Exploring Indigenous Education
Promoting Cultural Safety
These resources clearly show that the painful legacy continues to affect Indigenous communities in schools, leading to a sense of alienation among Indigenous students. The progress made so far is insufficient to overcome the colonial barriers present in the education system. As Scheuer pointed out, "The textbooks themselves provide a framework for addressing the curriculum and considering learning outcomes, but they are written from a colonial perspective." To raise awareness, it is essential to provide meaningful education.
As educators, we should create culturally safe spaces where the voices of Indigenous students are heard, respected, and valued.
Strategies: The following strategies can be implemented in the classroom to help Indigenous learners feel a sense of belonging.
I plan to integrate Indigenous perspectives by acknowledging Indigenous ways of knowing, such as storytelling, land-based learning, oral traditions, and holistic perspectives.
To truly make space, I must move beyond tokenism and ensure that students learn about Indigenous histories, languages, and worldviews with respect and depth.
I will incorporate by weaving them into everyday lessons—not just on special occasions—through stories, local knowledge, and collaborative partnerships with Indigenous families and communities.
Whenever possible, I will invite Indigenous Elders and Knowledge Keepers to share their wisdom with the students. This will help to foster respect, empathy, cultural sensitivity, and mutual understanding between students.
By creating projects that enable students to engage with local Indigenous communities, we help them learn through authentic connections.
As a non-Indigenous educator, I understand the importance of self-reflection to uncover any unconscious biases I may hold. Additionally, I am committed to being a continuous and lifelong learner to better understand Indigenous people and their ways of life. Whenever possible, I will engage in professional development opportunities for deep understanding.
References: Canada’s School Systems are Failing to Address Colonial Past: Educators (2021) by Ahmar Khan on Global News
Indigenous Youth in Schools: Consequences of Colonialism and Advocating for a Better Future (2021) by Lisa N. Aguilar et al. (Note: While this is an American perspective, consider the relevancy and parallels in Canadian societal and educational contexts.)
Education as a Social Determinant of First Nations, Inuit, and Métis Health (2017) by the National Collaborating Centre for Indigenous Health
Watch Cultural Safety Education as the Blueprint for Reconciliation
Potlach as Pedagogy: Learning Through Ceremony
Chapter 2 Summary: The Story of Sk´ad´a- (Deb and Shinu)
Chapter 2: The Story of Sk´ad´a
Up to us to take time with stories to understand what they can teach
The themes that evolved are the Sk´ad´a principles
The Haida word for teach is Sk´ad´ada, and sk´ad´a means learn – the connection between the words “it is impossible to teach without learning”
9 sk´ad´a principles teach, where learning emerges, how learning occurs & what learning honours
Sk´ad´a Principles
Principle Components
Weave it into the classroom
Learning Emerges from Strong Relationships
· Learning is often taught by individuals we have a relationship with
· Meaningful learning is a result of strong connections
· Strong relationships allow us to ask questions and clarify understanding
· Learning or direction can sometimes be more effective from Elders and mentors
· Respecting relationships where learning takes place
· Strong relationships provide a safe and comfortable environment for learning
· Invite Elders & community members to speak
· Build relationships during circle, story time, learning about each other and the land
· Engage with nature and surroundings to learn through shared experiences in community or nature.
Learning Emerges from Authentic Experiences
· Learning comes from participation & observation
· It takes place through practice, real-world tasks/experiences and ceremonies
· Learning comes from listening to stories or conversations about other people's wisdom and their experiences
· Connect projects to the real world
· Land-based learning & field trips to museums and cultural centers.
· Authentic tasks – weaving, arts, cooking, etc.
· More focus on hands-on learning
Learning Emerges from Curiosity
· Learning about process
· Encourage wonder and asking questions
· Curiosity is the first step on the learning ladder; it seeks understanding.
· Inquiry-based learning
· Allow time & space for wonder & questions
· Consider student interests as they relate to culture, land & stories
Learning Occurs Through Observation
· Learning by observing others and copying them
· It takes time – Indigenous children do not immediately raise hands to answer questions (do not boast or flaunt knowledge
· Schools do not always provide the time for students to learn through observation
· Observational learning enhances memory and improves focus.
· Allow for demonstrations from Elders & Knowledge Keepers – provide time to practice the skill (weaving)
· Have peer mentors or models
· Take observational walks
· Learning through watching relevant videos and stories
Learning Occurs Through Contribution
· Learners contribute by being part of the process
· Share knowledge through potlaching and other ways
· Contributions are knowledge, finances and other items (ie. Salmon to elders)
· Contributing fosters a sense of responsibility, independence, and confidence.
