The Power of Indigenous-Led Education

Since its humble beginnings, the program has grown tremendously. In the past school year alone, it engaged over one thousand youth from School Districts 64 and 79, along with their parents and siblings, in hands-on ecological and cultural learning. Through Youth on the Land, both Indigenous and non-Indigenous students have the opportunity to learn from Elders and Knowledge Keepers, participating in circle ceremonies, language and story-telling, native plant and medicine walks, food preparation and preservation, meal sharing, and beading. These experiences teach Indigenous perspectives on caring for the land, environmental responsibility, and stewardship. As Maiya explains, “traditional knowledge is important to share, and it really does change these youth’s lives… and the way that they treat and look at the land, there’s a lot more respect and honouring.”

The program’s necessity became clear almost immediately. “Students that did not attend regular classes did not miss a day of youth on the land,” Brianna shares. “The moment those youth came onto the land and were with Elders and Knowledge Keepers, … it was completely different than what the teachers had informed us they were going to be.” The local school district on Salt Spring quickly recognized its value and began fundraising to support it.

For Maiya, one of the most inspiring evolutions has been the growing recognition from educators and local school districts. “What is really amazing to me is how many people have come together and now all want to make this a part of their curriculum, going out of their way to make sure that the youth are earning credits for what they’re learning on the land.” Maiya explains, “we’ve come so far that the teachers now want to work with us…that’s been a huge success really, and just to know that there is a bit of that validation from the school system as well.”

Collaboration and Partnership

At the same time, creating partnerships has not been without challenges. Brianna admits, “in the beginning, it’s hard to not want to shut down and think, okay, here we go. This is another colonial system.” Although it was a learning curve, patience and understanding have helped the organization navigate these challenges gracefully. When advising other communities on building reciprocal and respectful relationships, Brianna adds, “I think the educators in particular want to do this but don’t know how… remember that they’re on a journey too”. For Maiya, the guiding principle is to “lead with your heart and move at the speed of trust.” She reflects, “we’re patient, but we also have the right to move the way we would like to move, and at the speed of trust, and I think it’s been really beautiful to see how the community respects that.”

Another challenge the organization has navigated is funding. As Brianna explains, “we historically have written grants so we could offset costs for schools to come over but it’s getting harder and harder for that. We never wanted to make this program out of reach for schools.” In response, the Society has found creative ways to sustain the program, including establishing a farm on their property and hosting workshops for additional financial support. Both Brianna and Maiya also emphasize the importance of long-term planning. “Looking at multiyear funding is important,” says Maiya, noting that a five-year plan towards self-sufficiency helps safeguard against changes in government funding. For Maiya, their approach to grant applications helps too “we do our best to speak from our hearts and really let that passion shine through.”