When Terrance Saunders joined the 2025 Gakino’amaage Teacher Cohort, he brought with him years of experience as an educator and artist, along with a strong belief in the power of the arts to build connection. As he prepares for his first year teaching in a northern First Nation, Terrance is thinking about what it means to build trust, support students, and learn in community.
A Teaching Journey Rooted in the Arts
One of Terrance’s favourite parts of the Program was participating in the Opening Circle, led by Elders-in-Residence Tammy and Bernard Nelson.
Terrance moved to Canada from the Bahamas as an international student in the 1980s and has lived in Toronto ever since. Over the last thirty-five years, he’s worked in Toronto’s public school system, where his teaching practice has focused on dance, theatre, and movement as tools for learning and self-expression.
“I noticed that when I incorporated movement into the classroom, students started showing up in different ways—especially African Canadian boys who weren’t always as engaged,” he said. “It gave them something to connect with.”
For Terrance, the arts aren’t just about performance. They’re about building confidence, making space for identity, and helping students reflect on their own experiences. “I’ve used drama and dance to explore social justice issues. But it’s not about the issues themselves—it’s about helping students find their voice and use it.”
After years of learning about Indigenous histories and experiences from afar, Terrance felt ready to take the next step and contribute in a more meaningful way.
“I’ve done a lot of reading. I’ve listened to people speak. But I wanted to do more than listen. I wanted to show up and support young people to tell their own stories,” he said. “That’s why I applied to Gakino’amaage.”
Terrance will be teaching in a First Nation in Manitoba this fall. He isn’t going with a fixed agenda, but with a mindset of openness and respect.
Before beginning his new role, Terrance joined other educators to prepare for the realities and responsibilities of teaching in the North.
Terrance’s Experience at the Summer Enrichment Program
Before heading North, all teachers in the Gakino’amaage cohort participate in the Summer Enrichment Program. The program includes 15 hours of self-led online learning followed by a week of in-person programming at Lakehead University in Thunder Bay. Led by Indigenous leaders, northern educators, and Gakino’amaage staff, the program focuses on preparing teachers to succeed and stay in the North.
One moment stood out for Terrance: participating in the Blanket Exercise.
“I’m moved by Indigenous stories,” he said. “Connecting them to my own history helps me understand it more deeply.” He shared that the Blanket Exercise—with its movement, rhythm, and emotional impact—helped him form a stronger connection to his own story.
He appreciated the openness of his fellow cohort members and the space created for conversation and reflection.
Looking Ahead
Terrance is looking forward to creating spaces for students to express themselves, whether through movement, writing, or performance. He’s already imagining after-school workshops where youth can choreograph dances, create spoken-word pieces, or write short plays.
He hopes to help students rediscover what they already carry and use the arts as a way to shine. When asked what he’d say to others considering teaching in a northern First Nation, he paused.
“Anyone going North needs to apply to Gakino’amaage. It’s truly been a blessing since I arrived.”
Terrance being greeted by Gakino’amaage staff at the Thunder Bay International Airport.
Thinking about teaching in a northern First Nation?
Learn more about how Gakino’amaage prepares and supports educators through the Summer Enrichment Program and beyond.
