This philosophy reminds us that learners thrive when we create opportunities for them to lead, explore, and contribute in meaningful ways. These are the words of Anishinaabe scholar and Lakehead University Associate Professor Sharla Mskokii Peltier. She emphasizes centring Indigenous students by connecting to their lived experiences.
Her work shows how understanding the bigger picture of the Indigenous child in relation to family and community can inform an educator’s journey to create space for culturally responsive learning in the classroom. In turn, Indigenous students see themselves in their learning, setting off positive effects that reach well beyond themselves.
In this post, we explore how student-led learning can empower Indigenous youth and share a practical framework, real-world examples, and classroom ideas to help you get started.
Framework for Encouraging Student-Led Learning
Make Space
Isaiah Shafqat, a Mi’kmaw student trustee for the Toronto District School Board (TDSB), successfully petitioned the board to replace the mandatory Grade 11 English course, which typically focuses on “classical” authors like Shakespeare, F. Scott Fitzgerald, and Charles Dickens, with one that exclusively features contemporary Indigenous authors.
As a result, every Grade 11 student in every TDSB school will now have the opportunity to learn about Indigenous stories, histories, and perspectives from contemporary First Nations, Métis, and Inuit voices.
By centring Indigenous authors, we foster a classroom culture where Indigenous Peoples and their ways of knowing, being, and doing are respected and celebrated. This space encourages open dialogue and active listening to ensure that all students feel heard and valued.
Listen
A group called The Indigenous Student Voice and Agency in Chilliwack, BC, gathers monthly to share their experiences and expertise with educators about Indigenous education and students.
This group, which includes Indigenous community members, chiefs from local First Nations, and students, was formed in response to Indigenous students feeling pressured to share personal experiences whenever Indigenous content or perspectives were discussed in class.
They guide educators on how to approach Indigenous topics and students in the classroom. Their goal is to give educators the tools and confidence to teach Indigenous content without placing that responsibility on Indigenous students.
Listening has a healing effect. When we listen to Indigenous students’ experiences and respond to their needs, we foster a supportive relationship where authentic learning takes root and grows.
Guide, Support, and Connect
In 2019, then-17-year-old Cree author Jewel Charles published her first book, Kihci—Kimotan, A Special Secret. She wrote about her adventures growing up in La Ronge, northern Saskatchewan, after a writing assignment at her Saskatoon high school sparked her interest. With the help of family and friends, she translated the book into the Cree dialect of her hometown. She also had the opportunity to read her book to children at the Alex Robertson Public Library in La Ronge. Her book is now being used to help teach college students at nearby Northlands College.
These are just a handful of stories that show the impact of student-led projects. These examples remind us that when students lead projects connected to their identities and communities, learning extends far beyond the classroom.
The Importance of Student-Led Projects
Imagine the ripples that a raindrop creates when it falls into a pond. When we place Indigenous students’ cultures and lived experiences at the center of their education, the impacts extend far beyond the individual student. It ripples out, creating positive change for the student, their family, their community, their Nation, and everyone around them.
As educators, we can offer guidance on planning and managing projects to help students structure their ideas and set goals.
We can support students by connecting them with community members, Knowledge Keepers, Elders, and Indigenous organizations that provide support and lived experience. Ask whether they might be open to a partnership spanning a semester, season, or school year!
Student-Led Learning in Action
Once we’ve created space for student voice and built strong relationships, we can begin designing learning experiences that allow students to lead. Here are a few ideas to inspire student-led learning in your classroom.
Indigenous Language and Culture
Oral History Projects
Students can interview Elders and community members to document oral histories and Traditional Stories. Then, have students share the information through audio recordings or video documentaries.
Language Revitalization
Students can practice and teach Indigenous languages to younger peers by creating language clubs or developing educational materials together with fluent speakers.
Project Example: The Indigenous Language Club, led by students at the University of Alberta, provides a space to learn and practice Indigenous languages and contributes to the preservation and appreciation of Indigenous languages and cultures. For more information, visit the University of Alberta’s Folio page.
Land-Based Learning
Place-Based Learning
Encourage students to learn about the history and cultural significance of the land they live on. Focus on the land and its stories, including Indigenous place names and their meanings.
Environmental Guardian Projects
Develop projects that emphasize the relationship between Indigenous knowledge and environmental protection. This can involve activities like planting native species and learning about sustainable land management practices.
Project Example: Aya7ayulh Chet (Cultural Journeys) in Squamish, BC, combines outdoor activities, field studies, trips, and Pathways to Learning instructional strategies to develop authentic tasks for students. These tasks encourage students to explore personal areas of interest through project-based learning.
Digital Learning
Art and Media Projects
Have students create art pieces, films, or digital media projects that celebrate Indigenous artists, storytellers, community members, or content creators they admire. Students can use free tools such as Canva or Google Slides to make zines. They can also use camera apps on phones and tablets to create short films and social media videos.
Research and Advocacy Projects
Guide students in researching current issues affecting Indigenous communities, such as land rights or education. Invite students to share their findings through map-making with free applications like Google Earth, Gaia, or AllTrails, or by making short films on phones or tablets.
Project Example: In 2021, a new project led by Indigenous students in Sisler High School’s CREATE program used animation and virtual reality to tackle themes of reconciliation, empowerment and resilience. For more information, visit Sisler’s CREATE Program.
Student-led learning is especially powerful when paired with culturally responsive teaching practices. How might student-led learning look in your classroom? We’d love to hear what ideas your students come up with.
