6 Ways to Use Indigenous Pedagogies in Your Classroom

Incorporating Indigenous pedagogies into the Western education system is an important step toward creating a more inclusive and respectful learning environment for all learners. Indigenous pedagogies are teaching methods that come from Indigenous cultures and traditions. These pedagogical approaches emphasize community, relationships, and learning from the land. In this post, we’ll explore some ideas for bringing these valuable approaches into the classroom.

Understanding Indigenous Pedagogies and Using Them with Learners

Before we dive into how to incorporate Indigenous pedagogies, it’s important to understand what they are. Indigenous pedagogies are based on the ways Indigenous people have been teaching and learning for thousands of years. They focus on storytelling, hands-on learning, and learning through experience. They also value respect for the land, community, and the wisdom of Elders.

Incorporating Indigenous pedagogies in your classroom is an inclusive and respectful act for Indigenous learners that equally benefits non-Indigenous learners. Learning that occurs through different pedagogical approaches helps learners discover more about themselves and others while fostering understanding and cultural competence.

Whenever we use Indigenous pedagogies in the classroom, we want to explicitly tell learners what’s happening and why. Let them know you’re trying an Indigenous approach to learning, why it’s important to you, and how it can benefit them. You may want to learn more about the concept of Etuaptmumk, or Two-Eyed Seeing, so you can explain to learners how using the strengths of both Western and Indigenous cultures can create a better future for everyone.

Are you ready to start incorporating Indigenous pedagogies into your teaching practice? Keep reading for some ideas to get started.

1. Storytelling

Storytelling is a powerful tool in Indigenous teaching. Stories share knowledge, history, and morals. They can make learning more engaging and help learners understand complex ideas in a simpler and more accessible way.

How to incorporate it:

  • Use stories to introduce new topics. For example, if you’re teaching about animals, you might start with an Indigenous story about a specific animal.
  • Invite Indigenous Elders or storytellers to share their stories with your class. Make sure you follow the correct cultural Protocols when inviting Elders and Knowledge Keepers to join your class. If you need help connecting with Elders and learning these Protocols, consider reaching out to your local Friendship Centre for help.
  • Encourage learners to tell their own stories related to what they’re learning. Focus more on the knowledge they’re sharing and less on adhering to a rigid Western story structure.
  • Celebrate Indigenous Storytelling Month. Read our previous blog post for additional ways you can integrate storytelling into your teaching.

2. Learning from the Land

Indigenous cultures have a deep connection to the land. Nature is a great educator, and we can learn many lessons from the world around us.

How to incorporate it:

  • Take your learners outside whenever possible. You can study plants, animals, and weather patterns in your local area.
  • Start a school garden where learners can explore plant growth and the importance of taking care of the environment.
  • Teach learners about local Indigenous plants and their uses.
  • The land is deeply connected to Indigenous language and culture. Try learning some Indigenous languages with your learners and inviting Elders and Knowledge Keepers to share their knowledge about the land you and your learners occupy.

3. Community and Relationships

In Indigenous cultures, learning is a communal activity. It’s about building relationships and working together.

How to incorporate it:

  • Create group projects where learners can work together and learn from each other.
  • Encourage learners to share their ideas and listen to others. This helps build a sense of community in the classroom.
  • Connect with local Indigenous communities and invite them to be a part of your school activities. This can include having guest speakers, attending community events, or collaborating on projects. 

4. Elders as Teachers

Elders hold a special place in Indigenous cultures as keepers of knowledge and traditions. They have a lot of wisdom to share and are respected as important teachers.

How to incorporate it:

  • Invite Elders to your classroom to share their knowledge and experiences of traditions, history, and cultural practices.
  • Organize field trips to local Indigenous cultural centers where learners can learn from Elders and community members.
  • Encourage learners to interview older family members or seniors in their communities and share their learning with the class.

5. Hands-On Learning

Indigenous pedagogies emphasize learning by doing. Hands-on activities help learners understand and remember what they learn better than just reading or listening. Learners are often invited to observe how something is done and then encouraged to try it when they feel ready. Try to keep your intervention in the learning process minimal!

How to incorporate it:

  • Include more projects and activities that require learners to create, build, and experiment.
  • Use art, music, and crafts to teach different subjects. For example, learners can create art pieces representing different parts of a story or a science concept.
  • Plan activities that involve traditional Indigenous skills, like weaving, beadwork, or cooking traditional foods. These activities are also great ways to connect with your local Indigenous community.

6. Respect for All Beings

Indigenous teachings emphasize respect for all living things, including plants, animals, and people. This can help create a more compassionate and understanding classroom.

How to incorporate it:

  • Teach learners about the importance of respecting nature and each other.
  • Encourage practices that show respect, such as thanking the earth for its resources and being kind to their peers.
  • Discuss the concept of interconnectedness – how all living things are connected and how our actions affect others.

Conclusion

Incorporating Indigenous pedagogies into the Western education system enriches the learning experience for all learners. It fosters a more inclusive and holistic education system, and it teaches respect, community, and a deep connection to the world around us. If you’re just beginning to include Indigenous pedagogies into your teaching practice, understand that it will take time for you and your learners to get comfortable with this change. Make gradual changes together, explore the world through a new lens, and make some new connections in your community along the way.

Pink Shirt Day: Sustaining Its Message Through Restorative Justice

The Importance of Pink Shirt Day

Pink Shirt Day began in 2007 when two teenagers, David Shepherd and Travis Price, organized a protest at their high school in Cambridge, Nova Scotia, to support a younger student bullied for wearing a pink T-shirt. Their act of kindness inspired a nationwide movement. Now, on the last Wednesday of February, students and teachers across Canada wear pink shirts to take a stand against bullying.

While Pink Shirt Day is a powerful symbol of solidarity, it’s crucial to advocate for its anti-bullying message every day. According to Statistics Canada, 7 in 10 youth experience some form of bullying, with 42% facing it monthly or more often. 

How can we as educators help change these statistics and foster safe, inclusive environments for students? One way is by using restorative justice principles to promote empathy and accountability when resolving classroom conflict.

Keep reading to discover how restorative justice can help create a safe and inclusive learning environment.

