INFORMING TECHNOLOGY-ASSISTED SCHOOL LEADER PATHWAYS USING: METIS SETTLEMENTS OF ALBERTA DIGITAL BUNDLES

Abstract

The people of the Metis Settlements of Alberta have long-held values of identity and self-determination that relate to individual and collective perseverance in surviving and living their lives as Metis people on lands designated to them under the Metis Population Betterment Act of 1938. As a province, Alberta and its people have progressed and prospered. At the same time, the Metis people have endured and continue to suffer deprivations directly related to education outcomes. The hope of the Metis people within the Settlements continues to lie in the opportunity to conduct themselves in meaningful dialogue with the Province of Alberta in a manner that is respectful and values their Knowledge. However, there has been little research on how Metis Settlement culture and history, as shared by Elders, Knowledge Holders, and Knowledge Keepers, could benefit the development of school leaders. A Metis Settlement culturally relevant school leader curriculum that describes Metis Settlement experiences and includes perspectives originating from Metis teaching and learning systems is vital. This research study was conducted using a storytelling methodological framework to inform the development of a Metis Settlement online prototype module for the teaching and learning of history, culture, and languages. A conversational method was employed to engage Elders, Knowledge Holders, Knowledge Keepers, and community members, who shared stories and informed the design of an online module. Community members ultimately described how they want to be recognized by school leaders, how local Knowledge can support these ideas, and how storytelling can be leveraged to educate school leaders about what matters to the Metis people in the education system.