Where Do I Start?
This page is intended as a starting point for teachers who are beginning to explore how to embed Aboriginal perspectives into the curriculum. It addresses:
- terms of reference
- the First Peoples Principles of Learning
- the Aboriginal World Views and Perspectives - specifically the characteristics and
- Understanding authentic Indigenous resources
Terms of Reference
- Indigenous refers to all Aboriginal or First Peoples of Canada and around the world.
- Aboriginal is a term that includes First Nations, Inuit, and Metis. It is a political term and is used in ministry documents.
- If you invite a guest speaker into the classroom, it is strongly recommended that you ask the speaker how they would like to be introduced. It is likely they would prefer to be introduced by their community name. Ask your speaker to talk to this point. It is an excellent topic for discussion.
- The Indigenous Foundations Arts program at UBC has created a terminology page for educators. Click here to view it.
- It is also important to know about our local Aboriginal communities. Who are our local Aboriginal communities? Where are they located? Where can you find websites that provide basic information about these communities? You will find answers to these questions on this website. There are maps on First Nation communities under the non-grade specific tab. There are links to local Aboriginal communities under the Aboriginal community links tab
- the BCGEU has created a guide to First Nations acknowledgements, protocols and terminology. Click here to download your copy.
- UBC Indigenous Peoples Guide - click here
First Peoples Principles of Learning
The diversity of Aboriginal Peoples in Canada is vast. In BC alone, there are approximately 203 First Nation bands with 17 distinct language groups. Add to this the Inuit and Metis communities and it becomes clear that there the diversity of Aboriginal language and culture is great.
Despite the diversity, there is a similarity in the traditional ways of knowing and learning, as well as common cultural understandings and perspectives among Aboriginal people.
In 2006-2007 the Ministry of Education partnered with First Nation Education Steering Committee (FNESC) to create the English First Peoples 12 course. This course was developed with significant input from Aboriginal knowledge keepers and educators. The First Peoples Principals of Learning were a product of this partnership and generally reflect First Peoples pedagogy. Because these principles of learning represent an attempt to identify common elements in the varied teaching and learning approaches that prevail within particular First Peoples societies, it must be recognized that they do not capture the full reality of the approach used in any single First Peoples society.
Jo-Ann Chrona, Curriculum Coordinator for FNESC has developed an excellent website that unpacks the First Peoples Principles of Learning in great depth. It is strongly suggested that educators take the time to visit this site to expand their understanding of Aboriginal Peoples in Canada. By understanding these nine principles will give educators a foundation in which to build their understandings of Aboriginal pedagogy.
Despite the diversity, there is a similarity in the traditional ways of knowing and learning, as well as common cultural understandings and perspectives among Aboriginal people.
In 2006-2007 the Ministry of Education partnered with First Nation Education Steering Committee (FNESC) to create the English First Peoples 12 course. This course was developed with significant input from Aboriginal knowledge keepers and educators. The First Peoples Principals of Learning were a product of this partnership and generally reflect First Peoples pedagogy. Because these principles of learning represent an attempt to identify common elements in the varied teaching and learning approaches that prevail within particular First Peoples societies, it must be recognized that they do not capture the full reality of the approach used in any single First Peoples society.
- Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
- Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
- Learning involves recognizing the consequences of one’s actions.
- Learning involves generational roles and responsibilities. Learning recognizes the role of indigenous knowledge.
- Learning is embedded in memory, history, and story.
- Learning involves patience and time.
- Learning requires exploration of one’s identity.
- Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.
Jo-Ann Chrona, Curriculum Coordinator for FNESC has developed an excellent website that unpacks the First Peoples Principles of Learning in great depth. It is strongly suggested that educators take the time to visit this site to expand their understanding of Aboriginal Peoples in Canada. By understanding these nine principles will give educators a foundation in which to build their understandings of Aboriginal pedagogy.
