Mi’kmaq class teaches ‘forgotten past’

“We have about 50 students that want to take the course, which is a huge number.”

The current class – the course offers a required academic history credit - has 22 students. She expects two classes next semester. “I think these kids are much more interested in learning about something outside of themselves,” she says, adding about 20 per cent of interested students are of Mi’kmaq descent while most of the rest are of European heritage. North Queens Rural High School has been offering the course for the last few years.

Student Connor Howard says he is proud of his Mi’kmaq heritage. “It’s a good course. It lets us learn about Mi’kmaq heritage, our forgotten past.” He adds he enjoys learning facts he doesn’t know. “I like being native. People ask me what religion I am. I say Christian on my Dad’s side but I am a native.”

Student Mary Gordon is of Scottish descent. She says she took the course because it isn’t a typical history course and because she knew very little about the First Nations people. “I like the course a lot because it’s been a real eye opener. The way the Mi’kmaq people look at things is very open minded. They’re accepting of everyone. They’re also a very spiritual people. I like being in that environment.”

LeBlanc agrees the pride is there. “For the Mi’kmaw students, it’s very important and it values their culture. They can come to class and often contribute with first hand experiences. It adds an interesting dimension to the class.”

In other words, the students often become the teacher. “They will correct me,” she says with a laugh.

She explains many of the students have experienced Mi’kmaq culture at the family and community level and are proud to share their knowledge.

She says this in-class knowledge has been helpful because, although she might have some Mi’kmaq blood in her, much of her knowledge was gained at a two-day retreat in Bear River, Digby Co. She learned a wide variety of topics ranging from history to spirituality to medicinal plants. “They were so open. I think it gave me some courage to teach this class. I would love to actually take all of my students there because it was very eye-opening.”

LeBlanc says all students enjoy the hands-on approach used in the class as well as the focus of the subject matter. “We’re always teaching history from an Anglophone or French outlook. This completely turns that on its head.”

The hands-on approach includes basket weaving, drumming, cultural concert trips, participating in a Talking Circle, museum excursions and Talking Sticks, to name just a few examples, she says.

The two students agree. Connor laughs while he continues to paint his Talking Stick, which is used in Talking Circles and some other ceremonies. “It’s better than writing notes.” The holder of a Talking Stick is the only person speaking while other participants respectfully listen.

LeBlanc expects to host more cultural trips outside of the class when the weather gets better.

She adds some people expected race issues would arise, but “It’s not even an issue.”

However, such topics as justice, self-government, and sovereignty should spark some good discussions in the future, she says.

She is asking for more members of the community to volunteer their time and expertise in the classroom on just about any subject. “I think there are a lot of people in Liverpool that I don’t know about yet. I would really love for the local community to feel welcome to come into the classroom.”