Restorative Justice and Creating Safe and Inclusive Spaces

Restorative justice is a form of conflict resolution with roots in Indigenous traditions and communities. It focuses on healing for the victim and rehabilitation (rather than punishment) for the offender. This approach holds offenders accountable by helping them understand the harm they caused and by working to repair relationships with the victim and others affected. Restorative justice fosters safe, inclusive environments through community support and a non-hierarchical approach to conflict resolution by prioritizing healing and reintegration.

Community-Based Early Intervention and Empathy-Focused Exercises

Lisa Dixon-Wells, founder of Canada’s Dare to Care program, highlights the importance of equipping students with the right tools to recognize bullying and intervene before it escalates. Educators can foster a safe, inclusive environment through empathy-focused exercises that help students differentiate between typical conflict and bullying, build empathy, and develop skills to de-escalate situations. 

Here are some exercises you can try:

  • Conflict Resolution Role-Playing: Divide students into groups and assign each group a conflict-based scenario. Guide students in acting out their conflicts and resolving situations empathetically. Afterward, bring students together to share and discuss their approaches. You can use this time to give further suggestions or emphasize other ways to resolve the conflict.  Role-playing scenarios can help students recognize and respond to future conflicts while exposing them to different perspectives and fostering empathy.
  • Check-in Activities: Have students complete regular check-in activities to help develop emotional intelligence and provide a safe space for sharing emotions. Encourage participation at their comfort level. These activities can help you gauge your students’ mental well-being by identifying patterns that might signal more significant concerns. These activities also let students know your classroom is a safe space to feel and process challenging emotions.
  • Peer Mediation and Conflict Resolution Skills: Teach students active listening, mediation, and mentoring skills. These skills empower students to support their peers, develop emotional intelligence, and create a more inclusive environment.

Restorative Conflict Resolution

When bullying escalates, restorative conflict resolution can be the next step. Restorative justice circles bring the community together to address the harm caused, focusing on the victim’s needs and accountability for the offender.

Restorative justice circles typically include the family members of the victim and offender, along with supportive community members, such as counsellors, social workers, or Elders. The circle provides a safe space for the victim to share their experience and for the offender to reflect on their actions and take steps to repair the harm.

Done effectively, restorative justice circles can reduce bullying and foster a safer, more inclusive environment by:

  • Establishing Community Norms: Everyone involved in the circle, including students, parents, teachers, community members, and social workers, must collaborate and agree on what is acceptable moving forward. 
  • Building Empathy: One of the ultimate goals is for the offender to understand the harm they have caused and empathize with the people they have harmed, reducing the likelihood of repeat offences.
  • Promoting Reconciliation: The process allows healing to begin and relationships to rebuild.

This approach emphasizes accountability, empathy, and community collaboration to create change that lasts.

Reconciliation and Healing

Reconciliation is a key aspect of restorative justice. Sometimes, we feel it’s okay to move on after the offender has been “justly punished” for their offence. As discussed, however, an essential part of restorative justice is for the offender to recognize the harm they have done, genuinely apologize, and make amends for their actions. 

If the offender is open to reconciliation and taking accountability, here are some activities you can try:

  • Community or Collaborative Projects: Encourage participation in projects that help the offender build stronger connections and which benefit the community, such as neighbourhood cleanups or volunteering for a community event.
  • Behaviour Contracts or Action Plans: Help the offender create a plan to give back, such as writing an apology letter or completing specific restorative actions.

It’s also essential to repair your relationship with the offender. Avoid holding biases that label them as perpetually harmful because this can hinder their reintegration into the community. Building trust and openness supports healing for everyone involved.

Sustaining the Message of Pink Shirt Day

Pink Shirt Day delivers an important message that we must sustain throughout the year. Awareness is a great start, but action must follow. Restorative justice practices allow us to build safe and inclusive environments where students can focus on growing and learning.

Please take some time to read the resources below to take the first step in implementing restorative justice in your classroom and community.

Resources

Restorative Justice in Education by the Canadian Restorative Justice Consortium

Restorative Justice: Resources for Schools by Edutopia

Restorative Justice School Resources by Centre for Restorative Justice

Circles and Stories: How to Bring Oral Storytelling and Listening into the Classroom

Call to Action 62 of the Truth and Reconciliation Commission calls for teachers to “integrate Indigenous knowledge and teaching methods into classrooms.” One way of doing this is by centring oral storytelling and listening in our classrooms. Stories can help students understand their own experiences and place in the world. We can also use stories to teach important lessons. What would your teaching and curriculum look like with stories at the centre? 

Storytelling Strategies

There are many ways storytelling can be used in the classroom. Approaching a new month or module with a storytelling focus can help create meaningful engagement for both teachers and students. Here are a few strategies and activities you can use with all grade levels:

  • Centre storytelling in various artistic forms like drama, music, painting, and handwork. Consider using storytelling prompts to spark inspiration.
  • Explore subjects like math, science, geography, and history through storytelling using biographies, traditional stories, and creating characters.
  • Invite an Elder or community member to share a story with your class. Should you invite Elders or Knowledge Keepers into your classroom, students will also need guidance on the Protocols to follow and the use of honouring silence to show respect towards others. If you’re not familiar with the appropriate Protocols, reach out to your local Friendship Centre.
  • Have students take turns reading a story — in whole or in part — to the whole class or smaller reading groups.  
  • Consider different themes and prompts for Show and Tell. Encourage the oral storytelling component of this activity. 
  • Prioritize oral presentations.

Listening 

Learning to listen is an important part of oral storytelling in Indigenous communities. Kendal Netmaker, an entrepreneur, author, and speaker from Sweetgrass First Nation, shares that “[..] in Indigenous communities, the art of listening is not just a skill; it’s a way of life deeply ingrained in our cultural teachings.” 

Learning to quiet oneself to receive what another has to share is an important skill for students to learn and practice at any age. Listening is the first step in committing something to memory and learning a story. It’s also a powerful opportunity for self-reflection. Listening is a subtle skill that guides the meaning-making of stories and encourages children to pay attention to non-verbal cues. Teaching students to listen in this way involves using their whole bodies. 

Creating opportunities for students to practice meaningful listening can be done in a variety of ways. Here are a few activities that take on a new intention when the activity is focused on listening. 

