A Fort Macleod youth was one of 12 Alberta students to receive Honouring Spirit: Indigenous Student Awards last month.
Justice Luther, a Grade 2 student at W.A. Day school, was among the First Nations, Metis and Inuit students who model strength and commitment in the pursuit of their personal educational paths.
“I am so impressed by these 12 student recipients, who have shown exceptional leadership through their energy, positive attitude and kindness,” Alberta Lieutenant Governor Salma Lakhani said.
“Each has shared the beauty and importance of their culture and remind us all of the power we each hold to inspire and encourage those around us.”
The awards, which were created by the Alberta School Boards Association, were presented during a June 25 ceremony at Government House in Edmonton.
This year, the Alberta School Boards Association received more than 270 nomination letters from across the province.
“Congratulations to these hard-working students from across the province who each showed strength of character and commitment to their communities,” Education Minister Adriana LaGrange said. “I was inspired to hear the stories of all those who helped them along their journeys including family members, teachers and others from the community.”
Each recipient received an award certificate and congratulatory letter; a unique hand-crafted Star Blanket; and a cash award.
Awards are presented in the following categories: Kindergarten-Grade 3; Grade 4-6; Grade 7-9; and Grade 10-12 in each of the north, central and south regions of Alberta.
Students may be nominated by other students, teachers, principals, superintendents, education directors, trustees, school staff, elders or another member of the education community.
Justice was nominated by his Grade 2 home room teacher Brooke Harty and his Grade 1 teacher Georgia Hansen.
In her nomination letter, Harty wrote that she has watched Justice grow into a responsible and independent student.
“On a daily basis, Justice enters our classroom determined to be a kind, helpful and caring leader,” Harty wrote.
“Given Justice’s positive leadership, he has been successful in setting attainable goals both academically and personally. Justice strives to be the best version of himself by modelling positive leadership that personally motivates him alongside his classmates to pursue their goals and dreams too.”
Harty wrote that Justice is always first to volunteer to help a student or adult in the school.
Justice’s leadership extends beyond the walls of W.A. Day school, as he is a leader on his Mavericks hockey team.
“Being a team leader has taught Justice about the importance of responsibility, courage and role-modelling for others,” Harty wrote.
Harty said Justice has a sense of belonging and value in the classroom that rubs off on is classmates.
Justice’s grandmother is a member of the Piikani Nation.
“She has handed down many gifts to Justice that he has happily shared with his peers in the classroom,” Harty wrote. “Justice fosters cultural identity, facilities the value of well-being, honours the Blackfoot language, and has made insightful connections to the Treaty 7 land that we reside on.”
Justice shares the stories passed down from his grandmother with his classmates.
“The sky is the limit with Justice,” Harty wrote. “With his positive attitude and inspiring motivation he will continue to empower himself and others to self-determine and strive for ultimate dreams.”
Hansen wrote that during his Grade 1 year in her class, Justice showed an impressive commitment to his culture, leadership and drive to educate his peers about Niitsitapi culture and residential schools.
Hansen noted that when news came out about the 215 unmarked graves at the site of the former Kamloops Indian Residential School, students had heavy hearts and many questions.
“No one in the class took it more to heart than Justice,” Hansen noted. “He began asking questions about restorative justice and how we could ever move forward from something like this. These were big questions from someone so young.”
As part of the Moving Forward with the Past unit, students were assigned to interview their grandparents about their childhoods. Justice chose to interview his grandmother, a residential school survivor.
“This was not an easy decision for Justice or his family,” Hansen wrote. “Justice brought his interview back to school and presented it to his class. He talked about his grandmother’s experience and why what had happened to her was wrong.”
“He, at the tender age of seven, took the opportunity to educate his peers about residential schools. He showed pride in his culture, his family and spoke about empathy and justice.”
“Justice is aptly named.”
Hansen wrote that Justice demonstrated perseverance in school and strives to do well academically.
“He is amazing at taking responsibility for himself and creating a positive environment within the classroom,” Hansen added. “It has been a joy to get to teach him and I think he is very deserving of this award.”
