For many kids, particularly Indigenous kids, the regular K-12 education system isn’t working. Current solutions offer more of the same. More homework, more testing, more tutoring, more after school ‘enrichment’. We don’t need more of what’s already failing and we don’t need an “Indigenized” version of the regular system, we need different. Radically different.
What's the Problem?
Our education system is struggling to meet the diverse needs of our youth and is not adequately preparing them for the complex and interconnected world they will face. Many ingrained education practices, as well as the very structure of our education systems, are counterproductive to real learning and to the successful transition into adulthood, active citizenship and full employment. We see this reflected in student disengagement; unprecedented levels of anxiety and depression; and, inequitable educational outcomes. This is particularly true among our Indigenous youth who suffer drop-out rates that are double the national average. If Canadians intend to alter this trajectory, we need to completely re-imagine the system.
Ironically, research indicates that the methods used by first cultures around the world are solidly grounded in how humans learn best. Hunter-gatherer societies, which characterized our species for most of human history, passed on skills and knowledge by relying on children’s innate curiosity, desire to play and drive to master the tools of their culture. Children are, in fact, born learning machines. Far too often, however, traditional schooling systematically erodes this enthusiastic capacity in our youth, Indigenous and non-Indigenous alike.
Ironically, research indicates that the methods used by first cultures around the world are solidly grounded in how humans learn best. Hunter-gatherer societies, which characterized our species for most of human history, passed on skills and knowledge by relying on children’s innate curiosity, desire to play and drive to master the tools of their culture. Children are, in fact, born learning machines. Far too often, however, traditional schooling systematically erodes this enthusiastic capacity in our youth, Indigenous and non-Indigenous alike.
What's the Solution?
Redesigning education – away from conformity and towards curiosity. We are proposing an entirely different model of learning in a pilot school, located in Toronto, Ontario. It will be designed for Indigenous and non-Indigenous students to attend together. Children from 4 to 19, led by their innate curiosity, will take charge of their own learning path in an experiential, land-oriented, democratically run system. They will play together, work together and grow together in an environment of mutual respect and exploration. This self-directed environment is both aligned with traditional ways of learning and proven effective in this complex digital age. Youth will leave this school prepared to be productive, self-reliant adults in an ever more quickly changing world.
Reconciliation must inspire Aboriginal and non-Aboriginal peoples to transform Canadian society so that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.
Honouring the Truth, Reconciliation for the Future. Summary of the Final Report of the Truth and Reconciliation Commission of Canada, 2015.
Why Self Directed Learning?
Because it capitalizes on children’s innate curiosity and natural drive to learn, and it is strongly supported by evidence in anthropology, psychology and history. Sudbury Valley School has been using this model successfully for over fifty years and, since then, many other schools, including Agile Learning Centers have continued to prove the model’s value. Moreover, the structured model creates an environment where children gain the skills to steer their own lives and learning, problem solve, and prepare for productive and meaningful futures. Over seventy-five percent of graduates go on to higher education and these graduates prove to be emotionally resilient, confident and independent learners who are self-motivated and adaptable to rapid change.
To foster children who will thrive in today’s constantly changing world, we must entrust them to steer their own learning and development.
Peter Gray, Free to Learn
What would the CIU Centre for Self-Directed Education look like?
Who is Leading the Charge?
After decades of commitment to education and First Nations advancement, Classroom Connections has identified this approach to learning as uniquely addressing both the needs of our youth in general, and specifically the gap between Indigenous and non-Indigenous peoples. Together with our community partners the CIU Centre for Self-Directed Education will revolutionize traditional schooling to optimize all children’s ability to learn and succeed in a dynamic world.
Strategic Advisory Board
Gail Anderson (Past Executive Director, Ontario Public School Boards Association)
Patrick Buffalo (Samson Cree Nation Elder)
Kevin Costante (Former Ontario Deputy Minister Education)
Peter Garrow (Akwesasne Education, Former Education Director AFN)
Dr. Peter Gray (Evolutionary and Developmental Psychologist and Researcher, Boston College)
William Hogarth (Board of Governors University of Guelph, Former Director York Region School Board)
Jeff Hopkins (Founder, Pacific School of Innovation and Inquiry)
Frank Kelly (Executive Director, Council of Ontario Directors of Education)
Kelly Lendsay (CEO Indigenous Works)
Shailla Manitowabie (Toronto Youth)
Sarah Midanik (Executive Director, Downie-Wenjack Foundation)
Rhiannon Rosalind (President and CEO, Economic Club of Canada)
Don Tapscott (Author, Business thought leader, Executive Chairman Blockchain Research Institute)
Toronto Native Organizations (i.e. Native Child and Family, Nishnawbe Homes, ENAGY Youth Council, Wigwamen Housing)
Patrick Buffalo (Samson Cree Nation Elder)
Kevin Costante (Former Ontario Deputy Minister Education)
Peter Garrow (Akwesasne Education, Former Education Director AFN)
Dr. Peter Gray (Evolutionary and Developmental Psychologist and Researcher, Boston College)
William Hogarth (Board of Governors University of Guelph, Former Director York Region School Board)
Jeff Hopkins (Founder, Pacific School of Innovation and Inquiry)
Frank Kelly (Executive Director, Council of Ontario Directors of Education)
Kelly Lendsay (CEO Indigenous Works)
Shailla Manitowabie (Toronto Youth)
Sarah Midanik (Executive Director, Downie-Wenjack Foundation)
Rhiannon Rosalind (President and CEO, Economic Club of Canada)
Don Tapscott (Author, Business thought leader, Executive Chairman Blockchain Research Institute)
Toronto Native Organizations (i.e. Native Child and Family, Nishnawbe Homes, ENAGY Youth Council, Wigwamen Housing)
Learn more here:
- Peter Gray: Mother Nature’s Pedagogy: Insights from Evolutionary Psychology
- Kids explain how structure, rules and responsibility work at Self-Directed school
- https://sudburyvalley.org/
- Alliance for Self-Directed Education: Trusting children to learn
- Peter Gray: Self-directed learning fundamentals
- Listen to interview on VoicEd radio
- More resources
It's time to Change it Up!
Join us, make change happen.
If you are interested in the school, please see Unschooling School, where we are working to build the right climate for self-directed schools within the public system.