Indigenous World Views and Perspectives

What Is Important to Know?

Creating teaching and learning environments that reflect the FPPL has as much to do with an educator’s philosophy about education, and disposition, as it has to do with curricular content. The disposition includes patience, respect, and curiosity.

The FPPL are not a set of lesson or unit plans. This can be a challenge for educators who seek a quick or easy way to integrate them into our schools and classrooms. Many educators who are interested in including more First Peoples’ content into their schools and classrooms, or who would like the FPPL reflected in their classrooms might hope to encounter a detailed list of criteria and specific content to match up with grades and/or subject areas. This request is understandable; however, it would actually contradict one of the foundations of the FPPL, which is that context is paramount. Instead, a deep understanding of the FPPL is first necessary, and this understanding can then be used to guide educators’ choices about what is important to learn, and what kinds of learning experiences to create for, and with, learners in the contexts the learners and educators are in. This will vary from place to place, and community of learners to community of learners. © Jo-Anne L. Chrona, 2014.

Weaving Indigenous Perspectives into the Curriculum: 10 Ways of Weaving Document

Created by the Indigenous Education Department in Delta SD37. This document lists 10 ways to weave Indigenous ways of knowing into classroom curriculum. It also includes the First Peoples Principles of Learning and examples of Place-Based thinking concepts.

First Peoples Principles of Learning Website

“This site is created to help educators in British Columbia understand how they might incorporate the First Peoples Principles of Learning (FPPL) into their classrooms and schools. Some educators will see that the Principles reflect what they already believe, and are doing in their schools and classrooms. Other educators will see concepts embedded in the principles that challenge some of the post-industrial Euro-centric beliefs about education. Either way, this site is not intended to be a comprehensive exploration of First Peoples (or Aboriginal) education. It is instead, a beginning (or continuation) of a conversation” -Jo-Ann Chrona, FNESC