Sharing school stories creates ‘sense of pride’

Wiikwemikong Board of Education Communications Officer Dwayne Animikwan informs community members and the broader public about learning successes

By Jennifer O’Brien for FNWSC

Around Wiikwemkoong First Nation, Dwayne Animikwan is affectionately known as “the Picture Guy.” 

When students were out in the sugarbush collecting sap for maple syrup last month, he was there with his camera. When the Grade 3 class learned to fillet a rainbow trout, he caught it on video. When the Grade 11 Manufacturing and Technology class built a robot, he recorded that too. Basically, if there is anything interesting happening in a Wiikwemkoong school, you can expect to find Animikwan there snapping photos and shooting video. 

And of course it was Animikwan who took the photo at the top of this page, showing Grade 2 Wiikwemkoong Junior School pupils dressed in their #EveryChildMatters shirts to honour the children who never got to go home from residential schools. 

As Communications Officer for Wiikwemkoong Board of Education, Animikwan’s role is to inform families, community members and the broader public about the stories — especially the learning success stories — happening at the three schools in the Anishinabek community.

“My goal is to communicate what’s going on in our board of education,” said Animikwan, during a presentation for the First Nations with Schools Collective (FNWSC).  “I like focusing on things that make our community proud: Our language, our Land-Based-Learning  — things I wish people could get to see.”

Animikwan’s presentation was the third in a media and communications training series hosted by the collective as part of its objective to support its eight member First Nations in sharing education success stories. The FNWSC provides a forum for its members to collaborate and share resources and approaches for education system transformation.

Communication is priority number one

“Success stories highlight why culturally based systems make a difference to First Nation student outcomes,” said Leslee White-Eye, FNWSC Structural Readiness Co-ordinator. “They create pride in the community in their own school and inform the public that First Nations have always been better positioned to govern over their own systems, which is remarkable given the very limited resources communities have at their disposal for education.”

The FNWSC has identified communicating community stories as a critical component in achieving the goal of First Nations control of First Nations’ education.

“Communications is priority number one at this stage,” said White-Eye. “We should give every parent and every leader in a First Nations setting specific examples of success — and of show them how we are doing better than the provincial system in ways that don’t harm learners’ identity development.”

As part of his role, Animikwan helps the education director craft messages, school statements and news releases. He also helps manage interview requests from area news organizations and builds relationships with them. But his favourite aspect is sharing the school and student success stories on the education board’s Youtube and Facebook pages.  

Often those posts aim to showcase classroom lessons and education success stories, but sometimes they highlight a school community member or amplify achievements of students, such as an incredible basketball shot by life skills student Fabian or a beautiful piano solo by Grade 9 student Mason. 

 “These are things that parents wouldn’t otherwise see,” said Animikwan. The posts can generate “a sense of pride,” in educators and students alike, he said. 

Having a constant presence on social media can attract outside media attention, which can also contribute toward other board goals, such as recruitment efforts, he said. 

“We were highlighted nationally for the robotics team. We need to get (that news) out there and get world class educators to come and work for us,” said Animikwan. “All the stuff we do here in our schools,

Well wishers from Wiikwemkoong Junior School walked to support a member of their education family who was not able to be in school this year.

I’m really proud of it.” The session was the latest of several webinars the FNWSC has held since its launch in 2016. Previous online events have featured panelists from all over the world who have shared knowledge about Indigenous evaluation methodologies, land-based learning and curriculum design that honours ways of knowing and education law development.

Earlier sessions offered training to help participants find ways to media attention for their stories.  Education leaders who participated in this third session heard how having a strategy and an employee dedicated full time to communications has benefited the Wiikwemkoong Board of Education.

The goal of the collective is to share methodologies between First Nations working to reinstitute ancestral knowledge into the daily learning of community life. 

How First Nations can use human rights laws to reassert education jurisdiction

Advancing education equality through policy change and law

Jennifer O’Brien – Special to the FNWSC

Members of the Collective met Thursday for an education and planning session on how First Nations can use human rights law — including the UN’s Declaration for the Rights of Indigenous Peoples (UNDRIP) — to reassert education jurisdiction.

Fifteen community leaders attended the webinar, which was the second session in a two-part series led by Dr. Anver Saloojee, a Ryerson University politics and public administration professor who specializes in human rights law.

