FAQ

1) What are some things to consider when teaching Indigenous Education when I myself am of another heritage?

In order for students with Indigenous ancestry to feel proud of their heritage and self-identify, the discussion of Indigenous content and culture in the classroom needs to be led in a positive way. Some recommendations for non-Indigenous teachers are:

1. State that you are a learner in this area of study and there are some things you may not understand or have not experienced because you are non-Indigenous. Clarify for the students that you will be thinking deeply about the learning as much as they will. You may need to explore your own biases and attitudes that have shaped your experience so as not to inadvertently offend the students.

2. Let students with Indigenous ancestry decide on their own if they wish to speak up about their perspectives and experiences on particular topics. Do not assume that students with ancestry are able to speak about certain experiences or knowledge of Indigenous people. Many families choose not to self-identify and therefore students actually know very little about their heritage and culture.

3. Make sure that any disrespectful or prejudicial comments and/or behaviours are addressed immediately. Any racist or disrespectful remarks or behaviours need to be called out for what they are and shown that it is unacceptable and amends to the student and classroom need to be made whether or not the intent was to harm.

4. Seek the advice, feedback, expertise or involvement on the part of the parent community. This will not only enrich the content but also set a tone of inclusion and respect. If you do not have students with Indigenous ancestry in your class and you would like someone with expertise to speak to the students, consider inviting one of the Elders or contact the Indigenous Education department for suggestions.

2) What terms should I use in the classroom?

Terminology, particularly as it relates to Indigenous peoples, can be tricky to navigate. A term that might be acceptable to some might be offensive to others. Because of this, many people do not feel confident using certain terms when referring to Indigenous peoples. Fear of using the “wrong” word should never stifle important dialogue and discussions that need to be had.

By taking a moment to consider the history of certain terms, it is very possible to learn and be comfortable with which words to use in which contexts. UBC has compiled this guide http://indigenousfoundations.arts.ubc.ca/terminology/ to help inform your decisions on terminology.

3) How do I host an Indigenous Guest Speaker in my school?

The Delta School District has two local community members to help with work related to Indigenous education on a contract basis: Elder Rose Guerin from the Musqueam First Nation and Elder Roberta Price, originally from Nanaimo and Cowichan First Nations. We are hoping to have more community members and specifically members from TFN, on whose traditional territory we reside, work with us in the near future.

It is helpful for educators to have some information before inviting community members into schools and to district events. This document should help guide you through the process, but if you have further questions or concerns, please do not hesitate to contact the Indigenous Education department directly.

Click here for Indigenous Guest Speaker Considerations

4) How do I acknowledge traditional territory in Delta?

When opening an important event or function, we acknowledge the traditional territory of the Indigenous peoples (First Nation, Métis and Inuit) who have occupied this land since time immemorial.

The Tsawwassen First Nation signed British Columbia’s first Urban Land Treaty in 2009. The Musqueam Indian Band has 150 acres of territory in Ladner. We respect all of the Indigenous peoples who have not ceded the land in Delta nor have had any treaties signed.

Acknowledgment of Territory in Delta Script
Visit our Land Acknowledgements Page

5) What does cedar, salmon, spindle whorls represent?

Cedar, salmon, and spindle whorls are 3 iconic symbols of the West Coast.

Traditionally, as well as today, cedar and salmon were in abundance in this area. The western red cedar provided shelter, transportation, clothing, and more. The five species of salmon: chinook, coho, sockeye, chum, and pink provided food for communities. The cedar and salmon have ensured the survival of people for thousands of years.

First Nation people believe that everything in nature has its own life and spirit. The cedar tree and salmon have sustained and enriched First Nation people here on the west coast for thousands of years. The deep respect for nature continues to be culturally and spiritually important.

The spindle whorl is a unique cultural symbol of the west coast. It was a tool that was used to spin the hair of the mountain goat into clothing and blankets and today it is used to spin wool. Mountain goat clothing was precious because of the difficulty in collecting the hair and the woven fabric was treasured for its softness. Only the people of high rank wore mountain goat clothing or owned mountain goat blankets. Woolly dogs were once bred for the use of their hair, but they are now extinct.