Indigenizing my Teaching Practice
Past – Before joining this program, I was mostly only familiar with the history of the Indigenous peoples within Canada. I took a history of Indigenous peoples in Canada course in my undergrad, so I was educated on what the Indigenous peoples went through and what they continue to go through, but I can’t say I knew much about their worldviews. During the duration of this program, that changed quite a bit. We had a course focused on the Indigenous peoples, and I learned a lot about how important storytelling is, as well as how knowledge has been passed down through generations. The biggest takeaway was learning about the First Peoples’ Principles of Learning, which was very impactful in incorporating Indigenous worldviews into my teaching. Recognizing the importance of learning being embedded in memory and history, how learning is reflective and reflexive, and how it involves generational roles and responsibilities, just to name a few, changed how I viewed my role as a teacher and what I should put into my teaching.
Present – Currently, I value Indigenous worldviews and ways of knowing as an important part of my teaching practice. After my practicum, I am much more aware now that teaching should not only focus on content, but also on relationships, storytelling, reflection, and honouring the lived experiences of students. I feel intentional about creating a classroom environment where students feel seen and heard, and where different ways of learning are valued. For example, I can include opportunities for oral discussion, storytelling, personal reflection, and especially connecting to lived experience rather than relying only on written work.
Future – Going forward, I want to continue deepening my understanding of Indigenous worldviews and ways of knowing so that I can keep meeting Standard 9 more authentically, as I know this is not something I can check off once and be done with, but rather an ongoing journey of learning, reflection, and action. Some ways I could continue learning include attending workshops or professional development sessions focused on Indigenous education, reading more works by Indigenous authors and educators, and learning more about the local Indigenous Nations and communities in the areas where I teach. I also want to continue looking for ways to bring Indigenous perspectives into my classroom in a meaningful way, whether that is through literature, land-based learning, or storytelling.