Navigating Education in the DTES

8/10/2019 Navigating Education in the DTES

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Navigating EducationA report based on the ideas of the participants at the

Downtown Eastside Education Forum held on

September 24, 2014

Prepared by The Downtown Eastside Literacy RoundtableNovember 2014

NAVIGATINGEDUCATIONIN THE

DOWNTOWN EASTSIDE


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Written by:

Shantel Ivits

DTES Education ForumPlanning Committee:

Betsy AlkenbrackWilliam BoothWendy HendersonTed Hougham

Sandra McKayDavid MoritaLaura PasutSuzanne SmytheGraham WebberJan Weiten

This event was held at Vancouver Community College,on the unceded territory of the Coast Salish people.


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Why Host a DTES Education Forum?

The DTES Literacy Roundtable is a coalition of adult educators working on theDowntown Eastside. Members understand literacy as having the knowledge,skills and confidence to participate fully in our lives. The group has been

collaborating since 2005 to share skills, ideas, support and information.

On September 24, 2014, the Downtown Eastside Literacy Roundtable presentedan event called the Downtown Eastside Education Forum. The event took placeat Vancouver Community Colleges downtown campus on the unceded territoriesof the Musqueam, Skxw7mesh, St:lo and Tsleil-Waututh nations. Elder KelvinBee opened the event with a prayer and traditional canoeing song.

The event combined six lightning talks (concise and fast-paced presentationswith striking visuals) and three rounds of small group discussions.

David Morita (Principal of Vancouver School Boards Downtown East EducationCentre and Gathering Place) started us off by sharing information about how theEducation Forum came to be. David explained that the Literacy Roundtable is away for educators from a variety of contexts to break out of organizational silos towork together to provide education more effectively. This Education Forum arosefrom a desire to work more closely with and learn from additional frontlineworkers in the neighbourhood who see adult learners in different roles: residents,clients, patients, organization members, leaders, and activists.

To that end, the event brought together service providers working across manydifferent sectors including housing, law, employment, health and education.

About 50 people participated in the event, with representation from the followingorganizations:

ACCESSAboriginal Front Door SocietyBelkin House, Salvation ArmyCapilano UniversityCarnegie Learning CentreCrabtree Corner (YWCA)Decoda Literacy SolutionsFamily Services of GreaterVancouver

First Nations Health AuthorityFirst Nations Mental HealthFirst Place (Lookout Society)First United ChurchHammer & SawHealthy Living

NASCARZNative Education CollegeOpen Door GroupPACE SocietyResponsible and Problem GamblingProgramSimon Fraser UniversityUnion Gospel Mission

UBC Learning ExchangeVancouver Community CollegeVancouver Public LibraryVancouver School BoardWish Learning CentreYWCA Career Zone


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David reminded us that in 2010, the Roundtable collaborated on the Plan forStrengthening Literacy in the Downtown Eastside, which documents residentsthoughts on what is working well in education and where there are still gaps. Thisreport stated that:

As a result, navigation was presented as a theme for the forum:

Through the remainder of the afternoon, these questions were explored throughpresentations and conversations focusing on adult education policy, Aboriginaleducation, intergenerational learning, and education for youth. This report,written by Shantel Ivits, summarizes these presentations and conversations.

The Policy Context of Adult Literacy in the DTES

Dr. Suzanne Smythe presented research about the policy context of adultliteracy, drawing connections between education and social policy we currentlysee in the DTES and what is happening around the world. On a local level, there

is a sense of chaos caused by constant funding cuts and rapid change in policyand what services are available. This situation is a neoliberal economic trendunfolding around the globe to reduce government spending on public educationand other public services and create incentives for corporate investment in a low-tax, low-service economy. In British Columbia, for example, tax incentives to theoil and gas industry is framed as an investment, while public education is framedas an expense. Along the way, responsibility for delivering adult literacy

"Systems, bureaucracies, line ups, hoop-jumping and paperwork have a hugeimpact on life in the DTES a large amount of time and energy is spentnavigating food lines, shelters and social housing, Income Assistance,

Employment Insurance, doctors offices, Indian Affairs, and Band Councils."

How can we collaborate to make it easier for residentsand frontline workers to:

Navigate the learningopportunities in the

neighbourhood?

Navigate the factors thatprevent people from

accessing theseopportunities?