Aboriginal World Views and Perspectives - Moving Forward
This document, developed in part by the Ministry of Education and Kaleb Child from School District 85 (Vancouver Island North) explores best practices in Aboriginal Education. Gatherings were held in 5 school districts and participants included students, teachers, Aboriginal support workers, District Aboriginal Education coordinators, district administrators, parents, community Elders, First Nations leadership, members of the Metis community and professionals working with youth in the district. Representatives from the First Nation Education Steering Committee (FNESC) and the First Nations Schools Association (FNSA) also attended. Of particular value are the Indicators of Success. How do schools/educators know what they are doing is making a difference?
Characteristics of Aboriginal World Views and Perspectives:
- Aboriginal World Views and Perspectives in the Classroom document
- What a short video (3:40) relating to Aboriginal Worldviews and Perspectives
- Another document relating to Indigenous Perspectives
Characteristics of Aboriginal World Views and Perspectives:
- Connectedness and Relationships
- Awareness of History
- Local Focus (e.g. teach about the local FN communities)
- Engagement with the Land, Nature and the Outdoors
- Emphasis on Identity
- Community Involvement: Process and Protocols
- The Power of Story
- Traditional Teaching
- Language and Culture
- Experiential Learning
Aboriginal World Views and Perspectives in the Classroom : Moving Forward (BC Ministry of Education)
Authentic Aboriginal Resources
Authentic First Peoples Resources For Use in K-7 Classrooms
This resource guide has been developed by the First Nations Education Steering Committee (FNESC) with the assistance from the British Columbia Ministry of Education and support from the Education Partnerships Program of Aboriginal Affairs and Northern Development Canada. The document is currently being revised and an updated version should be available soon.
The introduction provides an excellent description of what is an authentic First Peoples Text. Authentic First Peoples texts are historical or contemporary texts that:
This document is an annotated bibliography of texts that have been evaluated for their authenticity. Each annotation includes a description,, a reading level, themes and topics, and relevant curriculum areas.
Click here to download a pdf version of this document
This resource guide has been developed by the First Nations Education Steering Committee (FNESC) with the assistance from the British Columbia Ministry of Education and support from the Education Partnerships Program of Aboriginal Affairs and Northern Development Canada. The document is currently being revised and an updated version should be available soon.
The introduction provides an excellent description of what is an authentic First Peoples Text. Authentic First Peoples texts are historical or contemporary texts that:
- present authentic First Peoples voices (i.e., are created by First Peoples or through the substantial contributions of First Peoples)
- depict themes and issues that are important within First Peoples cultures (e.g., loss of identity and affirmation of identity, tradition, healing, role of family, importance of Elders, connection to the land, the nature and place of spirituality as an aspect of wisdom, the relationships between individual and community, the importance of oral tradition, the experience of colonization and decolonization)
- incorporate First Peoples story-telling techniques and features as applicable (e.g., circular structure, repetition, weaving in of spirituality, humour).
Authentic First Peoples Resources for Use in K-7 Classrooms, pg. 7
This document is an annotated bibliography of texts that have been evaluated for their authenticity. Each annotation includes a description,, a reading level, themes and topics, and relevant curriculum areas.
Click here to download a pdf version of this document
Acknowledging Territories
More and more schools are acknowledging the traditional territories of which our schools reside. The following document provides some suggestions for an acknowledgement. In many of our workshops we talk about the importance of acknowledging territories. First, know that there is a difference between a traditional welcome and a land acknowledgement.
A traditional welcome can only be done if you have someone from the traditional territories doing it. I cannot do a traditional welcome here in Surrey because I am not from Semiahnoo, Kwantlen or Katzie First Nation. I can acknowledge the territories.
Anyone can acknowledge the territories. Generally, it is the host of the event. So if it is a school assembly, the principal can acknowledge the territories. It is also appropriate for a student to do it too. The key to doing the acknowledgement is to do it from your heart. Know what it means. Please don't read it as a script or it will have no meaning.
My biggest suggestion is to do the land acknowledgement from your heart. Too many people are reading the script without really understanding what it means. Know why you are doing it wand what it means.
We do land acknowledgements to let our audience know that we understand that the lands our schools reside on, were never given up. The Katzie, the Semiahmoo and the Kwantlen First Nations have called their territories home since time immemorial. This means that their stories, their resources, their histories and their Indigenous knowledge all connect to this land. They know this land intimately because they and all their ancestors have always lived here. They are intimately connected with the life cycle of the animals and all things in nature within their territories. They know sustainable harvesting practices and know how to navigate their territories.