Dr. Anver Saloojee sheds light on the global community of Indigenous nations at FNWSC’s February 25, 2021 Human Rights Policy Education Session #2

The Human Rights training and planning sessions focused on how Indigenous communities have used human rights laws in Ontario and Canada to affirm rights. Members discussed how these codes have been strengthened by Canada’s duty to meet specific obligations set out in the United Nations declaration.

“UNDRIP is the most comprehensive international instrument on the rights of Indigenous Peoples,” said Saloojee, who examined several articles of the declaration that focus on education. “It is a universal framework that sets the minimum standards for the survival, dignity and well-being of Indigenous Peoples around the world and it relies on existing human rights standards.”

The session presented the information in a way that was specific to educators and the advancement of education equality, laying the foundation to help inform First Nations with Schools Collective’s strategic planning methods as it works to advance education equality for First Nations through policy changes.

“In the Education world we talk about UNDRIP . . . but we’ve never taken the time to align it with the work we are doing in education. I really appreciated that.” said one participant.

“This is just a beginning,” said another participant. “It’s a new project and our first encounter with these ideas.”

NEXT STEP: As a follow up to these sessions, the FNWSC will develop a Discussion Paper that critically assesses Canadian and international legal strategies to challenge racist and discriminatory education policy practices and obtain education equality for First Nations.

During the break-out sessions, members discussed commonalities with other Indigenous Peoples around the world and how international law can advance Indigenous education self-determination.

Members also discussed whether outside human rights institutions that operate in a settler system in Ontario and Canada are beneficial to First Nations and whether there should be advocacy for an autonomous Indigenous Human Rights Commission.

As the session wrapped up, Structural Readiness Co-ordinator Leslee White-Eye asked to consider how First Nations in Canada can use UNDRIP articles 12, 13, 14 and 15 to advance self-determination in Education?

For example, article 14 states: Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.

“The value of this convention resides with those who are going to hold the government of Canada accountable for its implementation,” said Saloojee. “The onus of responsibility is both on the government of Canada and Indigenous communities to hold that government accountable for what it has signed. The UN declaration is the minimum standard that we can work with.”

The webinar was the latest in a series of webinars the FNWSC has held since its launch in 2016. Previous online events have featured panelists from all over the world who have shared knowledge about how to raise awareness and impact change by sharing community stories, Indigenous evaluation methodologies, land-based learning and curriculum design that honours ways of knowing and education law development.
The goal of the collective is to share methodologies between First Nations working to reinstitute ancestral knowledge into the daily learning of community life.


Through team meetings, members share information and practices to help communities overcome challenges — including the current provincial framework and curriculum, K-8 schooling, students being transferred to district school boards — and frame First Nation curriculum in culturally appropriate ways that puts family well-being at the centre.

Media training equips First Nation members with tips to share education transformation journey

With tips on how to get the attention of journalists, write a news release and develop a blog, media training toolkit is now available to the First Nations with Schools Collective (FNWSC). 

The toolkit was developed by Media Relations students from Western University Continuing Studies’ Community-Engaged Learning Program with the FNWSC , who hosted this free online media relations training workshop, which several members attended last Thursday. 

Education leaders who participated in the session heard different ways to get their message out to members of the media and also how to use social media platforms to share stories and make connections.   

Presenter Anne-Marie uses this slide to explain how a Sixties Scoop media campaign was so effective.

“The media can be a powerful tool to help promote greater understanding of a First Nation’s education initiatives and causes,” said Leslee White-Eye, FNWSC Structural Readiness Co-ordinator. “As technology changes at such a fast pace, it’s important to stay on top of key tips of the trade. We hope this session was helpful to education leaders who are working so hard on behalf of their communities.”

Thursday’s workshop was the latest in a series of webinars the FNWSC has held since its launch in 2016. Previous online events have featured panelists from all over the world who have shared knowledge about Indigenous evaluation methodologies, land-based learning and curriculum design that honours ways of knowing and education law development.

The goal of the collective is to share methodologies between First Nations working to reinstitute ancestral knowledge into the daily learning of community life. 

Through team meetings, members share information and practices to help communities overcome challenges — including the current provincial framework and curriculum, K-8 schooling, students being transferred to district school boards  — and frame First Nation curriculum in culturally appropriate ways that puts family well-being at the centre.