Listening Activities

  • Bring your students to a quiet outside area and guide them to sit alone and quietly for 5 minutes. Ask your students to listen carefully to what they hear within themselves and around them. Facilitate a sharing circle to conclude this activity.
  • Explore silent drawing, painting, and other forms of artwork. Guide your students to listen to the art they are creating. Is it loud? Quiet? 
  • Engage in Story Circles, where students must listen to what is said before them and then contribute one sentence to a collective story.
  • Play Mystery Notes, where students close their eyes and listen to the number of notes played on an instrument (like a xylophone). With their eyes still closed, students count the notes and raise their fingers for each note they hear. 
  • Ask daily reflection questions, such as: How much time do you spend listening during the day? Who listens to you the best? Can you explain what they do to listen well? What is the hardest part about listening for you?
  • Listen to audio recordings. 
  • Invite older students to record themselves sharing stories and play them for younger students. 
  • Centre listening as a daily, weekly, monthly, or annual theme.

Preparing the Space: Moving Desks and Making Circles

Gathering students in a circle when sharing stories and practicing listening is a small but powerful gesture. When students are seated in a circle, everyone is visible, equal, and connected. Dimming overhead lights, turning on smaller lamps, and placing meaningful objects at the centre of the circle are other ways to bring meaning and reverence to storytelling and listening. You can also host these circles outside. 

Conclusion

As teachers, we can integrate Indigenous knowledge and teaching methods by centring oral storytelling and listening in our work with students. Bringing a few of the strategies and activities outlined in this article into your classroom can have a significant impact on your students. As Jo-Ann Archibald writes, “Stories can guide the development of our heart, mind, body, and spirit.” It is an exciting and fulfilling experience to work with our students in this way.

Professional Development in Indigenous Education for Teachers

Teachers have a crucial role in influencing the lives and futures of their students. In Canada, there’s a growing emphasis on Indigenous education, making it a popular subject for professional development (PD).

In this post, we’ll explore various PD opportunities related to Indigenous education in Canada. These programs, workshops, and resources can help teachers understand Indigenous history, culture, and perspectives and offer tools to create an inclusive and respectful classroom environment.

Why Is PD About Indigenous Education Important?

Before diving into PD opportunities, it’s important to understand why Indigenous education is essential for both Indigenous and non-Indigenous students. 

Canada is home to many Indigenous Peoples, including First Nations, Métis, and Inuit communities, each with their own languages, cultures, and traditions that have been passed down for many generations. For many years, Indigenous knowledge and perspectives were excluded from the Canadian education system. Moreover, institutions like residential schools discouraged Indigenous students from speaking their languages or practicing their culture.

PD can help educators become more confident and competent in teaching about the diversity of Indigenous Peoples and incorporating Indigenous perspectives and voices into their teaching. It also helps teachers understand how to talk to students honestly and truthfully about settler colonization in Canada. Learning about Indigenous perspectives gives students a more well-rounded understanding of historical and contemporary issues affecting Indigenous Peoples. Indigenous students benefit from seeing their culture and history reflected in the classroom, which can help foster a sense of pride and belonging. Non-Indigenous students, on the other hand, can gain valuable insights into the rich traditions and knowledge systems of Indigenous Peoples.

There is a growing recognition of the importance of reconciliation and learning from Indigenous Peoples. The Truth and Reconciliation Commission of Canada (TRC) made 94 Calls to Action, several of which focused on education. One main goal is to ensure that all students learn about Indigenous history, including the impact of residential schools, treaties, and the ongoing contributions of Indigenous Peoples to Canadian society. By integrating Indigenous education into the curriculum, teachers can contribute to the ongoing process of reconciliation, helping to build a future where Indigenous and non-Indigenous Peoples can live and learn together with respect and understanding.

PD Opportunities in Indigenous Education for Teachers

There are many PD opportunities for teachers who want to learn more about Indigenous education:

1. University Courses and Certificate Programs

Several Canadian universities offer courses and certificate programs focused on Indigenous education. These programs are designed for teachers and educators who want to deepen their understanding of Indigenous perspectives and ways of learning.

The University of British Columbia (UBC) offers various programs related to Indigenous Education. One example is a free online course called Reconciliation Through Indigenous Education, which focuses on Indigenous knowledge systems, decolonization, and the role of education in reconciliation. Teachers who complete the program will have a stronger foundation for integrating Indigenous content into their teaching practices.

Wilfrid Laurier University has a Decolonizing Education Certificate that focuses on understanding Indigenous perspectives on decolonizing education and on your own position in solidarity with Indigenous Peoples.

2. Online Learning and Resources

Online courses and resources provide a flexible option for teachers who prefer to learn at their own pace.

The University of Alberta offers a free online course called Indigenous Canada. This course covers important topics like the history of Indigenous Peoples in Canada, their relationship with the land, and the impact of colonialism. It’s a great starting point for teachers who want to deepen their understanding of Indigenous perspectives.

Additionally, the Canadian Teachers’ Federation (CTF) has created a website called Imagineaction, which offers resources and lesson plans focused on Indigenous education. After creating an account, teachers can find activities, videos, and readings to help them introduce Indigenous knowledge and culture into their classrooms.

3. Indigenous Knowledge Keepers and Elders

One of the best ways for teachers to learn about Indigenous education is by connecting with Indigenous Knowledge Keepers and Elders. These community members hold valuable knowledge about Indigenous traditions, teachings, and worldviews. Many Indigenous communities are willing to partner with schools to offer guidance and support. Some school boards may also have access to Indigenous education consultants who can help facilitate these connections and provide additional resources. If you want to learn more about connecting with Indigenous communities, check out this blog post.

4. Conferences

Conferences are great ways for teachers to engage with Indigenous education on a shorter-term basis. These events often bring together educators, Indigenous leaders, and Knowledge Keepers to discuss best practices for teaching Indigenous topics in the classroom.

The First Nations, Métis, and Inuit Education Association of Ontario (FNMIEAO) hosts annual conferences where teachers can learn directly from Indigenous educators and Elders. These conferences focus on land-based learning, Indigenous language revitalization, and integrating Indigenous perspectives across subjects like math, science, and social studies.

Indspire’s National Gathering is an annual conference for K–12 teachers. It offers workshops on student engagement strategies, classroom best practices, and trends affecting Indigenous students, among many other topics! It’s a wonderful chance to connect, learn, and grow alongside other educators.