Some land acknowledgements are beginning to include the language spoken by the First Nation communities that call this land home. You can opt to do this. The Katzie speak the downriver dialect of Halq'eméylem. The Semiahmoo First Nation speak two languages, the Sencoten language and the Lummi language. The Kwantlen First Nations speak Halkomelem.
It is worth while doing a whole lesson on land acknowledgements. Locate maps of that share the location of these three First Nations. Emphasize that these communities still exist. Maybe research who the current chief and counsel are.
For a copy of the document that Aboriginal Learning shares regarding suggestions on land acknowledgements, download this document.
acknowledging_traditional_territory.pdf
A traditional welcome can only be done if you have someone from the traditional territories doing it. I cannot do a traditional welcome here in Surrey because I am not from Semiahnoo, Kwantlen or Katzie First Nation. I can acknowledge the territories.
Anyone can acknowledge the territories. Generally, it is the host of the event. So if it is a school assembly, the principal can acknowledge the territories. It is also appropriate for a student to do it too. The key to doing the acknowledgement is to do it from your heart. Know what it means. Please don't read it as a script or it will have no meaning.
My biggest suggestion is to do the land acknowledgement from your heart. Too many people are reading the script without really understanding what it means. Know why you are doing it wand what it means.
We do land acknowledgements to let our audience know that we understand that the lands our schools reside on, were never given up. The Katzie, the Semiahmoo and the Kwantlen First Nations have called their territories home since time immemorial. This means that their stories, their resources, their histories and their Indigenous knowledge all connect to this land. They know this land intimately because they and all their ancestors have always lived here. They are intimately connected with the life cycle of the animals and all things in nature within their territories. They know sustainable harvesting practices and know how to navigate their territories.
Some land acknowledgements are beginning to include the language spoken by the First Nation communities that call this land home. You can opt to do this. The Katzie speak the downriver dialect of Halq'eméylem. The Semiahmoo First Nation speak two languages, the Sencoten language and the Lummi language. The Kwantlen First Nations speak Halkomelem.
It is worth while doing a whole lesson on land acknowledgements. Locate maps of that share the location of these three First Nations. Emphasize that these communities still exist. Maybe research who the current chief and counsel are.
For a copy of the document that Aboriginal Learning shares regarding suggestions on land acknowledgements, download this document.
acknowledging_traditional_territory.pdf
New Resource - for Schools - Continuing Our Learning Journey, Indigenous Education in BC.
The following resource is a toolkit intended for whole school professional development related to Indigenous education. Schools are encouraged to explore this resource as part of their own learning. It does not require an Indigenous facilitator. It includes a detailed facilitators guide that helps schools explore:
- How can Indigenous knowledge and perspectives enhance learning for all?
- How can we use the First Peoples Principles of Learning as a framework for our practice to create an equitable education system for all learners, ensuring that the system is responsive to Indigenous learners?
- What can our classrooms/schools/districts look and sound like when they are grounded in the First Peoples Principles of Learning?
- What about resources to help respectfully integrate Indigenous knowledge and perspectives into classrooms and schools? • What continued learning do we each need to engage in?
Handouts for teachers
Download a copy of SD36 Aboriginal Learning Resource guide. Heidi Wood and Nadine McSpadden put this together for teachers who want to deepen their own understanding. There are things you can use in your classroom and information for your own personal learning. We hope you find it useful.
Final Thoughts
Most importantly, know it is not your responsibility to teach culture. Surrey has district cultural facilitators who do that. Teachers can teach about the culture but should not teach it. A teacher can teach students about pow wow dancing but a teacher should not teach students how to pow dance. A music teacher can teach about Aboriginal music but should not have students perform it unless the songs are public and there are permissions for non-Aboriginal students to perform the songs.
Some Video Links:
Some Video Links:
Have you ever wondered what the protocols are for using Indigenous art, story and music in the classroom. Download a copy of our Draft Protocols for Visual and Performing Arts - this includes inviting an elder, smudging, button blankets and so much more.
