Northern and rural communities across Canada, including Manitoba, are dealing with a chronic shortage of trained teachers, which UNESCO has called the greatest crisis facing education at this time.
To help mitigate the shortage, The University of Winnipeg’s Faculty of Education is connecting student teachers with rural and northern schools, past the city’s perimeter.
Through practicums, short-term placements, and day visits, UWinnipeg education students are gaining invaluable firsthand experience in schools in rural and northern communities.
“The ultimate goals are to have students learn about all the wonderful schools and opportunities to work with students more than two hours ‘beyond the perimeter’,” shared Wayne Davies, UWinnipeg’s Director of Student Teaching. “The hope is some will commit and begin their career there.”
Placements beyond the perimeter
During this academic year student teachers have visited, (or will visit) the growing lists of communities engaged in the program, which already includes Gypsumville, Skownan First Nation, Waterhen, Nelson House, Red Sucker Lake, Wanipigow, and most recently, Shoal Lake 40.
Earlier in February, six students ranging from second-year to final-year placements visited the newly built Harvey Redsky Memorial School in Shoal Lake 40 First Nation. Located just across the Manitoba-Ontario border, Shoal Lake 40 is where Winnipeg sources its fresh water. The students were joined by Davies and Sheila North, UWinnipeg’s Executive Director of Indigenous Engagement.
What happens in Shoal Lake 40
During their visit the UWinnipeg contingent met school leader Claude Pike, interacted with staff and students, and explored the surrounding community, in addition to meeting Chief Kevin Redsky and Band Councilor Connie Rae-White, who oversees the education portfolio for the community.
Mozit Tsegai, an education student in her fourth year of the program, was at Shoal Lake 40 and Wanipigow.
“I found the experience to be incredibly eye-opening,” said Tsegai. “I learned so much through these two visits. Engaging with the Elders, students, and staff demonstrated a strong sense of belonging or what a community really means.”
Tsegai, a refugee from Asmara, Eritrea, had limited knowledge of Canada’s Residential Schools, and found learning about the history and background of Indigenous Peoples to be crucial. She learned how the curriculum is based on land learning.
“I found it really interesting how everyone is involved in the school whether it’s the elders, volunteers and parents to help the children succeed,” noted Tsegai.
Christina Duerksen in her first year of the after-degree was affected by her Shoal Lake 40 experience. She was particularly moved when Chief Redsky spoke about how his community endured decades of living with a water advisory, and only recently finally having their own clean water.
Northern lights seen at Nelson House.
“There is a lot to learn about education from communities like this as the needs and learning environment are vastly different than many urban schools,” shared Duerksen.
Kathleen Kozakewich has been to Waterhen, Gypsumville, Skownan, and a two-day placement in Gypsumville, and will be heading to Nelson House.
“I saw beautiful artwork on the walls,” said Kozakewich. “I would love to do a longer placement in any of these schools to experience different things and expand my horizons.”
Tsegai, Kozakewich, and Duerksen are planning to do a teaching block in a rural/northern school division in the summer.
Expanding northern exposure
The program hopes to continue to expand its northern exposure and experiential learning by adding new places to encourage future teachers to teach in rural and northern communities. This commitment strengthens the University’s ongoing relationship with northern and rural communities while inspiring the next generation of teachers to embrace opportunities in diverse educational settings.
As witnessed by Tsegai, Kozakewich, and Duerksen, the students are gaining essential knowledge and skills that will help them become more responsive and inclusive educators that would consider teaching beyond the perimeter.
“These visits provide insight into the innovative and inspiring educational practices happening in Indigenous and northern communities while fostering meaningful relationships between future educators and the communities they may one day serve.”
The Faculty of Education looks forward to further engagements and partnerships that support both student development and community-based learning opportunities. For more information about this initiative, visit the Faculty of Education’s page or contact the Student Teaching Office.
