It is our responsibility to bring awareness to students of the individuals that have historically not been recognized and whose treatment has not been equitable or ethical by the government and by the majority.
It is with gratitude and appreciation we are able to help do this, in part, by using the First People Principles of learning that has been shared with non-Indigenous peoples in support of creating authentic, genuine lessons. These lessons will acknowledge Indigenous family, culture, language and history.
Truth and Reconciliation
An important way, of building a connection, is to see the students for who they are individually. This means having students acknowledged for their family, culture, language and history. It is our responsibility to bring awareness to students of the individuals that have historically not been recognized and whose treatment has not been equitable or ethical by the government and by the majority. This includes identifying the role of colonization on the Indigenous peoples of this country. By illuminating the effects of colonization and by being an ally, educators can address section 10 in the Truth and Reconciliation Commission of Canada: Calls to Action. Section 10 calls for “improving education attainment levels and success rates, (and) developing cultural appropriate curricula.” (2015). Educators can do this by applying the First Peoples Principles in all their lessons as applicable. Educators can do this by teaching uncomfortable stories of residential schools with honesty, grace and caring. Educators can do this by not allowing their lessons to be the voice of one, but of all perspectives. Educators can do this if they acknowledge the necessity and they spend the time creating genuine lessons and then reflect upon their practice with the goal of improvement. It is important to keep content age appropriate and material chosen to foster understanding and reconciliation.
Part of ensuring that success rates happen for Indigenous youth means the educator appreciates and acknowledges the individual, supports them, and serves as an authentic cheerleader, while also providing relatable and meaningful learning material. Seeing Indigenous culture and knowledge being accredited and respected in the classroom will help build student connection and understanding. Having an educator that knows their students, who sees their students as individuals and exudes support, while providing material that reflects the students cultures and values, will see students improve their success rates. A specific example of inclusion of Indigenous culture and value in the classroom would be to create a meaningful monthly check in with students by sharing circle and use of a talking stick. The students would work together to build the talking stick. Then, the students would be taught the respectful etiquette of the circle by the educator or by an Indigenous Elder. This will build cultural awareness while also ensuring all students have a space for connection and belonging with the class.
Truth and Reconciliation Commission of Canada. (2015). Truth and reconciliation commission of canada: calls to action. Retrieved from: http://nctr.ca/assets/reports/Calls_to_Action_English2.pdf