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programming is being downloaded to non-profits and volunteers who do not have and are not provided with - sufficient resources to meet the need.

British Columbia is an aspiring petroeconomy - an economy that derives mostof its wealth from oil and gas. Thiseconomic shift is reflected in thegovernments understanding of the role ofeducation. As outlined in the Ministry ofEducations Skills for Jobs Blueprint, thegoals of education are shifting towardmeeting the needs of the liquefied naturalgas (LNG) industry. Suzanne suggested that the future of fracking and LNG isvery unstable and if we put all our eggs in that basket, we are setting theprovince up for a precarious future.

Suzanne called on educators to reject the shift to short-term, resource extraction-focused skills training and to reclaim holistic perspectives of what adult educationcan look like. This calls for new alliances among adult educators in BC withindigenous rights, progressive labour, K-12 public education and climate actionmovements.

Adult Literacy Table Talks

Constraints

! ESL Funding Cuts In 2014, the Government of British Columbia cut allfunding for ESL programs in post-secondary education institutions. Manyimmigrants and refugees coming to Vancouver have job skills but need ESLlanguage training in order to work in their field. The governments messagingis that there are plenty of opportunities in the community for people to study

ESL, when this simply is not true for low-income people.

! GED Funding Cuts The Government of British Columbia cut the GEDprogram in November 2014. The GED is a high school completion programfor adults wishing to access career programs and work opportunities. It is analternative to the Adult Graduation Diploma, which is suitable for adultlearners who want to pursue more academic careers. The GED has been asuccessful pathway for people who did not finish high school, including teen

What are the needs, constraints, and opportunities inadult education in the DTES?

This is a summary of what frontline workers had to say.

Educators must reject the shift toshort-term, resource extractionfocused skills training to reclaim

holistic perspectives of what adulteducation can look like.


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mothers, aboriginal people, people with addictions, and people withdisabilities. For many, the GED represented a second chance but thatchance has been taken away, adding more barriers to education for thesealready marginalized groups.

! Reduction in ABE Course Offerings - There has been a gradual reductionin Adult Basic Education course offerings within the Vancouver School Board,

Capilano University, Open Learning, and Douglas College. This is due, in part,to the formula for government funding of full-time enrollment (FTEs), whichmakes it less desirable for Post-Secondary Institutions to enrol ABE andDevelopment studies students.

! Lack of Awareness of Opportunities -Since funding for adult literacyprograms tends to be available in small amounts and/or amounts that are notstable over time, many education programs in the DTES come and go. In thisclimate, it is difficult to know what programs are available to residents. This

impacts both enrolment and perceived need.

! Struggle to Meet Basic Needs -The low minimum wage and low incomeassistance rates make it difficult to eat well, maintain housing, take the bus,and buy clothes. When these needs are unmet, enrolment and attendance inlearning opportunities can be extremely difficult. Furthermore, the governmenthealth plan does not cover glasses or hearing aids, which many people needto be able to see their learning materials and interact with instructors andpeers. Struggles with mental health and addiction can make attendance,concentration and working with others more difficult. The constant struggle tosurvive can make it hard to feel hopeful about the future and motivated tolearn.

! Discomfort with Education Institutions Negative past experiences withschooling and fear of the formality of schools can be a barrier to education.Some residents in the DTES feel ambivalent towards universities, inparticular. They are concerned about the potential for university researchersto come into the neighbourhood to do a study that will earn them academiccredentials while they, as residents, may see few benefits from the project.Voluntourism was identified as a threat, as well. Some volunteeropportunities may risk functioning as feel-good opportunities for the volunteerthat do little to make a lasting difference or promote an understanding of thecomplexities of the situation in the neighbourhood.

Strategies for Navigating Constraints

! Low Barrier Programming There is a great need for low-barrier programsthat are flexible to learners individual schedules (such as drop-in programs).Ideally low-barrier programs improve their accessibility by providing food, bustickets, childcare and books. A harm reduction approach is key. This involves


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creating a non-judgmental atmosphere; rather than looking for whats wrongwith you, we need to look for what people are doing well. Trust is builtthrough good listening and caring about peoples well-being.

