{"id":1110,"date":"2023-12-14T13:39:58","date_gmt":"2023-12-14T18:39:58","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/facultytrainingmodulesforgreeningthelandscapetrade\/?post_type=chapter&p=1110"},"modified":"2024-02-20T17:12:12","modified_gmt":"2024-02-20T22:12:12","slug":"1-2-indigenization-decolonization","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/facultytrainingmodulesforgreeningthelandscapetrade\/chapter\/1-2-indigenization-decolonization\/","title":{"raw":"1.2 Indigenous Knowledge, Perspectives, and Learning","rendered":"1.2 Indigenous Knowledge, Perspectives, and Learning"},"content":{"raw":"

Indigenous Knowledge, Perspectives, and Learning<\/h1>\r\nKeywords: <\/strong>Indigenous, respectful, meaningful, diverse, awareness, systematic change, decolonize.\r\n\r\nWe 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)<\/a> for post-secondary institutions across British Columbia (2016).\r\n\r\n\"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<\/a> 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\u2019 education, cultures and languages, health, child welfare, the administration of justice, and economic opportunities and prosperity (2015, p. 3).\r\n\r\nWe all have a role to play. As noted by Universities Canada, \u201chigher education offers great potential for reconciliation and a renewed relationship between Indigenous and non-Indigenous people in Canada.\u201d (2015) Similarly, Colleges and Institutions Canada states that \u201cIndigenous education will strengthen colleges\u2019 and institutes\u2019 contribution to improving the lives of learners and communities.\u201d (2015).\r\n\r\nAs 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\u2014and do your own research\u2014and 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.\r\n\r\nhttps:\/\/youtu.be\/5Bqe5ka7iCw\r\n
\"Jo-ann Archibald, Professor and the director of NITEP (Native Indian Teacher Education Program) at the Department of Educational Studies (EDST), as well as the associate dean for Indigenous Education at the Faculty of Education at UBC, talks about what 'Indigenizing the curriculum' means and how it can be practiced\" (UBC Educational Studies, 2012).\r\nVideo credit: Interview with Dr. Jo-ann Archibald (UBC Educational Students, 2012)<\/a><\/div>\r\n\r\n
\r\n\r\nAs 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.\r\n\r\nThe 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).\r\n\r\n\"\"\r\n

Poster credit: First Nations Education Steering Committee, n.d<\/a><\/p>\r\nJustice Institute of British Columbia: Some Ways to Indigenize and Decolonize Curriculum<\/strong>\r\n