Part 1: Indigenous Perspectives

Toulouse explores the importance of integrating Indigenous culture into the classroom by celebrating and representing Indigenous “contributions, innovations and inventions” to increase the self-esteem of Aboriginal students”. Through “seven living principles: respect, love, bravery, wisdom, humility, honesty, truth”,  the writer explores several strategies to ensure the needs of Aboriginal students are met in the classroom. By exploring these principles, teachers will be able to connect Aboriginal students with their “physical, emotional-mental, intellectual and spiritual realms” while creating a respectful, safe, and inclusive learning environment. In relation, I also explored Madden’s article, in which they identify four pedagogical pathways to learn “from Indigenous traditional models of teaching, pedagogy for decolonizing, Indigenous and anti-racist education, and Indigenous and place-based education” (p. 1). Madden analyzes how these practices can engage Indigenous students to their learning innovatively. 

As someone who studied several Indigenous courses in university while volunteering with Indigenous students in the Writer’s Exchange program, I completely relate to Toulouse and Madden's messages of incorporating Indigenous education into the classroom. By weaving Indigenous ways of knowing into our daily lessons and routines, Indigenous students will have the opportunity to feel heard and loved by those around them. In one of my experiences, one of my students voiced that he didn't feel included in the classroom as he did not see any of his culture displayed while other students' cultures were displayed in the classroom. As a student teacher at the time, it was important for me to voice his concerns to my school advisor and ensure that changes were made immediately. Thankfully, the teaching program at UBC strongly taught the importance of Indigenous ways of knowing and how we could incorporate this culture into our everyday lives and teaching practices. For example, I was taught how to weave Indigenous quarter bags in the teaching program, in which I was able to help pass on this information to my peers and students. 

Toulouse’s argument relates to innovation in teaching and learning by deviating from ‘traditional’ teaching methods and shining light on cultural inclusivity, holistic learning, place-based learning, and experiential learning. Furthermore, Indigenous culture emphasizes the importance of oral storytelling, which is innovative in comparison to the traditional method of paper-pencil in the classroom. Similarly, Madden relates to innovation in teaching and learning by incorporating experiential learning, oral storytelling, and land-based learning and training/teacher education programs. I had the privilege to learn from Professor Jessica Knott at UBC, who was an amazing Indigenous educator, in which she taught me the importance of learning from nature, oral storytelling, and our connection to the land around us.

Question I have for Madden:

1. How are these four pathways showcased in the classroom at the elementary vs high school level? 

Questions I have for Toulouse:

1. In light of incorporating Indigenous ways of knowing into my lessons, what innovative resources or materials written my Indigenous authors would you recommend?

2. As someone who values experiential learning, is there a way to adapt my teaching methods to align with Indigenous pedagogies? How can I incorporate oral traditions? 

References: 

• Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education 51, 1-15.

• Toulouse, P. R. (2008). Integrating Aboriginal teaching and values into the classroom. What Works? Research into Practice(Research monograph #11).