A First Nation community in Saskatchewan, located approximately 520 kilometers north of Saskatoon, is implementing a unique approach to education. Clearwater River Dene Nation has adopted a seasonal land-based learning method to enhance student engagement and knowledge acquisition.
Grade 11 student Landon Moise expressed the benefits of this model, stating that it provides them with exceptional opportunities that wouldn’t be accessible through traditional classroom settings. Students have had the chance to interact with scientists, participate in sampling activities, collaborate with NexGen at their future mine, and engage with various professionals they wouldn’t have had access to otherwise.
One of the focal points of their learning experience has been the practice of snare fishing, a lesser-known fishing technique. The process involves crafting a snare at the end of a long branch, typically sourced from a poplar or birch tree for its flexibility. The length of the pole can vary from four to 12 feet based on the fishing location.
Locating the fish is a critical step in the process, as explained by Paul Haynes, the school’s land-based educator. It requires a certain level of skill to spot the fish in the water and position the snare accurately for a successful catch. The hands-on nature of this activity has allowed students to develop proficiency over time.
Following the challenges posed by the COVID-19 pandemic, the school faced low attendance rates and had to reassess its teaching strategies. Formerly offering camps twice a year, they needed a fresh approach to rekindle students’ interest in learning. The shift to land-based learning has revitalized student enthusiasm for education, with many like Landon now enjoying their school experience and recognizing the practical value of their learning.
The school has implemented a mentorship program where older students guide and support younger peers during outdoor activities, ensuring a safe learning environment. This approach not only fosters intergenerational knowledge transfer but also creates a collaborative and fulfilling learning atmosphere.
Snare fishing serves as a bridge between traditional and modern knowledge systems, exposing students to both Western and Indigenous scientific principles. Beyond fishing techniques, students learn about fish anatomy, proper handling methods, and ethical practices to ensure the well-being of the fish population.
Lessons on exercising hunting and fishing rights responsibly are integral to the curriculum, emphasizing ethical practices and resource conservation. The harvested fish are shared among the students’ families, promoting sustainability and community support.
The involvement of elders, referred to as “hama” or grandmother by the students, adds a cultural dimension to the learning process. These elders pass down traditional knowledge and skills, ensuring the preservation of heritage practices for future generations.
The program’s success is evident in the students’ pride and accomplishment as they engage with these traditions and pass them on to younger peers. The blend of practical skills, cultural teachings, and conservation values creates a holistic and impactful educational experience for all participants.
High school student Carmen Haineault highlighted the significance of teaching younger children proper fishing techniques and respect for nature. The intergenerational transfer of knowledge not only preserves traditions but also instills a sense of responsibility and appreciation for the environment.
