{"id":65,"date":"2021-03-25T17:20:28","date_gmt":"2021-03-25T21:20:28","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/chapter\/relevance-of-indigenous-worldviews-pulling-together-a-guide-for-teachers-and-instructors\/"},"modified":"2021-03-26T14:42:54","modified_gmt":"2021-03-26T18:42:54","slug":"relevance-of-indigenous-worldviews-pulling-together-a-guide-for-teachers-and-instructors","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/chapter\/relevance-of-indigenous-worldviews-pulling-together-a-guide-for-teachers-and-instructors\/","title":{"raw":"Relevance of Indigenous Worldviews","rendered":"Relevance of Indigenous Worldviews"},"content":{"raw":"
\r\n\r\nA realm that most Indigenous worldviews recognize and affirm is the circles of influence of individual well-being. Through interactions and connections with the world, community or nation, and family, an individual gains strength to form a healthy identity and a place within culture. Indigenous worldviews recognize that the strength of and support for an individual contribute to the wellness of communities, nations, and the land. For educators, a strengths-based approach acknowledges interconnections and intersections of knowledge and practice:\r\n
\r\n
\r\n\r\nIn addition to knowing their students as individuals and configuring instruction to connect with their interests and build on their strengths, teachers who espouse a learner-centred approach typically adopt an outlook characterized by: a willingness to see themselves as facilitators of students\u2019 learning rather than autonomous classroom managers; a focus on \u201csetting the bar ever higher\u201d with respect to what students can do rather than on magnifying their awareness of what they cannot yet do (i.e., a deficit focus); an emphasis on promoting student self-regulation and student initiative with respect to their own learning; the more extensive and frequent use of student self-assessment activities; and the ability to nurture reflective learning (including the use of student-generated criteria for assessment).\r\n\r\n\u2013 Province of British Columbia (2015, p. 48)\r\n\r\n<\/div>\r\n<\/div>\r\nWhile the above quote relates to the role of teachers in K\u201312 education, it applies to post-secondary education as well. Indigenous worldviews should not only be part of the content that is taught, but be part of a relevant and responsive assessment process as well.\r\n\r\n
\r\n\r\nAdditional Reading\r\n\r\nStansfield, D., & Browne, A.J. (2014). The relevance of Indigenous knowledge for nursing curriculum. International Journal of Nursing Education Scholarship, 10(1), 1-9.\u00a0<\/span><\/span>doi<\/span><\/span>: 10.1515\/ijnes-2012-0041\u00a0<\/span><\/span>\u00a0<\/span>\r\n\r\n<\/div>","rendered":"
\n

A realm that most Indigenous worldviews recognize and affirm is the circles of influence of individual well-being. Through interactions and connections with the world, community or nation, and family, an individual gains strength to form a healthy identity and a place within culture. Indigenous worldviews recognize that the strength of and support for an individual contribute to the wellness of communities, nations, and the land. For educators, a strengths-based approach acknowledges interconnections and intersections of knowledge and practice:<\/p>\n

\n
\n

In addition to knowing their students as individuals and configuring instruction to connect with their interests and build on their strengths, teachers who espouse a learner-centred approach typically adopt an outlook characterized by: a willingness to see themselves as facilitators of students\u2019 learning rather than autonomous classroom managers; a focus on \u201csetting the bar ever higher\u201d with respect to what students can do rather than on magnifying their awareness of what they cannot yet do (i.e., a deficit focus); an emphasis on promoting student self-regulation and student initiative with respect to their own learning; the more extensive and frequent use of student self-assessment activities; and the ability to nurture reflective learning (including the use of student-generated criteria for assessment).<\/p>\n

\u2013 Province of British Columbia (2015, p. 48)<\/p>\n<\/div>\n<\/div>\n

While the above quote relates to the role of teachers in K\u201312 education, it applies to post-secondary education as well. Indigenous worldviews should not only be part of the content that is taught, but be part of a relevant and responsive assessment process as well.<\/p>\n

\n

Additional Reading<\/p>\n

Stansfield, D., & Browne, A.J. (2014). The relevance of Indigenous knowledge for nursing curriculum. International Journal of Nursing Education Scholarship, 10(1), 1-9.\u00a0<\/span><\/span>doi<\/span><\/span>: 10.1515\/ijnes-2012-0041\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n<\/div>\n","protected":false},"author":1296,"menu_order":16,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-65","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/pressbooks\/v2\/chapters\/65","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/wp\/v2\/users\/1296"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/pressbooks\/v2\/chapters\/65\/revisions"}],"predecessor-version":[{"id":297,"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/pressbooks\/v2\/chapters\/65\/revisions\/297"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/pressbooks\/v2\/chapters\/65\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/wp\/v2\/media?parent=65"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/pressbooks\/v2\/chapter-type?post=65"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/wp\/v2\/contributor?post=65"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/dcbsnindigenizationguide\/wp-json\/wp\/v2\/license?post=65"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}