Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 25 curricula, showing that, although these vary across regions, most jurisdictions offer at least some resources, underscoring the broad recognition of their importance. Crooks et al. (2015) describe positive impacts of culturally relevant educational programming in Canada - including Indigenous role models - on academic achievement, leadership skills, as well as increased confidence and a positive sense of cultural identity. In their article on reducing chronic absenteeism in Alberta, Fowler and McDermott (2020) describe how culturally marginalized students are at greater risk of chronic absenteeism and how culturally inclusive and response education can mitigate this risk. Conversely, in their case-study analysis of two schools serving primarily Indigenous students in New Zealand and Saskatchewan, Papp and Cottrell concluded that "The result of developing culturally responsive and relationship-based pedagogy through whole systematic and intentional teacher professional learning at both schools was dramatic" (2021, p. 118) contributing in the Saskatchewan case to improved credit completion, attendance, and graduation rate. In Supporting School Attendance Among Indigenous Children and Youth in Canada: A Rapid Review and Call to Action, Rogers and Aglukark conclude that "incorporating culture or culturally relevant programming is a factor that improves attendance among Indigenous students" (2024, p.39). As additional evidence, an analysis of the First Nations Regional Early Childhood, Education and Employment Survey showed that First Nations youth who felt their school supported First Nations culture were both happier in school themselves, and more likely to think their peers were as well, as compared to students who did not think that their school was supportive of First Nations culture (First Nations Information Governance Centre, 2016). It should be noted that empirical research on the links between culturally-relevant pedagogy and specific outcomes for Indigenous students in Canada is relatively rare, and that the few quantitative studies found showed mixed results. O'Gorman (2025), for example, found an overall negative relationships between Indigenous cultural programming and academic achievement, but noted that effects were positive for students for whom the programming represented cultural continuity (as opposed to those who previously had little exposure); and qualifying her results given the existence of myriad possible causal paths and the fact that the sample included only Indigenous people living off reserve. Likewise, the First Nations Information Governance Centre found that, although "bivariate associations indicate that youth who participated in cultural activities and understand a First Nations language had higher grades, although these factors were not reliable predictors of having mostly 'As' or good attendance in most of the multivariate models" (2020, p.2) 9 . That being said, broader international research (see, for example, Sleeter, 2011b) provides considerable evidence that culturally-relevant pedagogy supports student outcomes. Moreover, Cooper's work on Indigenous re-engagement with school provides a compelling illustration of how culturally incompetent pedagogy can play a role in students dropping out, supporting the author's proposition that "the key to Aboriginal student success in school is fostering a sense of self-identity and self-confidence" (2012, p. 33). Specific elements present in Connected North's approach are also reflected in the literature. First, the importance of having Indigenous educators as a key component of culturally relevant education is highlighted by Landertinger et al. (2021) in their article "We Have to Get More 9 Notably, the authors highlighted the exploratory nature of the study and the need for further research.