Awarded Grants

Search or browse below to see past awarded Field of Interest grants. You may search by recipient organization name, project name, or city. Additionally, in the sidebar you may filter the grants displayed by year, interest or grant amount.

School District #63 - Saanich

Building relationships between youth and elders to begin reconciliation at Stelly's Secondary.

1. Invite district personnel and our Indigenous Cultural Leadership student group to engage local elders and a professional artist from each band, Tsartlip, Pauquachin, Tseycum and Tsawout with the Learning Commons area. 2. Working with elders, students and teachers, the artists will identify areas of the new curriculum that resonate with them as artists and as members of the local communities. 3. Artists will brainstorm with students and create project ideas to present to staff and students. 4. Working with the art teachers, shop teachers, First Nations support staff, and cultural staff, the artists will create work plans to include student collaboration and help. We envision students painting or carving along side the artists, talking, relating, and connecting. We envision local elders and community members participating through joining in the conversation and also by popping in to see the progress on the murals etc. 5. As local stories and legends, important physical land features or historical events become alive on the walls of the Learning Commons, not only will students be engaged with the space, but also a sense of ownership, pride and belonging will be developed. 6. Importantly, creating connections between elders who suffered through the residential school experience, demonstrating to the community that school is a place where all students can belong and feel welcome, will help to heal hurts and begin a process of reconciliation in our community.

Choosing a Path for the Future

Our innovative idea to find innovative ways to support the sense of belonging for our Indigenous students by increasing student and staff capacity regarding Indigenous ways of knowing and learning. Our hope is through education we will find reconciliation for all of our indigenous learners and their families which will improve the grade to grade transition of our students and ultimately have more students graduating from school and crossing the stage with "dignity, options, and purpose." By providing inservice, training and experiential opportunities for teachers to learn about Indigenous ways of knowing and learning through intergeneration learning and teacher we will help teachers to broaden their understanding of integrating culturally relevant and meaningful learning opportunities for Indigenous students while providing non-indigenous students with rich learning connected to the lands and history of their surroundings. Our primary focus and vision is to provide educators with the tools, knowledge, skills, and learning opportunities that will help them see that Indigenous Education is for everyone and together with their colleagues they will have the capacity to transform these systems through an increased cultural competency and practice.

School District #70 - Alberni

Grade 9 Aboriginal Awareness Event

The project came about as a result of an assignment that was given to students in our Social Justice 11/12 class. They were asked the questions, "Is there racism at ADSS and what does it look like"? The students identified that there was racism and in some cases described what it looked like. School District 70 and Alberni District Secondary School have been aware of racism and have addressed it in individual cases. We needed a plan that would reach a greater number of people Plan of action: *Look at what we already have in place *Grade 9 students would be the target group *Committee of grade 9 teachers, administration and First Nation Youth Care worker to work on plan *work with teachers and First Nations Resource experts to create units that would fit into each subject's curriculum. There will be 5 components 1. Curriculum implementation. 2. Lunch time activities. 3. Cultural performance. 4. Windup activity. 5. Celebration luncheon.

School District #75 - Mission

Super Science Club

Super Science Club is an innovative after-school program that provides science and technology educational activities to students in Grades 1-6 attending designated schools. The primary goal with this program is to inspire at-risk children to be inquisitive about the world around them, and to develop a long-term interest in science and technology. The schools chosen have a high population of aboriginal students and a lower socio-economic demographic. Each term of the Super Science Club involves nine weekly visits to the school facilitated in partnership with UFV and a presentation by Science World during the final week. During each visit, a 75-minute session is held for groups of Grades 1-3 students (primary level) and for Grades 4-6 students (intermediate level). Students from the local high school, parents and elders are invited to participate and provide leadership in the sessions and healthy snacks are provided. Teachers are invited to a 'chat and chew' where they can acquire science knowledge and resources to develop continuity in the classroom.

School District #83 - North Okanagan- Shuswap

Student Engagement Project

Our goal is to improve student engagement and increase High School completion rates in our school district. Our project will enable 15 self-selected teachers to improve their instructional practices with the aim of increasing student engagement and overall student satisfaction at the Middle and High School level. We would like to narrow the gap between current research on student engagement and teaching practices. An important focus for this project is improving the current graduation rates for Aboriginal students in our district. The district graduation rate for students of Aboriginal ancestry is 61.0%, while the non-Aboriginal graduation rate is 78.6%. Specific strategies to engage aboriginal learners will be a focus throughout this project. We have two primary objectives (1.) increase the number of teachers using innovative teaching and assessment practices to enable students to use their preferred method of demonstrating their learning; and (2.) to build the capacity of these teachers to assess the intended learning outcomes regardless of the methods students choose.

Sierra Club of British Columbia Foundation

Going Wild! Non-Timber Forest Products Education

This new program is a collaboration between the Sierra Club and the Coastal First Nations-Great Bear Initiative, an alliance of First Nations on BC’s north and central coast. Sierra Club will develop a guidebook and educational program to reconnect youth in coastal First Nations communities with their environment and cultures, and to revitalize local economic development in rural areas in sustainable, culturally appropriate ways. Going Wild! covers ecosystems, relationships with nature, economy and consumption patterns and more.

