A First Nation community in Saskatchewan has adopted an innovative approach to educate students about their surroundings. Located approximately 520 kilometers north of Saskatoon, Clearwater River Dene Nation implements a seasonal land-based learning strategy to enhance student engagement.
This distinctive method offers students unique opportunities that they wouldn’t typically have access to. Grade 11 student Landon Moise expressed appreciation for the experiences, such as interacting with scientists, participating in samplings, collaborating with NexGen on future mining projects, and engaging with individuals they wouldn’t have encountered otherwise.
The students are currently delving into the traditional practice of snare fishing. According to the school’s land-based educator, Paul Haynes, the process involves crafting a snare at the end of a long branch sourced from a poplar or birch tree, with rabbit snare wire. The length of the pole varies from four to 12 feet based on the location.
Spotting the fish is a crucial skill in snare fishing, as explained by Haynes, who describes the art of visually identifying and catching the fish. The students are taught to align the snare accurately with the fish, turning the activity into a learning experience that some students excel at once they overcome the initial learning curve.
In response to the challenges posed by the COVID-19 pandemic, the school had to adapt its teaching methods to increase student engagement. With lowered attendance rates and a need to reignite student interest in education, the school transitioned from offering semiannual camps to the current land-based learning model.
Students like Landon now find joy in attending school and recognize the practical applicability of their learning experiences. The school pairs older students with younger ones to provide mentorship and ensure safety during outdoor activities. This intergenerational approach fosters a sense of accomplishment and creates a robust learning environment encompassing all age groups.
Haynes emphasized that snare fishing not only preserves a traditional fishing method but also serves as an avenue to teach both western and Indigenous scientific concepts. Students learn about handling fish ethically, focusing on protecting the fish’s slime and ensuring their safe release back into the water.
Moreover, lessons on the ethical exercise of hunting and fishing rights are integrated into the program. Students are encouraged to responsibly distribute the fish they catch among their families, reducing waste and utilizing any surplus fish for school lunches.
The program also incorporates the invaluable contributions of two elders, Doreen Louise Moise and Pauline Fontaine, who pass down traditional knowledge and skills to the students. Referred to as “hama,” meaning grandmother, by the students, the elders teach the art of cleaning the caught fish, emphasizing the importance of preserving these heritage practices for future generations.
Overall, the community’s dedication to teaching traditional methods and fostering a sense of pride and responsibility among the students reflects a commitment to cultural sustainability and knowledge transfer. Through hands-on experiences like snare fishing, students are not only learning practical skills but also developing a deeper appreciation for their heritage and the environment.