! Holistic Education -Many frontline workers felt strongly that education must

be about much more than short-term, resource extraction-focused skillstraining it is about building peoples capacity to lead meaningful lives andcreate healthy communities. For many people, employment is an unrealisticgoal; their learning edge is how to be ina space with other people. Holisticeducation refers to education that meetspeoples needs on a mental, emotional,physical and spiritual level in order toachieve collective well-being and long-term sustainability.This approach stemsfrom indigenous approaches to teaching

and learning. It is therefore a method forproviding culturally appropriate education to aboriginal learners. Given thedeep hurt and pain in the DTES, a holistic approach to education presents anopportunity for discovering a sense of empowerment, enjoyment, community,and purpose. In these ways, education represents an opportunity for healing.In more traditional academic programs, Learner Success Workshops are aneffective way to build in more holistic supports.

! Funding Students can apply for ABESAP grants toward the cost of tuition,supplies, transportation, and childcare when they are enrolled in academicupgrading. Linda Devlin of the Open Door Group says that her organizationhas funds through WorkBC to support students and is open to meeting todiscuss possible partnerships.

! Building CoalitionsCommunity organizations, adult learning centres, andpost-secondary institutions have already formed a coalition through the DTESLiteracy Roundtable, to share skills, ideas, support and information. There isan appetite for further coalition building; for example, there is a range of tutorvolunteers who could be used more productively if they were shared amongstorganizations. Adult literacy organizations could also strategically allythemselves with indigenous groups and environmental organizations to resistdefunding of public education.

! Building Circles of SupportMany frontline workers pointed to the needfor circles of support around learners. Ideally, this includes the support offamily and a safe and connected community. Education programs can helpbuild circles of support. For example, intergenerational learning canstrengthen connections among family members (more on this shortly).Community capacity building programs can enhance the safety, health andconnectedness of communities. Simon Fraser Universitys Community

Given the deep hurt and pain inthe DTES, a holsitic approach to

education presents an opportunityfor discovering a sense ofempowerment, enjoyment,community, and purpose.


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Education program ran an extraordinarily successful pilot program calledLiteracy Lives in 2010-2011, which embedded literacy learning in acommunity capacity building certificate program. SFU hopes to be able tooffer this program again in the future and the curriculum is publicly availablefor anyone to use.

! Getting the Word Out -To promote awareness of services andopportunities, the DTES Literacy Roundtable published a DTES Learningand Training Services Quick Reference Guide. The United Ways bc211.cawebsite and Wataris Survival Manual are also useful wayfinding resources.

A participant at the DTES Education Forum suggested that a DTES-specificdatabase be created for education providers to keep up to date and availableonline. People imagined that an in-person one-stop navigation hub wouldalso be extremely useful. It is also ideal when multiple services are providedunder one roof. Broadway Youth Resource Centre was held up as a strongmodel supports related to housing, education, counselling and health care

are provided through this one centre. The Carnegie Community Centre isalready a hub for a variety of services, and perhaps could one day includeadditional services, like counseling and health care.

! Community Partnerships with Universities Community educationproviders noted that universities are often worth collaborating with because,through research grants and alumni donations, they have a fundraisingcapacity that many community groups lack. While some risks are associatedwith these partnerships, these risks can be managed through protocols thatensure the university-community relationship is not exploitive. An example isthe First Nations OCAP (Ownership, Control, Access, and Possession)Protocol, which sets out terms for conducting research in ethical ways. Actionresearch projects were also highlighted as a method for researchers toensure their work benefits the community it focuses on.

Wayfinding Adult Education Opportunities

! Basic Education at Vancouver Community College: Reading, writing,math and computer classes up to Grade 9.

! College and Career Access at Vancouver Community College:English, Math and Science courses to the end of Grade 12.

! Carnegie Learning Centre:Reading, writing, upgrading, ESL andcomputer classes.

! WISH Learning Centre:A drop-in program for street-level sex workers

! UBC Learning Exchange: Drop-in ESL and computer programs

! Hum 101 and Hum 102:University level courses for residents in theDTES

! Belkin House Life Skills Program


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! Downtown East Education Centre (Vancouver School Board):Academic upgrading courses through Grade 12

! Gathering Place (Vancouver School Board):Academic upgradingcourses through Grade 12

! Sunshine Choir at Oppenheimer Park: Chinese seniors learn ESLthrough singing in the park

Intergenerational Learning

In the second theme addressed at the forum, Julie Iannacone, Manager ofServices for Children and Teens at Vancouver Public Library, presented aboutthe ways libraries facilitate intergenerational learning. Caregivers frequently bringchildren to the library with the childs needs in mind. However, programs likestory time serve as an important gateway for encouraging adults to access thelibrary for themselves. The twenty minutes before and after these programs arecrucial opportunities for librarians to learn more about each family and their

needs, as well as to build trust. During childrens programming, strongerconnections are fostered within and between families. Adults learn activities theycan use with children to further encourage literacy and relationship building athome.

