous] 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]

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.