· Ensure students take responsibility for their learning (leading circle or ceremonies, classroom jobs)
· Encourage collaboration where students demonstrate their strengths
· Respecting and valuing every student’s contribution, including inclusion
Learning Occurs Through Recognizing and Encouraging Strengths
· See the talents, gifts and inclinations/aptitudes of learners
· Nurture the strengths of individuals
· Encouragement comes from others who have recognized talents and strengths
· Take an interest in - know their strengths and talents
· Allow multimodal opportunities to demonstrate learning
· Celebrating work
· Displaying students' work in the exhibition
Learning Honours the Power of the Mind
· Guudangang hl tlaats’gaadii” or “make your mind strong
· Use visualization to achieve goals
· Emphasize connection
· Thinking, imagination, setting goals, cognition – all valued
· Learning requires self-motivation and discipline
· Set goals and encourage reflection
· Visualizing, storytelling
· Story mapping, creativity of expression, arts
· Integrating memory tasks such as songs
Learning Honours History & Story
· Storytelling is key to learning
· Knowing history (personal, family, cultural) or where we come from is essential for learning
· Learning involves the connection of heart and mind
· Use local Indigenous stories, histories
· Incorporate storytelling
· Use Indigenous literature
· Using visual stories
· Encouraging respectful listening
Learning Honours Aspects of Spirituality and Protocol
· Spirituality and transfer of knowledge are connected,
· Embedded in stories
· Learning is not only intellectual - it includes ceremony, respect, protocol, spirituality of self
· Teach & follow protocols (greetings, land acknowledgement) appropriately
· Respect ceremonies, songs etc.
· Encouraging participation in ceremonies.
Implications for Educators
Utilize the sk’ad’a principles to create learning environments that are relational, holistic and culturally responsive
Consider the relationship and how knowledge is shared
Recognize & embrace student strengths, value stories, create authentic experiences and learn from history
Indigenous pedagogies consider types of knowledge and ways in which we acquire and share it
Engage and invite community members and elders to the classroom. Learning becomes meaningful through real community experiences.
The guiding principles/sk’ad’a guides us in the way in which we teach and learn that is culturally reflective, respectful and relational. It honours ceremony, story, and relationship by encouraging teachers to think, reflect and adapt.
Davidson, S., & Davidson R., (2018) Potlach as Pedagogy: Learning Through Ceremony, Portage & Main Press https://ebookcentral-proquest-com.proxy.queensu.ca/lib/queen-ebooks/reader.action?docID=5493224&query=&c=RVBVQg&ppg=7
United Nations Declaration on the Rights of Indigenous Peoples.
In 2007, the United Nations Assembly adopted the United Nations Declaration on the Rights of Indigenous Peoples. British Columbia became the first jurisdiction in the world to pass legislation incorporating UNDRIP as law, and the Northwest Territories became the third jurisdiction in Canada to approve UNDRIP legislation in 2019. The Act provides a clear vision of the human rights of Indigenous peoples and has 46 Articles in total. “It’s about Indigenous Canadians receiving the same basic human rights as everybody else in Canada,”
Indigenous peoples have the full right to enjoy their rights, and they are equal to others. Indigenous peoples have the right to self-determination and self-government as well as the right to maintain their political, legal, economic, social, and cultural institutions. Indigenous people are entitled to nationality, liberty, and security, and they must not be subjected to forced assimilation or the destruction of their culture. Indigenous peoples possess the right to govern and establish their educational frameworks. They have the right to develop their own economic and political systems, as well as to access education at all levels without any discrimination. Additionally, they have the right to create and use media in their native languages.
The purpose of the Act is to mandate the Government to work with Indigenous peoples to:
Creating an action plan to achieve its objectives
Making sure that the federal laws are consistent with the Declaration
Preparing progress reports annually
Indigenous people have played a significant role in creating the UNDRIP declarations
As UNDRIP has been created and written by various Indigenous communities around the world, it is based on their own experiences and cultural perspectives. It reflects the voices and challenges of Indigenous people. It took the UN 24 years to pass UNDRIP without the contribution and struggle of the Indigenous peoples. It was not possible.
References: UNDRIP FAQ - NCTR
Fact sheet – United Nations Declaration on the Rights of Indigenous Peoples Act
UNDRIP in Practice: The Evolution of UNDRIP in Canadian Law | Boughton Law
Exploring Module 6 has deepened my understanding of how learning is not only about transferring knowledge but also about respecting culture and diverse ways of knowing. I have learned that education in an Indigenous context often values storytelling, land-based learning, and community involvement. It is a holistic approach that integrates physical, emotional, and spiritual development.
I gained the importance of incorporating new resources and perspectives that centre Indigenous voices. In terms of assessment tools, I have learned effective ways to measure learning in this context.
Overall, this learning has challenged me to rethink my own approach to teaching and assessment. I am more aware need to create culturally safe spaces where students feel that their identity and knowledge systems are valued.