Some programs are based around the needs of caregivers, such as theBYOBaby Book Club. Caregivers bring their babies to the discussion group, andwhen a baby gets fussy, the group stops to sing a song before carrying on!

Teens play a key role in intergenerational learning, too. They are often keen tovolunteer, whether to build their resume or to make a difference in their

communities. The Reading Buddies program pairs teens with children to facilitatea love of literature. Teens also pair up with seniors to talk about books over teaand cookies. In these ways, libraries build relationships between library usersand across generations.

Intergenerational Learning Table Talks

Constraints

! Fear & Stigma -Fear is a major barrier. People often fear admitting a needfor education, filling out forms to enroll, the formality of education institutions,

What are the needs, constraints, and opportunities inintergenerational learning in the DTES?



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the authority of instructors, having been out of school for too long, being apoor learner, or having to use technology.

! Intergenerational Learning is Undervalued Education opportunities areoften segregated based on age. In some cases, elders are not welcome in

public schools (for example, it is common for grandparents to want to jointheir grandchilds class for lunch, but this is generally discouraged).

! Aboriginal Intergenerational Learning has been Violently Disrupted The passing down of indigenous knowledge, traditions and language wasviolently disrupted in Canada through colonization, racist laws, andresidential schools. For this reason, the term intergenerational learning wastriggering for some participants.


! Non-Formal Learning Opportunities -Non-formal learning refers toeducation opportunities that occur outside of classroom-based, instructor-ledprograms. These learning opportunities are effective at easing fears aroundlearning. More relaxed environments, like kitchens, cafes, parks, garages,gardens, greenhouses, and so on feel safer for many learners. Anotheradvantage of non-formal learning is that that literacy can be embedded in areal-life experience, so that learners dont feel as confronted by the stigmaattached to literacy learning in formal institutions.

Non-formal learning programs often foster intergenerational learning in veryorganic ways. Focusing programs around interests like gardening, cooking,or making art appeals to people of all ages. Some people expressed that

intergenerational learning should aim to foster more than knowledge andskills building; it should also be about strengthening relationships betweenpeople and creating spaces where people feel they belong.

The new trend of MakerSpaces was highlighted as an opportunity forencouraging informal intergenerational learning. A MakerSpace is a do-it-yourself, member-operated shared space where people collaborate andshare tools, resources and knowledge. The Digital Inspiration Lab that isbeing launched at the Vancouver Public Library Central Branch in 2015 willbe a digital variation of this concept. This space will offer to the public arecording studio, digital storytelling equipment, and self-publishing tools.

! Supporting Families Families are integral to the success ofintergenerational learning. Programs that offer guidance and support tocaregivers as they educate their own children are crucial. These programsare most effective when they are structured to strengthen the bonds betweenchildren and caregivers, and help participants build their social network.There are some excellent programs for caregivers and their pre-schoolers,but fewer programs for caregivers and school-age children. Life skills


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programs could be developed to appeal to children and adults, and supportfamilies in learning together.

! Strengths-Based Approaches -Many education providers in the DTESadvocate using a strengths-based approach to engage people in literacy

learning. A strengths-based approach recognizes and honours each learnersknowledge and abilities, rather than focusing on what they dont know orcannot do. One participant at the forum described this as a shift fromassessing limitations to assessing potential.

This kind of approach was contrasted with traditional assessment practices,which do not take a learners context and life into account. Traditionalassessment practices are often based on the instructors definition ofsuccess rather than the learners. Mainstream understandings of successoften relate to the ability to generate a financial profit. Understanding successin this way has taken a toll on equality and the environment and contributes

to feelings of low-self esteem and powerlessness.

! Redefining Success as Sustainability -Service providers at one tablecalled for measuring success, both as a society and as educators, in relationto sustainability rather than ability to make a profit. This approach is moreempowering to learners and to communities because it is based on fairnessand cooperation instead of competition. The idea invites further reflection onwhat assessment tools that value sustainability might look like.

