Our pedagogical approach

A hybrid approach weaving together Indigenous language awareness and pedagogies

Our approach is based on the Guiding Principle of "Two-Eyed Seeing" (Marshall, 2005) and is designed for dialogue between Indigenous and Western perspectives. These perspectives may be aligned, complementary or opposed, but making them resonate can only enrich our way of viewing the world and others.

Language is central in our approach. For Elder Ghostkeeper, language and culture are two sides of the same coin. Languages, traditional knowledge, world views, and identities are deeply interconnected. Language is also what connects us with others, enables us to communicate, and creates bridges.

The resources that we created build on the connections that French-speaking students will undoubtedly make with the languages used by the Elders. In an approach inspired by language awareness (Candelier, 2003), students are made aware of languages and dialects that are not school languages. Students are challenged to engage with the material with critical thinking and open-mindedness. The aim is not for the students to learn Michif or Cree as spoken by the Métis in Alberta, but to promote intercultural communication through language. This can enable students to better understand others as well as themselves individually, collectively, and systemically.

In our approach, language awareness provides a basis for:

• exploring new linguistic systems based on systems familiar to the student

• practicing reflexivity on the social factors surrounding languages (language policies, power relations, etc.)

• appreciating multilingualism and multilingual language practices

• acknowledging the importance of openness to diversity and reconciliation with Indigenous peoples

However, language awareness is only a starting point. Our approach has been enriched with the contributions of Indigenous pedagogy and world views as well as First Peoples Principles of Learning (FNESC, 2015). Far from being a simple linguistic object to analyze and master, Indigenous languages are important to the traditional Indigenous lifestyle. They are used to pass down teachings. They are linked to our identity, culture, understanding of the world, and way of living in harmony with the world.

The teaching resources can be used in French Language Arts, social studies as well as in the arts, mathematics, sciences, and physical education. Links can be created with the life skills and religion programs of study. Thus, Métis languages and perspectives are infused into learnings across the curriculum. Our approach strongly supports a logical integration of subjects.

Inspired by Indigenous pedagogy, our approach values:

• oral transmission and modeling by Elders

• experiential and relational learning

• interdisciplinarity

• the holistic approach aimed at the development of the cognitive, emotional, physical, and spiritual spheres

• the land-based and place-based pedagogy.