Indigenous Knowledge, Perspectives, and Learning

Keywords: Indigenous, respectful, meaningful, diverse, awareness, systematic change, decolonize.

We begin this section of Chapter 1: Planning with Purpose with an excerpt from a collaborative project led by BCcampus on behalf of the Ministry of Advanced Education that aims to facilitate a system-wide Indigenization of Curriculum and Cultural Awareness training project (ICCAT) for post-secondary institutions across British Columbia (2016).

“There is a systemic change occurring across post-secondary institutions through processes and practices that support Indigenization, decolonization, and reconciliation. A guiding principle from the Truth and Reconciliation Commission of Canada process states why this change is happening. Reconciliation requires constructive action on addressing the ongoing legacies of colonialism that have had destructive impacts on Aboriginal peoples’ education, cultures and languages, health, child welfare, the administration of justice, and economic opportunities and prosperity (2015, p. 3).

We all have a role to play. As noted by Universities Canada, “higher education offers great potential for reconciliation and a renewed relationship between Indigenous and non-Indigenous people in Canada.” (2015) Similarly, Colleges and Institutions Canada states that “Indigenous education will strengthen colleges’ and institutes’ contribution to improving the lives of learners and communities.” (2015).

As informed educators, we know that our pedagogical choices, curriculum design, and delivery decisions have an impact on how and what students learn. It’s through this lens of interconnectedness that we encourage you to engage with the following resources—and do your own research—and ask yourself if you should and how you might appropriately and respectfully acknowledge Indigenous Knowledge in curriculum design and delivery, and to hold space for Indigenous wisdom and ways of learning to share and shape student learning.

As mentioned before, this faculty training module attempts to respectfully acknowledge and incorporate the First People’s Principles of Learning where appropriate. These principles, informed by Indigenous Knowledge and perspectives, were carefully chosen with the intention of creating a culturally responsive and inclusive module and learning environment. The First Peoples Principles of Learning are shown in the poster below.

The First Peoples Principles of Learning were articulated by Indigenous Elders, scholars, and knowledge keepers to guide the development of the curriculum and teaching of the English First Peoples course created by the BC Ministry of Education and First Nations Education Steering Committee in 2006/2007″ (First Nations Education Steering Committee, n.d).

Poster credit: First Nations Education Steering Committee, n.d

Justice Institute of British Columbia: Some Ways to Indigenize and Decolonize Curriculum

• acknowledge traditional territories of First Peoples using a variety of mediums (in lectures, course outlines and web-based course architecture, e.g. Blackboard)
• work with Elders and Knowledge Keepers to infuse cultures into the curriculum
• understand Indigenous worldviews and the distinction and diversity of Indigenous People by language, culture and region
• include Indigenous perspectives and learn about and use Indigenous pedagogical approaches
• visit Indigenous communities for field trips, events, and feasts
• incorporate talking circles to facilitate communication (circle methodology)
• respect and recognize rights for distinctive Indigenous customs, spirituality, traditions and practices
• use Indigenous Principles of Learning, such as experiential and lifelong learning approaches
• use the oral tradition, telling stories with guest speakers such as Elders, Knowledge Keepers and community leaders
• use Indigenous research methodologies
• use Indigenous-authored texts, articles and books
• use Indigenous film
• hire Indigenous instructors

Reflect

 

 

 

 

 

 

 

Please use the following questions to guide your reflection:

1. What are your current perceptions of Indigenous knowledge, learning, and ways of knowing? In what ways have your perceptions changed since engaging with the material in this module?
2. Recognizing that Indigenization and decolonization are a continual process, in what ways or what resources will you use to explore how to Indigenize or decolonize your curriculum?
3. Consider using the Your Identity Map Resource.
   Your identity map
   “There is a strong link between culture and the way people think and learn, so an understanding of the culture of a learner is essential in maximizing learning potential. Understanding the way your own culture influences your ways of learning will help you to understand the importance of this for your students as well, Indigenous and non-Indigenous. These questions offer an opportunity to reflect on your own unique cultural standpoint, no matter where you are from in this world. These questions were developed by Rhonda Ashby in New South Wales, Australia, inspired by the work of Dr. Karen Martin, a Noonuccal woman and Aboriginal researcher. The questions will help you reflect on your ways of being, ways of knowing, ways of doing, and ways of valuing. In Western knowledge systems, these become ontology, epistemology, methodology, and axiology. You can add or remove any questions and use the worksheet as you wish, including with your students. Note: Questioning, challenging, and resisting this document is a valid way of engaging with it. Just make sure you’re not doing this as a way to avoid self-reflection or self-scrutiny…” (p.1)