!Peer Teaching - Laura Pasut, anoutreach worker with the Downtown EastEducation Centre, said that people haveas much to give as they have to gainwhen they participate in learningopportunities. Everyone knowssomething they can share with others.Peer teaching models build on this idea. At the UBC Learning Exchange,people drop-in and are gradually asked what they can teach. Then they aregiven opportunities to share their skills. Peer teaching recognizes thestrengths of learners, builds self-esteem, is empowering, and fosters a senseof purpose. It also builds stronger social networks by fostering cooperativerelationships among learners. As a participant at the Education Forum noted,When we teach, we learn.

Unmet Needs

! Refugees- Frontline service workers encouraged educators to reach out torefugee families who are facing aggressive and racist immigration policiesthat deny them citizenship. These policies create barriers that prevent themfrom pursuing a better life, including through education.

People have as much to give as

they have to gain when theyparticipate in learningopportunities.


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! Seniors -There is a need for engaging seniors in opportunities to share whatthey know.

Wayfinding Intergenerational Learning Opportunities

!

Books, Bags and Babiesat Crabtree Corner: An aboriginal literacyprogram incorporating drumming, storytelling, acting and other traditions.

! Enterprising Women Making Art: An artisan cooperative for women thatoffers practical skills development workshops.

! UBC Learning Exchange:Uses a peer-teaching model to support ESLand computer learners

! Vancouver Public Library(Storytime, Babytime, BYOBaby, and more)

! First Nations Languages Sharing Circle at Aboriginal Front Door

Aboriginal Education

Aboriginal learning was another important theme at the Forum. John Jardine, anInstructor at Native Education College and a Consultant at Aboriginal Front Door,presented on determinants of educational success for Aboriginal people inVancouver. His presentation was based on the findings of a series of communityconsultations held by the Metro Vancouver Aboriginal Executive Council.

The Executive Council found that families were the greatest determinant ofsuccess in school. Strong networks of peer support, encouraged through socialmedia and gathering spaces, also contribute to Aboriginal student success.

Cultural integration in the school system is crucial, too. This has improved withinthe Vancouver School Board, with the help of Aboriginal Enhancement Workerswho support Aboriginal students and assist with the respectful integration of

Aboriginal content in the curriculum. There is now an Aboriginal Focus School atSir William Macdonald Elementary School, as well as a Nisga Language PilotProgram at the Aboriginal Friendship Centre. Native Education College supportsyouth in building a Digital Longhouse to capture Aboriginal knowledge foryounger generations. Mentorship was an additional factor in student success.Vancouver Community Colleges Aboriginal Services program providesmentorship to several Aboriginal students in the district, promoting continuationinto higher learning.

With these strategies in place, Aboriginal high school graduation rates inVancouver are on the rise.


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Aboriginal Education Table Talks

Constraints

!The Aftermath of Residential Schools -Many Aboriginal residents in theDowntown Eastside (or their parents and grandparents) went to residentialschools. Students in residential schools were forcibly removed from theirfamilies. They were not allowed to speak their language or practice theirculture. The goal of these schools was to erase Aboriginal cultures, so

Aboriginal people would take on Christian beliefs and be absorbed by Angloculture. As a result of this history, entering education institutions can be amajor trigger for Aboriginal people.

!Stereotyping and Invisibility -Aboriginal people face stereotyping andinvisibility in the curriculum of BC schools. There is a lack of cultural sensitivityand perspective in education programing. This problem contributes to theperpetuation of racism in our communities, as well as low self-esteem in

Aboriginal youth. Aboriginal learners often get labeled or pigeon-holed aspoor learners and too often teachers have low expectations of their success.For example, many Aboriginal public school students get funneled into Math

Essentials, meaning they will automatically get a Leaving Certificate ratherthan a high school diploma. Finally, there are limited opportunities for learningabout First Nations heritages and languages.


