Decolonizing & Indigenizing

Teaching & learning

How do we decolonize and indigenize our classroom?

how can we incorporate Indigenous perspectives and

worldviews meaningfully into our classroom?

https://bctela.ca/wp-content/uploads/2015/11/EP-Fall-2015-final-version.p
df (page 9 article especially)
 What is decolonization?
Decolonization:

● restores the Indigenous world view

● restores culture and traditional ways

● replaces Western interpretations of history with Indigenous perspectives of history (ICTInc.)

● deconstructs colonial ideologies where Western thought and approaches are viewed as
superior (“Pulling Together”)
 What is decolonization?

“Decolonization is about shifting the way Indigenous Peoples view themselves and the way
non-Indigenous people view Indigenous Peoples.” (ICTInc.)

“For individuals of settler identity, decolonization is the process of examining your beliefs about
Indigenous Peoples and culture by learning about yourself in relationship to the communities
where you live and the people with whom you interact” (“Pulling Together”)
 What is Indigenization?
Indigenization:

● recognizes validity of Indigenous worldviews, knowledge and perspectives

● identifies opportunities for indigeneity to be expressed

● incorporates Indigenous ways of knowing and doing (ICTInc.)

● a process of naturalizing Indigenous knowledge systems and making them evident to transform
spaces, places, and hearts.

● bringing Indigenous knowledge and approaches together with Western knowledge systems.

● “The goal is not to replace Western knowledge with Indigenous knowledge, and the goal is not to
merge the two into one. Rather, Indigenization can be understood as weaving or braiding together two
distinct knowledge systems so that learners can come to understand and appreciate both” (not
privileging one over another) (“Pulling Together”)
 What is Indigenization?
When indigenizing our practice, remember:

● There is not a homogenous Indigenous worldview; each Indigenous nation or community will have
their own worldview

● Best practice: consult with the Indigenous community on whose land your school is situated for input
on how to incorporate their knowledge and ways of doing into the curriculum (ICTInc.)

● Indigenizing our teaching “benefits not only Indigenous students but all students, teachers, and
community members involved or impacted by Indigenization.”

○ Even if there are no Indigenous students in our classroom, it still benefits our students to learn
about different perspectives and cultures. By showing that we value Indigenous ways of knowing,
we can encourage anti-racism and respect towards Indigenous people and other marginalized
peoples. (“Pulling Together”)

● Don’t assume Indigenous students in your classroom hold a traditional worldview; get to know
individual students before making assumptions about their home life and culture.
 decolonizing our practice
● Re-centre Indigenous knowledge ways and de-centre Western knowledge
ways (show them as equal, neither privileged over the other)

● Affirm the relevance and value of indigenous knowledge

● Privilege Indigenous authors and resources (eg. make room for Indigenous
voices)(“Pulling Together”)

Importance of Stories

● Stories as a source of knowledge: stories provide examples of Aboriginal

worldviews and traditional teaching approaches

● “The inclusion of stories is an act of resistance to the dominant

constructions of First Nations identities”

● Bring in Elders, or talk to Elders about how to Indigenize our teaching: can
feel intimidating, but in reality they are often open and willing to
help!(Pulling Together)
 indigenizing our teaching
● First Nations cultures vary greatly, but there are some commonalities within
worldviews:

○ Traditionally, Aboriginal teaching was based on experiential informal

learning that was integrated with everyday aspects of life (eg. through
modeling)

○ “Educational practices relied upon teaching that was holistic,

relationship-based and collaborative, contextualized, practical, and
continuous”(“Where Waters Meet”)

● To indigenize our teaching, the “strengths of traditional Aboriginal teaching

practices and contemporary teaching practices can be combined to meet
the current educational needs of all students including those of Aboriginal
ancestry” (“Where Waters Meet”)

● We can refer to the First Peoples Principles of Learning during class so

students know we are incorporating traditional Indigenous educational
practices, and to show that we value these principles (FNESC)
First Peoples Principles of
Learning: refer to these
principles during class so
students know you’re
incorporating Indigenous
ways of knowing, and
showing that you value these
principles
 indigenizing our teaching
Holistic and Integrated approach to learning

● In the mainstream system of education, learning has become compartmentalized into different
subject areas (eg. ELA, Science, Social Studies, etc.)

● In Aboriginal world views, everything is interrelated and there are relationships between everything.