The First Nations Education Conference is an annual conference hosted by the First Nations Education Steering Committee (FNESC) featuring different themes related to Indigenous education. This workshop-based event offers an opportunity for educators to connect, share, and learn more about advancing Indigenous education.

5. Workshops

Workshops are another way teachers can increase their familiarity and confidence with Indigenous education. Many school districts offer workshops that cover topics such as treaty education, teaching about residential schools, or understanding the importance of land and nature in Indigenous cultures. Check with your local school boards or professional organizations for upcoming events.

Learning Bird also offers several different professional development sessions on a variety of topics, including Outdoor Education, Incorporating Indigenous Pedagogies, and Indigenous Approaches to Assessment. If you’re interested in exploring our PD opportunities, visit this page to download our workshop brochure.

Conclusion

Indigenous education is an essential part of today’s classroom, and PD opportunities provide teachers with the tools to succeed. Whether it’s through university programs, workshops, online courses, or partnerships with Indigenous communities, there are many ways for educators to deepen their understanding of Indigenous knowledge and perspectives.

Hosting Indigenous Guest Speakers and Events

Bringing Indigenous guest speakers and cultural events to your school is a wonderful way to introduce students to the rich traditions, knowledge, and perspectives of Indigenous Peoples. Organizing these visits requires careful planning and respect for Indigenous cultures. Here are some tips to help you successfully host Indigenous guest speakers and cultural events.

Build Relationships With Indigenous Communities

Before inviting a guest speaker or planning an event, it’s essential to build relationships with local Indigenous communities. This step shows respect and helps ensure the event is meaningful for everyone.

Tips for building relationships:

  • Attend community events. By participating in local Indigenous-led events, you can learn more about the community and show your support.
  • Reach out to local Indigenous organizations or community leaders. Introduce yourself and explain your interest in including Indigenous perspectives in your event(s).
  • Ask for advice. When planning your event, ask Indigenous community members for their input on who might be a good speaker or what kind of event would be appropriate. This helps make sure the event is respectful and relevant.

If you’re unsure how to connect with local events, organizations, and communities, your local Friendship Centre is a great place to start.

Inviting Participation

Think about the nature of the event, the topic you want learners to explore, and the age of your learners. Before you begin inviting Indigenous guests, reflect on what you are looking for by extending the invitation. Once you are clear on your goals, here are some tips for reaching out:

Tips for inviting a guest speaker or planning an event:

  • Not all Indigenous people are experts in all aspects of their culture. Choose a speaker with specific knowledge of the topic you want to cover. Ensure the speaker or event is appropriate and well-suited to the age level of the attendees. 
  • Plan to ask the person(s) to participate in your event in person, especially if you invite an Elder. You can learn more about the correct Protocols for inviting Indigenous Peoples to your event from your local Friendship Centre or Nation government office. Make sure you invite them to stay for the entire event and find out about the appropriate compensation you can offer for the knowledge they share.
  • In many cultures, offering tobacco or burning sage, a practice known as Smudging, at the beginning of an event is customary. Ask if the speaker you’re inviting plans on holding ceremonies such as offering tobacco or Smudging. If so, ask what you can do to prepare the space accordingly. 
  • Elders may require additional considerations. Many Elders and Knowledge Keepers have busy schedules inside and outside their communities, so ask them to participate well in advance. Consider how you will organize transportation and seating and how you will accommodate other medical needs, health issues, or disabilities. When serving refreshments, it is customary to serve Elders first.

Planning and Facilitating the Event

Creating an environment that makes Indigenous guests feel welcome and respected is essential. This includes both the physical space and the attitude of everyone involved. As a facilitator, it’s your job to guide the experience, ensuring that everything runs smoothly and that learners are prepared to engage with Indigenous community members.

Tips for creating a respectful environment:

  • Choose your event location. Think about whether it is culturally safe and accessible. This means considering people with mobility challenges and the historical context of a particular place as well as any technical needs the event may have. 
  • Set up the space thoughtfully. Arrange the room so everyone can see and hear the speaker(s). 
  • Make sure participants will be comfortable. Make sure there is water available for the speaker(s) and seating for Elders and anyone else who may need to sit. 
  • Greet and thank the speaker. Welcome the speaker when they arrive and introduce them to everyone. This helps the speaker feel comfortable and appreciated. Express your appreciation for their attendance and contributions to your event.
  • Acknowledge the land. Begin the event with a territorial acknowledgment, recognizing that your school or event location is on Indigenous land. This shows respect for the history and presence of Indigenous Peoples. If your school does not have a territorial acknowledgement, you can learn how to write one here.
  • Be conscious of time. Be mindful that it is disrespectful to rush Elders or other presenters. Consider leaving some wiggle room in your schedule. It’s also a good idea to make sure other members of the event team know that the schedule may change as needed. 

Continuing the Learning

Hosting a guest speaker or cultural event shouldn’t be a one-time occurrence. To truly honour Indigenous cultures, it’s important to continue learning and incorporating Indigenous perspectives into your school and classroom.

Tips to continue the learning:

  • Integrate Indigenous perspectives into your curriculum. Look for ways to include Indigenous knowledge and stories in your regular lessons, whether in history, science, art, or other subjects.
  • Don’t stop at one event. Consider hosting regular Indigenous speakers or events throughout the year. Continue attending events in the Indigenous community as well. 
  • Encourage ongoing dialogue. Keep the conversation going by discussing Indigenous issues and perspectives in class. Encourage learners to explore these topics further on their own.
  • Reflect on the event. Consider what went well and what you would do differently next time. Note anything you learned that you could apply when inviting speakers or hosting future events. Spend some time reflecting with your learners, too. Encourage them to think about what they learned, and invite them to share their ideas with a partner, through a reflection assignment, or in a class discussion.

Conclusion

Spending time with one another through shared events is essential to building respectful relationships that are the foundation of reconciliation. Hosting Indigenous guest speakers and cultural events is a valuable way of enriching your learners’ education and creating a more inclusive school environment. By building relationships with Indigenous communities, planning ahead, and reflecting on the experience, you can ensure these visits are meaningful and respectful. Remember, the goal is not just to have a one-time event but to create a lasting appreciation and understanding of Indigenous cultures and perspectives in your school.

