Reflecting on Indigenous Representation from City to Classroom in Prince Rupert, BC

Assignment:

This assignment requires a critical investigation into cultural diversity within an educational context. The goal is to define the scope of investigation, gather institutional and observational data, and reflect on how these findings impact pedagogical practice and learner challenges.

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Objective & Rationale

For this task I decided to investigate local indigenous population statistics at the municipal level, and compare it across School District 52 and my own class at Conrad Elementary to better understand the local demographics and population of Prince Rupert, BC. Understanding the cultural makeup of my classroom is something I feel is essential for creating an inclusive teaching practice and learning environment that honors Indigenous knowledge.

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Data

To guide my research, I drew from multiple institutional, federal and municipal sources including:

Data Reliability

While the sources I have chosen provide a good starting point for this research, it is vital to acknowledge potential gaps in institutional reporting. For example, the 2021 Census carried an 4.7% non-response rate for Prince Rupert, which may have resulted in an underrepresentation of marginalized groups. In addition to that, as some of the data referenced relies on self-identification, historical trauma and institutional mistrust may influence potential representations of the true Indigenous demographic.

Finally, it is known that data associated with total indigenous identity may be potentially affected by incomplete information due to outlying reserves and settlements. [7]

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About Prince Rupert

Prince Rupert is situated on Kaien Island among the traditional and unceded territory of the Ts’msyen peoples. The City of Prince Rupert serves as an urban hub for many smaller outlying communities including Metlakatla, Hartley Bay, Lax Kw’alaams, Kitkatla, Oona River and others.

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Findings

One interesting observation about this data is the sharp increase in Indigenous representation when one compares federal/municipal data to local school district level data. Another finding of this research was the significant variation between indigenous student numbers within School District 52 elementary schools.

Institutional Level	Indigenous Identity Rate
The City of Prince Rupert	37.3%
Prince Rupert Census Agglomeration	40.5%
SD52 (District-wide)	61%
Elementary Schools:
Annunciation (K-8 Private Catholic School)	37.3%
Lax Kxeen Elementary	45%
Pineridge Elementary	60%
Roosevelt Park Elementary	63%
Conrad Elementary	78%
My Gr. 2 Classroom	85%

One thing to note is that both Statistics Canada data and the 2024 Social Development Assessment released by the City of Prince Rupert confirm that indigenous residents in Prince Rupert have an overall lower median age compared to non-indigenous residents. [7] [8] This median age disparity gives a potential reason to why school populations don’t necessarily mirror municipal demographics; specifically, younger Indigenous families are more likely to have school-aged children compared to the non-indigenous population.

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Implications for Teaching Practice

Having these numbers and comparisons in front of me put into perspective how I understand what “diversity” looks like in my professional context.

In considering Parrish and Linder-VanBerschot’s (2010) [9] Cultural Dimensions of Learning framework to this research, it becomes clear that a pedagogical shift towards Indigenous ways of knowing should be an essential part of a students core classroom experience.

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Reflections

Initially I found the contrast between municipal and school district data to be quite surprising due to their differences. An epiphany I had through this exercise was the sheer amount of variables, interconnectedness, and considerations that go into demographics, data and diversity. Prior to this assignment, my understanding of Prince Rupert’s Indigenous demographics primarily came from experiences in classrooms and informal conversations with colleagues. Looking this data and cross referencing it revealed patterns I had sensed anecdotally but not fully understood in terms of a broader municipal context.

This research illuminated a surprising intersection between high rates of Indigenous identity and poverty in Prince Rupert’s educational landscape. As for Conrad’s 78% Indigenous enrollment, it is interesting to consider whether the high percentage is indicative of lower-income neighborhoods associated with the East side of Prince Rupert who may which face barriers to school choice that other more affluent families would not experience (ie. Taking the ferry to/from school everyday)

All and all, reflecting on this data, it is clear to me that part of my role as an educator here in Prince Rupert is to facilitate spaces where students can engage with and explore their cultural identity.

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References