Indigenous Perspectives

Article #1: Pedagogical pathways for Indigenous education with/in teacher education (Madden, 2015)

Madden explores different pedological pathways that would engage teachers in indigenous education.

These include “Learning from Indigenous traditional models of teaching, Pedagogy for decolonizing, Indigenous and

anti-racist Education, and Indigenous and place-based education” (Madden, 2015, p.2). These pathways should be

weaved into all levels of education, including post-secondary, so future educators also have the knowledge and skills

to implement Indigenous ways of learning into their future classrooms. 

In the Article Madden speaks of the 4 R’s from Kirkness and Barnhardt (1991), one of which being “reciprocal teaching and learning relationships that disrupt a teacher/student hierarchy” (Madden, 2015, p.1). In my definition of teaching and learning there is not only a transfer of knowledge, but a system in place that occurs during learning. It needs to be intentional, individualized and monitored. Indigenous teaching and learning is an active process where all parties are involved in the process where knowledge, which can be seen as spiritual, “is transferred through ceremony” (Madden, 2015, p. 5). 

The integration of Indigenous ways of teaching and learning into our educational realm is an innovative process.

We are drawing on the knowledge and expertise of elders and communities as well as “examining, learning from

and challenging historical and ongoing colonial structures and relationships” (Madden, 2015, p.8).

In my current school I find that the pathways Madden speaks of are all actively taking place at once and we are working towards finding successful, authentic ways to integrate Indigenous ways of teaching and learning into our daily practice. Colleagues are seeking support from local Elders and Indigenous communities, we are having professional development sessions on traditional ways of teaching and learning, we introduced the First Peoples 10 course last year and are continuing our life-long learning journey as educators to ensure we have met the needs of our students. 

Question: Is it appropriate for teachers to engage in traditional Indigenous ways of teaching if we are not indigenous? And if so, how can we ensure that the experience is authentic for all learners?

Article #2:  Integrating Aboriginal teaching and values into the classroom. What Works? (Toulouse, 2008)

In this article Toulouse explores the research that indicates in order for indigenous students to learn successfully, their educational environment needs to celebrate their culture, language, world view and knowledge. Toulouse uses the Ojibwe Good Life Teachings as a framework for exploring ways in which educators can ensure the needs of Indigenous students are being met in the classroom. These teachings are broken into 7 categories: Respect, Love, Bravery, Wisdom, Humility, Honesty, Truth. Students need to know that they are cared about and are being honored for their potential through teaching styles that are preferred by indigenous students. Overall the goal of teaching indigenous students is summed up in the following quote from the article, “the connection between the physical, emotional-mental, intellectual and spiritual realms-is paramount '' (Toulouse, 2008, p. 4).

Over the last decade the Canadian education system has been working to innovate the curriculum and resources in such a way that indigenous students feel seen, heard and understood. One of the 7 categories of the Good Life teachings is Humility and it “reminds us to reach out to others for assistance” (Toulouse, 2008, p. 3). In relation to innovation in teaching and learning, it goes back to the idea of consulting experts and using background knowledge in order to create something new that has meaning and value to the stakeholders. This also overlaps with the concept that teaching is a system and a process that should be ever changing and is defined by the needs of the learner and the mindset of the teacher. 

In my own practice at a school in BC we have been working with elders and community members to incorporate the First People Principles of learning into our daily teaching practice. Much like the Ojibwe Good Life Teachings these principles highlight the interconnectedness of self, community, ancestors and nature, by honoring the traditions, teaching and history of the First Peoples in Canada. 

Question: How do we incorporate indigenous content and ways of thinking into our practice in authentic and meaningful ways for the non-indigenous students?

First peoples principles of learning. First Nations Education Steering Committee FNESC. (n.d.). https://www.fnesc.ca/first-peoples-principles-of-learning/

Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education 51, 1-15.

Toulouse, P. R. (2008). Integrating Aboriginal teaching and values into the classroom. What Works? Research into Practice (Research monograph #11)