!Aboriginal Pedagogy and Curriculum -Many education providers andlearners in the DTES are confronting these challenges by embracing

Aboriginal pedagogy and indigenizing the curriculum. Aboriginal pedagogydraws on experiential learning, storytelling, connections with the land, and self-reflection. Participants discussed how indigenizing the curriculum can mean

teaching Aboriginal languages, incorporating traditions such as smudging andtalking circles, teaching about Aboriginal history pre- and post-colonization,and including Aboriginal perspectives. Elders are an essential part of theseprograms, providing a strong connection between the past and present.Gathering Spaces in schools were also deemed to be important safe spacesfor building community.

What are the needs, constraints, and opportunities inAboriginal education in the DTES?



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!Education for Healing -Education for healing was a significant theme acrossmany of the table talks. One instructor spoke of the value of constructiveanger in healing from colonization. He encourages his students to get angry,but to channel that anger into action that creates justice. A frontline workerspoke about reframing relationships between educators and students as family

members, because family is medicine.

Unmet Needs

!Support for Elders -One idea was to offer workshops by and for Elders thatwould support them in their essential role as educators.

!Mentorship Opportunities for Youth-Partnerships could be built betweenyouth organizations and the Native Courtworker and Counselling Associationof BC to recruit people who have found themselves on the wrong side of the

justice system but, having turned around, could be mentors to Aboriginalyouth.

Wayfinding Aboriginal Education Opportunities

! Eagles Nest Aboriginal Head Start:Program for pre-schoolers thatintegrates Aboriginal cultures and languages.

! Books, Bags, and Babies at YWCA Crabtree Corner: Incorporates reading,storytelling, drumming, crafts and other traditions of Aboriginal peoples toencourage early childhood literacy.

! Native Education College:Culturally safe and relevant post-secondaryprograms.

! Cree Language Learning programat Aboriginal Front Door

! Cultural Sharing Program at the Carnegie Community Centre

! Snewaylhon Vancouver Coop Radio: A weekly Aboriginal LanguageLearning Program

! Urban Native Youth Association

! The Tuwusht Project (Formerly the Urban Aboriginal CommunityKitchen Project) through Vancouver Native Health Society

! Aboriginal Infant Development program through Vancouver Native

Health Society! Home Instruction for Parents of Preschool Youngsters (HIPPY) through

Vancouver Native Health Society

! Cultural events at theAboriginal Friendship Centre

! Elder Support program at Native Courtworker and CounsellingAssociation of BC


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Youth Education

In the final theme of the day addressing the education of our youth, AllisonSchubert presented on the Never Again Steal Cars (NASCARZ) program. Theprogram began in 2005 in response to high rates of youth car theft in the DTES.

Many youth were really interested in car culture butdid not have the money to pursue this interest.NASCARZ developed as a partnership betweenRay-Cam, Vancouver Community College and theVancouver Police Department. Youth come to theVCC campus and learn from instructors and policeofficers to repair and build cars. They develop real-life skills that they want to have while working on projects that interest them. Asthey find belonging and support at VCC, they are often helped to transition intopost-secondary education. Many of the participants go on to become mentors toyounger youth in the program. Allison said, Kids are not hungry for crime. They

are starving for opportunity. Indeed, since the program began, youth car thefthas been drastically reduced.

Tobias Atkinson presented on an up-and-coming youth organization calledHammer & Saw. He spoke of how being a student in overcrowded schoolsnegatively impacted his learning and helped shape his vision for Hammer & Saw.This organization involves small groups of youth in woodworking and metal workprojects that respond to a community identified need. Working together with toolsnaturally creates a forum to talk about community, mental health, suicideawareness, and suicide prevention. In their first project, the youth built gardenboxes for a local community garden. Many of the members of the garden came

out to feed the participants, which helped build intergenerational community andenhanced the learners ability to focus on their work and enjoy a sense ofbelonging. Hammer & Saw is a partner with Britannia Community Services andthe Urban Native Youth association (which provide referrals and space), as wellas the Vancouver Tool Library. If your program needs something built, you areencouraged to get in touch with Hammer & Saw.

Youth Education Table Talks

What are the needs, constraints, and opportunities in

youth education in the DTES?


Kids aren't hungry forcrime. They're starving

for opportunity.


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Constraints

!Learning Styles Not Accommodated -Traditional education programs areespecially geared towards people who learn by seeing and listening, but notso much people who are hands-on learners. Many of the youth who do not do

well in school are hands-on learners whose needs are not met.

!Education Experiences of Parents -Many parents in the neighbourhood didnot attend post-secondary programs and are not familiar with how to help theirchildren navigate these post-secondary education programs.