References

First Peoples’ Cultural Council. (n.d.). Working with Elders. https://fpcc.ca/wp-content/uploads/2021/05/FPCC-Working-with-Elders_FINAL.pdf  

Northern College Indigenous Services & Initiatives. (2022). The four sacred medicines. Retrieved May 26, 2022, from https://www.northernc.on.ca/indigenous/four-sacred-medicines/ 

How to Decolonize and Indigenize Your Teaching

As classroom teachers, finding ways of decolonizing and Indigenizing our classrooms can be challenging. We’re no strangers to our provincial curriculums outlining these expectations, but how can we do this in a meaningful and authentic way?

In this post, we discuss the difference between decolonizing and Indigenizing and share strategies for implementing these processes in the classroom.

Understanding the Difference Between Decolonization and Indigenization

Understanding the difference between decolonization and Indigenization is an excellent place to start.

Decolonization breaks down long-held colonial ideologies embedded in our teaching practices and curriculum. Indigenization builds environments that respect, reflect, and integrate Indigenous ways of knowing and being. We must decolonize to make space for Indigenization.

How Do I Decolonize My Teaching Practice?

Engage in Personal Reflection

One of the first steps you can take is to reflect on cultural biases, assumptions, and privileges. Asking yourself reflective questions can be a powerful way to start this practice. Here are some questions to guide your self-examination:

  • How do my personal experiences and background shape my understanding of different cultures and histories?
  • In what ways might my unconscious biases affect my interactions with students?
  • In what ways might my unconscious biases come through in the course materials I choose to use in the classroom?

Identifying and unlearning your unconscious biases can feel like a challenging prospect. This interview with Dr. Susan Dion, a Lenape and Potawatomi professor at York University, is another great introductory resource as you begin this journey. She discusses how she helps teachers investigate and deconstruct their biographies of Indigenous people and cultures.

Decolonize the Curriculum

After engaging in personal reflection, you can then consider ways to decolonize your curriculum, pedagogy, professional development, and student engagement. Here are some questions to guide this professional growth:

  • Whose voices and perspectives are represented in the curriculum and materials I use? Are there any voices that are missing or marginalized?
  • How do my teaching methods accommodate diverse learning styles and cultural backgrounds?
  • In what ways do I encourage students to question and critically analyze information?
  • How can I build relationships with local communities, particularly those that are Indigenous or marginalized?
  • How do power dynamics in my classroom affect student learning and participation?
  • What steps can I take to create a more equitable and inclusive classroom environment?
  • How will I continue to reflect on and revise my teaching practices to ensure ongoing progress?

Decolonization is a lifelong process. Regularly engage with these types of questions, critically examine your teaching practice, and actively work to improve it to make your classroom a more inclusive and equitable space for all students.

Strategies for Indigenizing Your Classroom

There are many different ways to Indigenize your classroom. Here are a few steps you can take.

Understand Whose Territory You’re On

Acknowledging the historical presence of Indigenous communities on or near your school is a great first step. Territory acknowledgements are one way we can undo Indigenous erasure and bring awareness to Indigenous Peoples and Treaty Rights. Native Land is an interactive world map of Indigenous territories, treaties, and languages. They also have educational resources on how to approach territory acknowledgements and how to help students think critically about maps.

Use this resource to support your students in co-creating an acknowledgement for the area they live in. Without deep understanding and commitment to continued learning, territory acknowledgements can quickly become lip service or a “stand-in” for reconciliation without action. Ensure you feature this acknowledgement in a prominent spot in your classroom, engage with students regularly about the purpose of the acknowledgement, and incorporate other strategies to ensure there is an ongoing Indigenous presence in your classroom.

Include Indigenous Perspectives and Stories

Ensure there are Indigenous authors and voices in your reading lists. Canada has an array of exceptional Indigenous authors, offering literary pieces for all age groups. Stories are excellent conversation-starters. They allow students to reflect on why an author has written a given story and articulate the lessons they draw from the story or characters.
Check out this list of books for kids and teens written by Indigenous authors: 20 books for kids and teens to read for National Indigenous History Month.

Include Subject-Specific Resources

In addition to bringing stories by Indigenous authors into the classroom, you can include Indigenous perspectives in subjects like history, social studies, math, science, and art to help promote respect and appreciation for Indigenous cultures and the land. Lessons can explore the traditional uses of local plants, the significance of storytelling and sharing of knowledge, the stories embedded in the landscape, and traditional ways of living off the land, ultimately fostering a deeper connection to the land we live, learn, and play on.

Indigenizing curriculum in this way also presents a great opportunity to engage with local Indigenous organizations, Elders, and Knowledge Keepers who can provide valuable insights and authentic perspectives on traditional topics. Whether a community member has accepted an invitation to your classroom or recommended several authentic resources, ensure you follow the correct Protocols. If you’re not familiar with the appropriate Protocols or unsure where to start, reach out to your local Friendship Centre.

An easy step is to find and follow the websites or social media of any local Nations, treaty areas, or Indigenous groups.

Create an Inclusive Classroom Calendar

One final recommendation is that teachers create an inclusive classroom calendar with important cultural dates and community events. These events offer valuable learning experiences for your students and their families. Community engagement is also a crucial part of creating inclusive and supportive learning environments for Indigenous students.

Here are a few to get you started:

Month Topic
January National Storytelling Week (dates vary)
March National Indigenous Languages Day (31)
May National Day of Awareness for Missing and Murdered Indigenous Women and Girls
Red Dress Day
June National Indigenous History Month and National Indigenous Peoples Day
September National Day for Truth and Reconciliation Day / Orange Shirt Day
October Secret Path Week (17-22)
November Rock Your Mocs Week (dates vary)

Decolonizing our teaching and Indigenizing our classrooms creates richer learning experiences for both Indigenous and non-Indigenous students. When educational environments reflect the diverse cultures, histories, and experiences of Indigenous Peoples, it helps Indigenous students feel acknowledged and valued. This not only enhances their sense of belonging but also fosters a more meaningful educational experience. The resources below can support you throughout this journey:

Outdoor Education and Land-Based Learning

squirrel eating in tree

As the weather gets warmer and the days get longer, everyone starts itching to get outside and enjoy the fresh spring days. Many teachers find it challenging to keep students still and focused at this time of year. In fact, some teachers may even be experiencing the same wistful longing to be outside as their students!

