{"id":46,"date":"2021-03-25T17:16:33","date_gmt":"2021-03-25T21:16:33","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/chapter\/integrating-indigenous-epistemologies-and-pedagogies-into-curriculum-design-and-development-pulling-together-a-guide-for-curriculum-developers\/"},"modified":"2021-03-26T17:36:32","modified_gmt":"2021-03-26T21:36:32","slug":"integrating-indigenous-epistemologies-and-pedagogies-into-curriculum-design-and-development-pulling-together-a-guide-for-curriculum-developers","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/chapter\/integrating-indigenous-epistemologies-and-pedagogies-into-curriculum-design-and-development-pulling-together-a-guide-for-curriculum-developers\/","title":{"raw":"Integrating Indigenous Epistemologies and Pedagogies into Curriculum Design and Development","rendered":"Integrating Indigenous Epistemologies and Pedagogies into Curriculum Design and Development"},"content":{"raw":"
Understanding Indigenous epistemologies and pedagogies is the first step; the next step is taking action to integrate them into curriculum development. Often educators turn to learning activities as a first step in Indigenization. However, including or adapting learning activities without changing other aspects of the curriculum is not a holistic approach to Indigenization, and in some cases can result in trivializing and misappropriating those activities (this is discussed more in Section 4). Interweaving Indigenous approaches should involve considering all of the following aspects of your course design:<\/div>\r\n