Presentation Title

The Diversity Within Kamloops’ SD73: The Demographics and Experience of Children Attending Schools Within the Rural-Urban Fringe

Format of Presentation

Poster to be presented the Friday of the conference

Abstract

For the purpose of our research, we consider the rural-urban fringe elementary and high schools of School District 73 to be located in any areas not connected to the urban core of Kamloops, such as, Barnhartvale, Rayleigh, and the Tk’emlups Indian Band, as well as the outlying schools of Sun Peaks, Pinantan, and Logan Lake. Our principal objective is to highlight the diversity of children and schools within this district; to compare both current and past demographics and what schools were operationalized for these populations; and, both past and present Indigenous students’ experience of schools and curriculum within the rural urban fringe. Our methods consist of a detailed literary review of educational, federal, and historical sources. For our principal conclusion, we expect to find diverse populations attending rural-urban fringe schools, and a population decline in school aged children living outside urban centers; thus, school closures are prevalent in these areas. Furthermore, we expect Indigenous students’ past experiences in fringe schools to be negative due to the lifelong impact of residential schools and settler-colonialism. However, with recent changes in the provincial curriculum there are more efforts to diminish the difference between European and Indigenous education.

Department

Geography and Environmental Studies

Faculty Advisor

Tom Waldichuk

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The Diversity Within Kamloops’ SD73: The Demographics and Experience of Children Attending Schools Within the Rural-Urban Fringe

For the purpose of our research, we consider the rural-urban fringe elementary and high schools of School District 73 to be located in any areas not connected to the urban core of Kamloops, such as, Barnhartvale, Rayleigh, and the Tk’emlups Indian Band, as well as the outlying schools of Sun Peaks, Pinantan, and Logan Lake. Our principal objective is to highlight the diversity of children and schools within this district; to compare both current and past demographics and what schools were operationalized for these populations; and, both past and present Indigenous students’ experience of schools and curriculum within the rural urban fringe. Our methods consist of a detailed literary review of educational, federal, and historical sources. For our principal conclusion, we expect to find diverse populations attending rural-urban fringe schools, and a population decline in school aged children living outside urban centers; thus, school closures are prevalent in these areas. Furthermore, we expect Indigenous students’ past experiences in fringe schools to be negative due to the lifelong impact of residential schools and settler-colonialism. However, with recent changes in the provincial curriculum there are more efforts to diminish the difference between European and Indigenous education.