Why not embrace students’ desire to be outside? Outdoor education has many positive benefits for students, from reducing stress to increasing engagement in the classroom after learning outdoors.

What’s the Difference Between Outdoor Education and Indigenous Land-Based Learning?

“Outdoor education” and “land-based learning” are umbrella terms encompassing many ways to engage students outside. From teaching a class outside to having students identify leaves in various stages of decomposition to using natural materials for an art project, there are many ways to bring outdoor learning into your classroom.

Outdoor education is at one end of the spectrum, focusing on doing activities outside. Activity-focused outdoor learning is incredibly beneficial for students. Studies have shown that outdoor teaching increases students’ interest in a subject and intrinsic motivation to learn. It also improves students’ ability to pay attention and helps them retain information for longer.

While Indigenous land-based learning programs look similar to outdoor education programs, they are much more than taking a class outdoors. Dr. Amy Parent from Nisga’a Nation states, “Indigenous land-based education is a process that centres respect, reciprocity, reverence, humility and responsibility as values connected to the land through Indigenous knowledges.” While many outdoor education programs recognize the deep connection to land that is part of Indigenous cultures, each program is unique, and some might not focus on Indigenous knowledge.

Outdoor education and land-based learning are similar in their experiential nature, their ability to foster respect for the environment, their capacity for skill development, and the benefits they offer to health and well-being.

Indigenous Land-Based Learning

Since Indigenous land-based learning is rooted in specific languages, cultures, and geographies, each program will be as unique and different as the Nation or education group offering it. Though each program will reflect different types of Indigenous knowledge, they are all typically rooted in the values of responsibility, respect, relationality, and reciprocity, also known as the Four Rs. This framework was articulated by renowned Indigenous scholars Verna J. Kirkness and Ray Barnhardt to help educators understand how to decolonize their teaching.

Indigenous land-based learning “brings together layered concepts like the importance of language and the geography of stories, cosmologies and world views, land protections and rights, relationality and accountability, and a connection to reconciliation.” Another significant characteristic of these programs is that they bring Elders and youth together so Elders can pass on their specific cultural knowledge.

Indigenous land-based learning is uniquely positioned to be transformational for all Canadians. Learning about the land from Indigenous perspectives allows us to move from a Eurocentric “land as resource” mentality to one that encourages people to develop a relationship with the land that centres the Four Rs of responsibility, respect, relationality, and reciprocity.

Incorporating Outdoor Education & Land-Based Learning

There are meaningful differences between outdoor education and land-based learning. It’s beneficial for educators and students to understand these differences and participate in both types of programs depending on the resources available to them.

Educators often feel the need to balance curriculum expectations with fun activities, but a nature walk can do both without compromising. Read the activity below and see how many curriculum connections and opportunities you can create!

Nature Walk

Prepare for the nature walk by having students brainstorm what they will need. Have your students consider the weather conditions and decide what clothing they will need, like rain gear, warm socks, and additional layers in case the weather changes suddenly. 

Once you’re outside, have your students explore! As they walk, encourage them to search for animal tracks or homes. Are there new plants sprouting from the ground? Are there mushrooms growing on any stumps or logs? Have them draw pictures and record their observations. 

Before returning to the classroom, stop to rest in a safe spot and enjoy the sights and sounds of nature.

Journaling

Encourage students to record their experiences outside and journal about their observations, experiences, or feelings. What has the land done for them? How has the land changed over time? How has their relationship with the land changed? Give students choice in how they record their thoughts. For example, students could write in a journal, record a video, or draw pictures.

Reflection

When you return to the classroom, continue your outdoor learning by having students reflect on their experience. Ask them how they felt during the nature walk and invite them to share their observations and reflections. Find news articles or stories about nature, and have students consider why nature is important, why we should respect the land, and how we can take care of it.

Nature in the Classroom

While the nature walk might be a highlight for educators and students alike, it’s not always possible to bring students outside. Instead, you can try bringing nature inside. For example, you could have students grow plants from seeds and chart the stages of growth or have students draw or sketch natural objects.

Storytelling

Land-based learning involves a deep connection with the land and all living things. Indigenous cultures often connect and teach these lessons through stories. If possible, invite Knowledge Keepers into the classroom to share stories about their understanding of nature and their relationship to the land.

Connecting land-based learning with stories by Indigenous authors is a great way to bring the learning outdoors back inside the classroom and vice versa. The First Nations Education Steering Committee has an annotated list of resources for students in grades K–12. Novel studies, short stories, poetry, and informational texts can all become bridges between the classroom and the outdoors.

Get Creative!

These are only a few ideas for incorporating outdoor or land-based learning into your classroom. Scale or adapt these ideas based on your own experience and the resources available to you.

Do you have other ideas for incorporating outdoor learning? We’d love to hear from you! Please email us and share your experiences.

Sources

Kirkness, V. J., R. Barnhardt (2001). First Nations and higher education: The four R’s – Respect, relevance, reciprocity, responsibility. In R. Hayoe and J. Pan (Eds.), Knowledge across cultures: A contribution to dialogue among civilizations. Comparative Education Research Centre, University of Hong Kong. https://www.uaf.edu/ankn/publications/collective-works-of-ray-b/Four-Rs-2nd-Ed.pdf

National Indigenous Languages Day

map of Indigenous territories, treaties, and languages from Native Land Digital

Every year on March 31, Canada celebrates National Indigenous Languages Day. This day recognizes and honours the more than 70 Indigenous languages from 12 distinct language families spoken in Canada. 

In the last census, 189,000 people reported speaking an Indigenous language as their first language at home, and 237,420 Indigenous people reported speaking an Indigenous language well enough to conduct a conversation. These statistics indicate that many people are learning Indigenous languages as a second language. Learning a second language, however, is a lifelong undertaking that takes dedicated practice and attention.

Supporting Indigenous language learning is integral to Canada’s truth and reconciliation process and is the focus of Calls to Action 13–17 released by the Truth and Reconciliation Commission. This blog post highlights some of the ways Indigenous communities are encouraging students to learn their language and provides some suggestions for supporting second-language learning in your classroom!

How does language learning happen in Indigenous communities? 