● We can change the structure of how we teach to integrate different subject areas together (eg.,
teach a unit on Salmon, that includes Science, Social Studies, ELA, and Math).

● Integrating subject areas can help provide continuity, which can especially benefit Aboriginal
students, who may have a harder time relating to and engaging in a compartmentalized curriculum
(“Where Waters Meet”).
 indigenizing our teaching
Relationship-based learning:

● Mainstream education often focuses on independence and competition, while Aboriginal

cultures often value group success and working together towards a collective goal

● Relationships make up a vital part of the social structure of many First Nations communities;
those who traditionally teach them are those who they have come to respect and have a strong
relationship with already (grandparents, parents, aunts/uncles, etc.)

○ A teacher is usually an outsider (at least at the beginning of the school year), and it is not
in traditional Aboriginal culture to unquestionably treat someone with respect based on
their position (aka ‘teacher’).

● Getting to know your students and to also learn about their families, and allowing students to
learn about your family and relatives as well (Pulling Together: A guide for Indigenization of
post-secondary institutions)

● Building relationships with students is important for getting students invested in what you are
trying to teach them! This is important for all students, but especially our Aboriginal students
whose culture is rooted in family and community relationships.
 indigenizing our teaching
Learning can be Contextualized and Practical:

● Mainstream education often focuses on teaching theoretical concepts out of the context in
which the learned skills are meant to be used.

○ Many students put up with this because they know adults (parents, perhaps) who have
benefitted from this type of education in the form of economic and social mobility.

● For many Aboriginal students this is not the case; their family members are less likely to have
benefitted from this education system, so they may be less invested

● If we contextualize learning for students, it can show them how what they’re learning is relevant
to their own lives and they can see immediate applications for what they are learning

● “This may mean teaching students outside of the classroom environment, bringing in guests or
experts in a particular field, or community role models who are willing to discuss the education
they needed to obtain employment in their field”

● “Providing students with opportunities to job shadow and apprentice with masters in a field of
interest to the student can also provide them with valuable skills, while reflecting traditional
Aboriginal teaching practices.” (“Where Waters Meet”)
 indigenizing our teaching
Learning can be Continuous

● In mainstream education, learning appears to have a set ‘endpoint’ (eg. if you pass the test
you’ve learned enough, or if you’ve finished Grade 12 you’ve learned enough)

● Traditional aboriginal perspectives indicate that learning is ongoing, and that learning a skill is
not complete until it is mastered

● “Learning within the mainstream context does not need to have an endpoint. Rather than being
examples of individuals who have fully completed their education, educators can model the
concept of continuous education for their students.”

● To model that we, who may be viewed as ‘masters’ in our field, are still learning, we can talk
about the learning we are still doing, or offer our students opportunities to teach us about
things they may know more about than we do (“Where Waters Meet”)
 indigenizing our teaching

Finding the Balance between Aboriginal and Euro-Canadian Ways of Knowing

● “Educators cannot ignore the knowledge and experiences that Aboriginal students bring to
school... Equally important, however, are the Euro-Canadian educational practices and the
recognition of the importance of being academically successful within this system. Currently,
the mainstream system reflects the dominant worldview within Canadian society, and to deny
Aboriginal students an education in this system may inhibit their future success.”

● “All students have a right to an education based upon the strengths of the Euro-Canadian as
well as the traditional Aboriginal system (“Where Waters Meet”)
 Final thoughts

“If you make a mistake, acknowledge and embrace it, demonstrate humility by showing the students
that it is ok to make a mistake” (Pulling Together)

There are many different perspectives and opinions on how to best decolonize and indigenize our
teaching practices. Keep reading, listening, and learning. Keep an open heart and open mind, and
remember to keep students at the centre.
 Resources
References:

ICTCInc. A Brief Definition of Decolonization and Indigenization

First Peoples Principles of Learning

Decolonizing Our Practice - Indigenizing Our Teaching

Indigenization, Decolonization, and Reconciliation (Open Text BC)

BCTELA: Where Waters Meet (page 9 article starts)

Further Reading & Other Resources:

UBC Resources: Decolonizing Teaching, Indigenizing Learning

First Nations Education Steering Committee (FNESC)

Social Justice: Decolonization and Indigenization (Breaking Barriers website)

BC Curriculum: Indigenous Resources