Purpose

This paper describes how an Ontario school board's majority First Nation, Metís and Inuit (FNMI) student population influenced the direction and priorities of the board toward culturally responsive and well-being focused initiatives. Using culturally sustaining/revitalizing pedagogy (CSRP) as a conceptual framework, it explores the board's efforts to meet the socioemotional and identity needs of its FNMI students (and families) through investments in professional learning communities (PLCs) and targeted programming and technologies.

Design/methodology/approach

This paper presents findings from one case in a larger multi-year (2015–2017), multiple-case (10 school boards) study by a university research team that included the author. Thematic analysis was used to code interviews and focus groups conducted with over 40 administrators, educators and community partners in the board featured in this paper.

Findings

The board's culturally responsive and well-being focused initiatives, while intended to support FNMI students' socioemotional success and sense of inclusiveness in schools, was inadequate at fostering and sustaining students' (and families') cultural survival and communal well-being.

Practical implications

Findings offer practical ways that schools serving large populations of FNMI students might support students' identity development and self-regulation skills in schools while also serving as a cautionary example of strategies that do not sufficiently address student challenges that are the result of ongoing legacies of colonization.

Originality/value

This study provides a distinctive example of a predominantly FNMI school board that, in recent years, has prioritized student well-being and identity development over achievement. It provides insight into the transformative possibilities and constraints of trying to support FNMI students' socioemotional healing and cultural sustenance in a colonized system.

中文翻译：

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在安大略省教育局维持土著学生和家庭的福祉和文化

目的

本文描述了安大略学校董事会中占多数的原住民、梅蒂斯人和因纽特人 (FNMI) 学生群体如何影响董事会朝着文化响应和以福祉为重点的举措的方向和优先事项。使用文化维持/振兴教学法 (CSRP) 作为概念框架，它探索了董事会通过投资专业学习社区 (PLC) 和有针对性的编程和技术来满足 FNMI 学生（和家庭）的社会情感和身份需求的努力。

设计/方法/方法

本文介绍了包括作者在内的大学研究团队在一项更大的多年（2015-2017 年）、多案例（10 个学校董事会）研究中的一个案例的结果。主题分析用于对与 40 多位管理人员、教育工作者和社区合作伙伴进行的访谈和焦点小组进行编码，这些访谈和焦点小组在本文中介绍的董事会中进行。

发现

董事会的文化响应和以福祉为重点的举措，虽然旨在支持 FNMI 学生在学校的社会情感成功和包容感，但在培养和维持学生（和家庭）的文化生存和社区福祉方面是不够的。

实际影响

调查结果提供了实用的方法，为大量 FNMI 学生提供服务的学校可能会支持学生在学校的身份发展和自我调节技能，同时也作为一个警示示例，说明未能充分解决学生挑战的策略，这些挑战是持续的殖民遗产的结果.

原创性/价值

这项研究提供了一个以 FNMI 为主的学校董事会的独特例子，该董事会近年来将学生的福祉和身份发展置于成就之上。它提供了对试图在殖民系统中支持 FNMI 学生的社会情感治疗和文化寄托的变革可能性和限制的洞察。