Indigenous-run schools in many communities employ language speakers to teach students their language as part of the curriculum. In many cases, these language classes are the only way Indigenous youth can learn and access their language. Because of the ubiquity of English and the disruption of natural language transmission, many families don’t speak their language at home. 

Consider trying these strategies to create supportive language-learning environments in your school:

1. Focus on Content-Based Instruction.

Learning grammar rules can help students understand how a language works. However, too much focus on grammar often leaves students disinterested in their learning. This approach also positions language as something you learn about instead of something valuable to your everyday life. Teaching language through a topic more closely mimics natural language acquisition, which always occurs in context and is never divorced from meaning. Language skills increase when students learn about a topic, because it emphasizes relevant, meaningful, and complex content, rather than focusing on the language itself.

2. Teach Survival Phrases.

Survival phrases are basic phrases and vocabulary that people use in their day-to-day lives. Some classroom survival phrases include greetings and farewells, asking to use the restroom, getting a drink, and asking for items like pencils, pens, and paper. Survival phrases give students more practical opportunities to use their language skills.

3. Create Immersion-like Environments.

One of the most significant barriers for second-language learners is having places to practice their oral language skills. You can increase students’ opportunities to practice language skills by working with a language teacher to integrate language use across other subjects. For example, having other teachers learn similar survival phrases can increase their use across various classes, while having math teachers prompt students to say numbers in their language can help students practice using different vocabulary.

How can I support Indigenous languages as a non-Indigenous person?

Even if you don’t speak an Indigenous language, there are things you can do to highlight, support, and promote Indigenous languages in your classroom. 

  1. Use Native Land Digital to identify whose ancestral territory you occupy. Then, search for online resources that might help you learn a simple greeting or basic conversational terms in the language(s) local to your area.
  2. Invite a language speaker to teach simple greetings or phrases in your classroom. If you’re unsure who to invite or if no one in your network knows an Indigenous language, consider contacting a Friendship Centre in your area and asking if someone would be interested in coming to your classroom. Remember to follow proper Protocols to compensate them for their time in your classroom. Ensure you ask what these Protocols are.
  3. Make your classroom bilingual, even if you’re not! Language teachers often transform their classrooms into language nests. Follow their lead, and do the same! If you have numbers on a bulletin board, add their translations in one (or more!) of the languages local to your area. Each week, highlight a different Indigenous language from your local area or farther afield.

Where can I learn more?

Explore the following resources to learn more about Indigenous languages in Canada. 

  • FirstVoices is a platform run by the First Peoples’ Cultural Council in British Columbia. It’s an interactive platform where Indigenous communities manage, curate, and share their languages. Explore this website with your students, and encourage them to learn more about an Indigenous language in Canada. 
  • Learncree.ca is a Cree language-learning website run by the Lac La Ronge Indian Band in Saskatchewan. Try learning some Cree words with your students! 
  • The Indigenous Languages Revitalization website is run by the Indigenous Leadership Development Institute Inc. This site highlights different communities, groups, organizations and individuals working with Indigenous language revitalization. The linked page contains some sample activities and lesson plans you can try. 

What strategies do you use to support language learners? Share your ideas for integrating Indigenous languages in your classroom! We’d love to hear from you!

Image: Still from the Native Land Digital interactive territories, languages, and treaties map.

Earth Day 2022: Invest in Our Planet

Earth Day 2022 Tree sapling help in cupped hands

As we approach Earth Day on April 22, 2022, many educators wonder how to explore and discuss the annual theme with learners. The past few years have been quite tumultuous here on Earth. Many of us reflected and rethought our day-to-day lives in a globalized world amid lockdowns, quarantines, and uncertainty. The theme for Earth Day 2022 is “Invest in Our Planet.” This article will explore ideas for integrating this theme and Earth Day into your teaching. 

How will you celebrate Earth Day 2022 with your learners, and more importantly, how will you teach them to invest in our planet 365 days a year? Keep reading for some Earth Day 2022 inspiration!

The Seventh Generation Principle

We can encourage learners to invest in our planet by shifting our perspectives and exploring Indigenous ways of knowing and being in the world. Eurocentric worldviews tend to value the planet’s resources only as sources of economic gain. This worldview does not consider the consequences of using resources in this way. Indigenous worldviews have a different perspective on resource management. One Haudenesonee teaching is the Seventh Generation Principle. This teaching asks us to consider the effects of our actions on ourselves and the seven generations that will follow us. It includes our relationships with other humans and the natural world. Many Indigenous worldviews do not see humans as separate from the natural world.

Researchers found that Indigenous-managed lands have the highest levels of biodiversity of vertebrate species. Partnering with Indigenous communities is essential for ensuring the survival of diverse species. Invite learners to imagine Earth’s appearance if more people understand and follow the Seventh Generation Principle. Have them gather their thoughts in artistic or written expression and share them with the community for Earth Day.

How can we talk about the climate crisis and still have hope?

The climate crisis is already upon us, but it is never too late to do as much as we can. It’s important to be truthful with learners, but it can be hard to present these facts and then motivate them to take action. If you are looking for a way to present the facts and spread hope, something that truly inspired me during the pandemic was The Year the Earth Changed. This documentary shares so many uplifting stories about the effects of a global lockdown on our planet. Throughout the 48-minute run time, I lost count of how many times I said, “Wow!” 

After watching, consider asking learners if human actions negatively affect wildlife or other humans in their communities. What steps can we take to mitigate these effects? Perhaps your learners can write letters to local politicians, create awareness campaigns or even organize a peaceful protest.

How can I encourage learners to “invest” in our planet?

Investing in our planet can seem like something reserved for governments and large corporations. Large organizations may have more economic power, but individuals are not powerless against climate change. We can start thinking about food waste, the length of supply chains, and green energy. Remind learners that individual choices impact ourselves and those who follow us. Instilling these values and empowering learners to pressure governments and corporations is a huge step in the right direction. Governmental and organizational leaders are often disconnected from Indigenous communities. They have not decolonized their Western corporate mindset. They often see environmental concerns as a cost to operations. Raising awareness at the individual level can help create change. Partnerships with Indigenous communities are opportunities to prosper and save our planet simultaneously. 