Society for Canadian Women in Science and Technology

SCWIST – MS infinity Program (M+S = Math and Science, an infinity of choices)

Scaling the MS infinity program has the potential to change girls’ attitudes toward science, and their beliefs that there is a place for women in STEM fields. The scaling of this social innovation will start with our core programs (Program Component I). Our core programs are expanding to rural/remote communities and Aboriginal populations and therefore more girls can be reached. For Program Component II, partnered with Science World, SCWIST hosts the popular annual “Wonder Women” networking event where university age participants hear what led the Wonder Women to their STEM careers. SCWIST will hold focus groups with the MS infinity cohort to assess their needs and interests. Based on those results, the Wonder Women event will be adapted for high school. We foresee that the demand will be on access to educational/training programs; scholarships; volunteering, work experience; and resume development – resources that girls desperately need to be successful in STEM education and careers. Finally, through mentorship with women in STEM, these attitudes will be reinforced. SCWIST’s new MakePossible Mentorship Network is an on-line software platform designed to create a community that supports women in STEM. As young women emerge from high school and transition into higher education, a support network will be essential. We will grow the MakePossible network so that connections with the whole pool of MakePossible mentors will become available (Program Component III).

Tidal Elements Whole School Society

Returning to Place: Reintegrating Land-based Learning and Healing into Haida Gwaii Youth Programming

Land-based programming has been identified as a priority on Haida Gwaii by education, mental health, health care, and justice organizations, and most importantly, by youth themselves. Despite this, participation in on-the-land programming is declining and there is no sustainable funding for existing programs. A diverse group of organizations and community members across Haida Gwaii are invested in working collaboratively with youth to investigate the barriers to participation and rethink how we can effectively embed land-based programming into the way we educate and provide services to youth on Haida Gwaii, nurturing a life long, resilient relationship to land and place.

Tides Canada Initiatives

Striving for an "A" in Aboriginal Education

Tides Canada Initiatives, in collaboration with Tyee Solutions Society (TSS), proposes to explore a variety of experiments in Aboriginal-led education in B.C. through an innovative journalism project, published in multiple media outlets. TSS will tell the nuanced stories of these new experiments in culturally-responsive education: the challenges, but mostly the promising early successes. We propose to focus on five B.C. communities; to listen, learn, and build relationships, and to formally interview, report and photograph. Stories will be intended for the general public but will also be in-depth enough to be a useful resource for people working on the ground to affect change, aboriginal and non-aboriginal. This project builds on recent education reporting by Katie Hyslop, and on her masters’ thesis for the UBC School of Journalism on child poverty in Hazelton, which involved traveling to the community and interviewing politicians, Aboriginal families, a representative of the Gitxsan treaty office, and others. You can find her recent education reporting here:

University of British Columbia Irving K Barber Learning Centre

Indigitization Futures Forum

New models of information practice, grounded in the needs of First Nations governance, language revitalization, heritage preservation and Indigenous access protocols requires a collaborative engagement between those trying to support community information and knowledge management needs, and the broader professional and academic community concerned with supporting these initiatives. The Indigitization team is committed to “clarifying process and identifying issues in the conservation, digitization and management of Indigenous community knowledge” and the Forum is an opportunity to learn from the communities what we can do that will best support this commitment. Supporting knowledge and information workers in communities requires the development of more appropriate tools, relevant training and assessment services in concert with the expressed needs of these practitioners. Now that communities are working to bring their analogue media into the digital realm, they have insights and questions that will inform the development of practices and more relevant information systems designed for the specific needs of Indigenous communities. Those working in the academic context do not have ready-made solutions. It is only by working together, sharing ideas, learning from false starts and successes in the community context that new, “disruptive” information practices will be developed that motivate changes in how information management is transformed in this context.

University of Victoria - Faculty of Law

Human Rights within Indigenous Law: A collaborative toolkit for educators

We want to support Indigenous laws’ capacity to be applied, critically evaluated, openly debated, and adapted or changed as needed. Our vision is for Indigenous laws to be living and in use on the ground - to be researched, taught and theorized about just as other great legal traditions of the world are. Revitalizing Indigenous laws and building tools for engagement, such as this Indigenous Human Rights Toolkit, is essential for re-building healthy Indigenous citizenries and creating more respectful and symmetrical relationships across legal traditions in Canada. These are necessary steps to build and maintain robust reconciliation within and between peoples, now and for future generations.

Vancity Community Foundation

Creating Inclusive Schools for Low income Students and Families

Through the engagement of low income parents and students alongside teachers, this project will develop and deliver learning activities for school teachers, principals, trustees and parents designed to deepen their understanding of the systemic causes of family poverty and the way income inequality is experienced by poor students and parents in schools. Working with one diverse urban school district over 3 years, we will develop, test and deliver workshops for these different audiences with the aim of eliminating discriminatory practices and policies affecting low income students’ full inclusion and empowering low income parents and students to be part of the advocacy for these changes.