!Experiential Learning -Experiential learning is learning by doing. It is anexcellent way to engage hands-on learners. In addition to NASCARZ andHammer & Saw, the Take a Hike Program is an opportunity for at-risk youth to

complete high school graduation requirements through adventure-basedlearning and community involvement. The key is to find something that youthare interested in and build an educational program around that interest.

!Mentorship Many programs working with youth describe the adults involvedas mentors rather than as teachers or instructors. When an adult acts as amentor, youth see them as a person rather than an authority figure, creating adifferent power dynamic. The mentorship relationship feels more emotionallysupportive to the learner and, as a result, is more supportive of learning itself.In this model, learners have greater say over what will be learned and how itwill be learned. The reciprocal relationship between mentors and learners

helps foster a cooperative, community-focused learning environment. Mentorscan also help youth navigate higher learning if their parents are not able toassist in this area.

Unmet Needs

!Youth in Care -Frontline workers encouraged educators to reach out to youthin the foster care system, and to those who have recently aged out, thosewho are over 19 and no longer qualify for government support for educationand social services. These youth were identified as in need of greater supportand encouragement.

!Youth-Owned Spaces -Frontline workers identified a lack of safe spaces foryouth to socialize in the DTES. This may be because the neighbourhood is nottraditionally associated with children. A dilemma was identified betweenfunneling youth to opportunities outside of the neighbourhood and recognizingthat those who are in the neighbourhood have particular needs that should beserved in place. A space for youth to own would help address this gap andperhaps mentorship opportunities could be available through this space.


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YouthCo might be a useful model for a new DTES youth organization.(YouthCo is a youth-driven organization that uses a peer education approachto empower young people to make informed decisions about their wellbeingand to end stigma around HIV and Hepatitis C.)

Wayfinding Youth Education Opportunities! Broadway Youth Resource Centre:Provides a wide range of social,

health, education, employment and life skills services to homeless and at-risk youth ages 12 to 24.

! Hammer & Saw:Youth building community through woodworking projects.

! Take a Hike:Adventure-based outdoor education program for at-risk youthbased at Britannia Secondary.

! NASCARZ: A program for youth to learn to build and fix cars and explorepost-secondary options

! Adult Basic Education Intermediate Program for Youthat VancouverCommunity College: A self-paced program at the Broadway YouthResource Centre for youth aged 15 to 18.

! Urban Native Youth Association:Alternative education programs,mentorship, leadership training, and many workshops.

! Writers Exchange:A space for inner city youth and mentors to exchangeideas, stories and knowledge at Queen Alexandra Elementary and 881 EastHastings Street.

! STRIVE:A YWCA Career Zone program that helps youth in care developthe life skills needed to transition into independent living when they reachthe ceiling age for government support.

! Kids Community Kitchenat DTES Neighbourhood House.

! Pinnacle Program:A Vancouver School Board alternative school programfor youth in Grade 11 or 12 with staff (social workers, mental healthworkers, probation officers, etc.) who support students social and emotionalneeds.

! Youth and Young Adult program at Gastown Vocational Services:assists youth and young adults to obtain work experience, employmentand/or to access educational and skill training programs. One-to-one job

coaching and supported employment services are delivered to each 16-29year old referred to the program.


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Conclusion

Toward the end of the DTES Education Forum, there was a renewed sense ofhow to help residents navigate the learning opportunities in the neighbourhood,and the factors that make it difficult to access these opportunities.

Though these factors may be formidable, residents and frontline workers havemet these challenges with a multitude of innovative strategies:

There was a palpable sense of purpose and possibility in the room, as well ascommitment to building on the relationships and ideas generated throughout theafternoon. Many people expressed a desire to see more events like this one andan eagerness to continue these conversations among residents and frontlineworkers across a range of sectors and service providers.

Special thanks to everyone who participated and helped make the DTESEducation Forum such an immensely successful event.

NavigatingEducation

in theDTES

Low barrier,holistic, non-

formalprogramming

Build

partnershipsand circles of

support

Strengths-based

approaches,such as peer

teaching

Redefinesuccess as

sustainabilityIntegrate

Aboriginalpedagogy and

curriculum,including

experientiallearning andeducation for

healing

Creatementorship

opportunities

Documents

Navigating Education in the DTES