Posts Tagged ‘Emma Stevens’

A sixteen-year-old Nova Scotia high school student, Emma Stevens, has taken flight with her Mi’kmaw language version of the Beatles classic, Blackbird. It’s beginning to look like a real-life recreation of A Star is Born. Since the first performance was posted on You Tube on April 25, the beautiful and haunting cover of Paul McCartney’s song has been seen or heard more than one million times. She has performed at a UN Indigenous Peoples conference in Nairobi, Kenya, and McCartney has sung her praises.  An editorial in The Chronicle Herald urged all Nova Scotians to log in and catch her performing the song.

Surveying the initial world-wide media coverage, there was little or no acknowledgement or recognition that Emma’s talent was nurtured and developed in a Mi’kmaw school in Nova Scotia’s Eskasoni First Nation. Only now are we beginning to see that a student performing in her native language with full musical accompaniment did not happen overnight. Her band music teacher, Carter Chiasson, was an inspiration and supported her at every stage and the video was shot by Grade 12 Multimedia course students.

Without diminishing Emma’s amazing achievement, it was also made possible by the teaching, mentoring and support she found at Allison Bernard Memorial High School, the jewel in the autonomous, Indigenous-run, Mi`kmaw Kina`matnewey (MK) network of schools. She is, after all, the product of a Mi’kmaw language music program in a school outside the public school system in Nova Scotia.

Her breakout success is, in many ways, another example of recent achievements that have catapulted Nova Scotia’s First Nations to the forefront in the national movement for Indigenous control over education. It’s been forty years since the first Mi’kmaw- English bilingual education program was established at Potolek, known then as Chapel Island, and twenty-three years since the formation of the MK, a First Nation education authority managed by the Mi`kmaq and funded by the federal Department of Crown-Indigenous Relations and Northern Affairs.

Emma’s high school is one of the better-known MK schools, operating in twelve of the province`s 13 Mi`kmaw communities, and enrolling some 3,000 students province-wide. Mi’kmaw schools like Allison Bernard Memorial High School have significantly raised graduation rates for First Nations students. While the proportion of Canadian on-reserve adults under 25 with a high school diploma barely rose (from 25 to 30 per cent) from 1996 to 2006, Atlantic Canada bucked that trend, rising from 55 per cent to 65 per cent. By 2016-17, some 89.6 per cent of Grade 12 students in MK schools completed their graduation year.

Mi’kmaw band schools reported graduation rates tend to be inflated because they are based upon Grade 12 completion rates rather than the proportion of students entering grade 9 or 10 who secure a high school diploma. Even so, the rise in academic attainment levels is real and a clear sign of the enormous potential of First Nations-run community schools to change students’ educational outcomes and life chances.

The recent success of Mi’kmaw schools has not gone unnoticed. Former Toronto Globe and Mail Education reporter Jennifer Lewington looked closely at the Mi’kmaw model and observed in a 2012 Education Canada article that Mi’kmaw student success was “winning national attention as a possible model for First Nation self-governance in education.”

Schools like Emma’s take a more holistic view of learning and achievement and this is reflected in Mi’kmaw arts and music programs. First Nation Elders and scholars espouse a different and broader conception of learning, drawing upon insights from the First Nations Holistic Lifelong Learning Model, advocated by First Nations scholar Marie Battiste.

Teachers, principals, parents, families, and communities are all mentors and nurturing guides responsible for their children’s achievement in all aspects of lifelong learning. One example is the use of the ‘Talking Circle’ to discuss and resolve issues, respecting that tradition in Mi’kmaw culture and spirituality.

Emma’s school lies at the heart of Eskasoni First Nation and its annual high school graduation ceremonies are community-wide celebrations. School leaders like Principal Newell Johnson and Language and Culture consultant Katani Julian take great pride in their remarkable recent progress in delivering language immersion and other culturally-based programs and activities.

The success rate of schools like Allison Bernard Memorial High School impressed Scott Haldane, chair of a 2012 federal First Nations governance review panel, and he trumpeted the benefits of this First Nations-run model for students in his final report. It was also a key factor in the March 2019 renewal of the MK funding agreement for 10 years, representing an investment of $600 million going forward.

Students at Allison Bernard High School are far are more engaged because of pedagogy and curriculum more attuned to Mi’kmaw traditions. Emma’s breakout hit could well be a further breakthrough for Nova Scotia’s Mi’kmaw schools.

(An earlier version of this post appeared in The Chronicle Herald, 13 July 2019).

What can we learn from the overnight success of a young Mi’kmaw songbird?  What was the role of the Mi’kmaw language and music program? Are Indigenous students educated and immersed in their own language and culture more motivated to learn? Is there potential for other Canadian provinces and American states to find similar success? 

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