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.
Video credit: Interview with Dr. Jo-ann Archibald (UBC Educational Students, 2012)
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 Indige