Learn From Indigenous Knowledges

Encourage learners to invest in our planet by exploring Indigenous ways of knowing and being. While lots of information is available online, the best way to learn about Indigenous communities is by connecting with them! Consider inviting local Indigenous community members to speak with learners or visiting a local cultural centre. Suppose you’re unsure how to connect with an Indigenous community. In that case, reach out to your local Friendship Centre to help create relationships and learn the correct cultural Protocols.  

Invest in Indigenous communities. Partner with them and amplify their voices. That is a meaningful way to celebrate Earth Day. It is also an action we can carry forward daily on a meaningful journey toward reconciliation and protecting our planet.

How will you encourage learners to invest in our planet? Will you be connecting with Indigenous communities? We’d love to hear your stories. Please share them with us here!

Using Restorative Justice in the Classroom

restorative justice classroom rules

Restorative justice is a worthwhile and meaningful practice any educator can incorporate into their teaching. This post will explain restorative justice, discuss its origins, and share ideas for using it with learners. 

What is restorative justice?

Restorative justice helps everyone involved in wrongdoing or conflict find a way forward. Traditional approaches to classroom and school discipline are retributive. When someone breaks a rule, the response often punishes the transgressor. We know these approaches disproportionately affect Indigenous and racialized learners. When we use it, we no longer seek to punish or place a logical consequence on someone who breaks a rule. Instead, we identify an action that caused harm to an individual or community and try to make things right.

Making things right, or repairing harm, asks us to consider the needs of as many people involved as possible. The focus is not on what happened so much as why it happened and finding solutions that help everyone do better in the future. Essentially, restorative justice is a proactive rather than reactive solution to classroom management. When tensions arise, everyone explains how it affected them, how they feel now and what they want to do to make things right. These conversations can take place in various ways, such as mediation, conferencing and healing circles. These practices all involve active listening, empathy, non-judgement, and empowerment for all participants.

Participation is voluntary. That means you’ll need to build and maintain relationships with learners so they feel like engaging in the process. Even if there are strong relationships in your classroom, it is normal to take action to repair them occasionally. 

Where does it come from?

The precise origins of restorative justice are subject to debate. The principles span many cultures. Conflict resolution has not always been retributive. The criminal justice system uses restorative justice widely, often with youth. It has seen increasing popularity in education.   

Indigenous and non-Indigenous scholars heavily criticize claims that restorative justice is a direct import of Indigenous practices, specifically Maori (Tauri, 2014). While some elements reflect Indigenous worldviews, it is vital to recognize the criminal justice system still operates within a non-Indigenous and colonial system. We can say the same for the current education system in many cases.

Don’t let this deter you from implementing it! Instead, be mindful of which classroom management practices you include. Restorative justice has many merits, but resist using it only because of its links to Indigenous cultures. Reach out and connect if you really want to know how your learners’ cultures and communities manage conflict. Involve local stakeholders when exploring alternatives to retributive justice and traditional disciplinary policies. That is the best way to make your practices meaningful to learners and their communities.

Taking a critical stance and examining why you choose certain practices is an important step toward inclusion. If you choose to use restorative justice, ask yourself if what you are doing reflects the underlying values of this practice. Namely, build, maintain and, in some cases, restore relationships. Using restorative justice may be a step in the right direction. However, it is also an opportunity to consider other steps non-Indigenous allies working within colonial systems can take to support Indigenous Peoples in their efforts to restore their cultures’ forms of governance and education.

How can I implement it in my classroom?

There are no prescriptive rules for how restorative justice looks in an educational setting. Still, you’ll want to consider a few of these suggestions before starting. As with any classroom management practice, planning is crucial for success.

Let go of punishment

The first step is preparing yourself to let go of punishment. Detentions, suspensions, and the like are not part of restorative justice. That is not to say no one is accountable for their actions. However, the emphasis should be on repairing harm rather than punishing transgressions. If there is an incident in your classroom, try thinking of how people felt then and feel now, rather than about the rule they broke.

If you are looking for some reading to give yourself a deeper foundation, try The Little Book of Restorative Justice by Howard Zehr or Justice on Both Sides: Transforming Education Through Restorative Justice by Maisha T. Winn. You might try reading Touching Spirit Bear by Ben Mikaelsen with older learners if you want to learn more about restorative justice together.

Involve learners

Just as you are undergoing a paradigm shift, your learners will probably have to as well! Decide how you will explain restorative justice to them. Prepare for some confusion at first. Learners will need some time to wrap their heads around talking about conflict with one another and solving problems cooperatively and collaboratively instead of relying on punitive measures.

We often create classroom rules with learners at the beginning of the school year. It can be beneficial to introduce restorative justice at this time. Co-creating classroom expectations helps increase learner buy-in and helps them understand the paradigm shift. When discussing harmful actions, prepare for responses like “detention” or “send them to the office.” Ask, “How does that repair the harm caused?” to prompt learners to think of alternatives. 

Build bonds and find a way to share

Educators know relationships are the foundation of learning. It is important to build bonds and keep them strong throughout the school year.  Restorative justice can help us build, maintain, and repair these bonds more effectively than punishment.

Once you have established relationships, how will you encourage all stakeholders to talk about issues? There are various ways to do this. Some people choose to use a talking object. Others invite family members to participate in conferences. Sometimes educators involve the entire class in a healing circle discussion. What conflict resolution looks like in your practice depends on your skill set and comfort level. Remember, you can always start small and scale up as you become more confident!

Resolving conflict requires all stakeholders to feel heard and respected. How you accomplish this in your classroom and school can vary greatly. It’s all about finding what works best for you and your learners! 

Has this inspired you to begin using restorative justice? Are you already implementing it in your classroom? We would love to hear what you are doing today and how it’s working for you.

References

  • Hopkins, B. (2002). Restorative justice in schools. Support for Learning, 17 (3), 144-149.
  • Maruna, S. (2014). The role of wounded healing in restorative justice: An appreciation of Albert Eglash. Restorative Justice, 2(1), 9-23.
  • McGrath, S. (2020). Decolonizing “justice” in settler-colonial states: A transnational study [preprint PDF]. DOI:10.13140/RG.2.2.17723.36647
  • Tauri, J. M. (2014). An Indigenous commentary on the globalization of restorative justice. British Journal of Community Justice, 12(2), 35-55.