In the crisp autumn air of Whitehorse, a revolutionary educational initiative is taking root at Porter Creek Secondary School. This week marked the inauguration of an Indigenous culture camp in the school’s newly developed outdoor space—a project representing far more than just an addition to the campus landscape.
Students gathered around crackling fires as traditional knowledge keepers shared stories that have sustained Yukon First Nations communities for generations. The camp, nestled behind the school grounds, features a teaching arbor, fire pit, and dedicated spaces designed specifically for land-based learning—elements that stand in stark contrast to conventional classroom environments.
“This space allows us to bring our cultural teachings directly to where students spend most of their time,” explained Elder Mary Williams, who participated in the camp’s opening ceremonies. “When young people connect with the land while still on school grounds, it creates a powerful bridge between traditional knowledge and academic learning.”
The initiative emerges from years of collaborative planning between school administrators, First Nations education coordinators, and community leaders. Principal Sarah Johnson told CO24 Canada News that the outdoor learning environment addresses recommendations from the Truth and Reconciliation Commission by integrating Indigenous perspectives directly into daily school operations.
“We’re not treating Indigenous culture as something separate or occasional,” Johnson said. “This permanent space signals to our students—especially those with Indigenous heritage—that their cultural identity belongs at the center of their educational experience, not at the margins.”
During the camp’s inaugural week, students participated in traditional hide tanning, medicine gathering, and storytelling workshops. Grade 11 student Thomas Cardinal described the experience as transformative: “Learning about my culture in textbooks feels distant, but hearing Elders speak while sitting around a fire makes these teachings real. I feel more connected to my identity when school includes spaces like this.”
The $175,000 project received funding through a combination of territorial government grants, First Nations contributions, and community fundraising efforts. Education Minister Laura Smithson praised the initiative as “a model for what reconciliation can look like in our education system” during her visit to the site on Wednesday.
Beyond cultural teachings, the outdoor space serves multiple educational purposes. Science teachers have already incorporated the area into their curriculum, using it to conduct environmental studies and botany lessons that integrate Western scientific approaches with Indigenous ways of knowing.
Educators note significant improvements in student engagement since the camp’s introduction. Attendance has risen notably for cultural programming days, and teachers report that students who sometimes struggle in conventional classroom settings often demonstrate remarkable focus and participation in the outdoor learning environment.
“We’re seeing students who rarely speak up in class become natural leaders in this setting,” observed Indigenous Studies teacher Robert Frost. “There’s something about being on the land that allows different strengths to emerge.”
The initiative has not been without challenges. School administrators had to navigate complex logistics, including weather considerations, safety protocols, and integration with existing curriculum requirements. Nevertheless, the overwhelming positive response from students and families has validated the effort.
As other Yukon schools express interest in developing similar spaces, Porter Creek’s model offers valuable insights into creating meaningful cultural learning environments. The project demonstrates how educational institutions can move beyond symbolic gestures toward substantial structural changes that honor Indigenous knowledge systems.
As winter approaches, the school plans to continue outdoor programming with seasonal activities including snowshoe making, winter survival skills, and astronomical teachings based on Indigenous star knowledge.
How might our educational institutions be transformed if we reimagined school spaces to more deeply reflect the cultural heritage of the lands on which they stand?
