Charlene Williams' journey into education was not planned.
“I started just subbing in for someone as a language and cultural worker's assistant, and I ended up getting really impassioned about providing Skwxwú7mesh culture and language programming for our Indigenous youth,” she said.
Williams, who dedicated 18 years as a cultural language teacher with School District 48, was driven by the lack of Indigenous representation in her own educational journey.
“It really felt like something was missing in my educational journey.”
Encouraged by her aunt Shirley Lewis, a cultural and language worker, Williams transitioned into a full-time role.
“She saw me singing at community programs and asked if I would help because there wasn't anybody strong in songs and dances on the team,” Williams recalled.
Financial struggles didn't deter her. “I was making less than I would have on welfare, but I still chose to do it.”
Confronting discrimination in the classroom
Williams' educational experiences were shaped by adversity.
“I was often the only Indigenous person in my class. I experienced isolation, name-calling, and even physical assault,” she said.
Teachers also contributed to this hostility.
“I was called out in front of the class for being Indigenous or Skwxwú7mesh. It was traumatizing.”
Her early days in teaching were met with resistance.
“Teachers would sigh and roll their eyes when I entered the classroom,” she said. “Some would book me just to avoid lesson planning, and many ignored what I was teaching.”
Over time, however, attitudes shifted.
"Now, there's a hunger for more knowledge. Teachers want more resources and training. It's night and day compared to when I started."
Building a land-based, holistic curriculum
As the manager of the Ta na wa Ch’a虂wat ta Sx瘫wéx瘫wel, also called 麻豆社国产Valley Education Department, Williams currently oversees the development of a land-based curriculum designed to integrate traditional knowledge with contemporary educational practices.
“Our teachings are deeply connected to the land. We might teach about salmon by sharing traditional stories, practicing fishing methods, and studying salmon anatomy with a marine biologist. It's all interconnected.”
Williams credits her community for her success.
“I wouldn't be here without my community. My aunt, my mother, even my children—they all mentor me,” she said.
Her son once motivated her with a simple question: “If not you, then who?”
Reclaiming educational sovereignty
Williams sees hope in the S岣祑x瘫wú7mesh Úxwumixw’s (麻豆社国产Nation) move toward educational self-governance.
“We're not just decolonizing; we're reclaiming our Skwxwú7mesh way of being,” she said.
This transition includes developing new laws and culturally grounded curricula. Yet, challenges remain.
“We need more Indigenous educators,” she said, adding that the district now has its first 麻豆社国产Nation teacher—Tessa Antone,” she said. “It's a historical year for us.”
The path forward
Williams believes progress relies on relationships.
“Change won't happen without relationships. Trust takes time, especially given the harm done by institutions. But relationship-building is essential.”
Reflecting on future progress, Williams stressed the need for true allies. “What we need are allies who will listen and work with us, not impose solutions.”
Echoing the words of the late Justice Murray Sinclair, Williams said, “Education got us into this mess, and education will get us out of it.”
Bhagyashree Chatterjee is The 麻豆社国产's Indigenous and civic affairs reporter. This reporting beat is made possible by the.
