8.2 Indigenous Learners and Communities
Lilly Briars and Rashidat Oni-Orisan
Understanding Knowledge in Early Childhood Contexts
Indigenous knowledge reflects holistic, community-based, and relational approaches to teaching, caregiving, and learning. These perspectives emphasize the interconnectedness between people, the land, ancestors, community, and spirit. Within the field practicum, honouring Indigenous knowledge means recognizing that early childhood programs are strengthened when they uphold relational values, are culturally-grounded, and acknowledge the lived experiences of Indigenous children, families, and communities. This requires understanding Indigenous worldviews not as a supplementary resource, but as meaningful ways of knowing that shape how children grow, learn, and form relationships (The University of British Columbia, n.d).
Supporting Indigenous Students During Practicum
Indigenous students bring unique identities, cultural teachings, community contacts, and lived experiences that inform their learning and leadership. Practicum support must therefore be culturally sage, responsive, and adaptable.
Effective support includes:
- Recognizing and valuing diverse Indigenous identities without assumptions or stereotypes.
- Providing flexible and culturally respectful guidance, especially when students balance academic expectations with cultural and community responsibilities.
- Creating practicum environments that honour Indigenous perspectives, rather than tokenizing them.
- Ensuring students have access to culturally relevant supports through campus services, community partners, or Indigenous-led programming (AECEO, n.d.).
Field advisors, mentors, and faculty play an important role in fostering spaces where Indigenous students can engage with their practicum while maintaining cultural integrity and self-determination (Sasse, 2023).
Integrating Indigenous Ways of Knowing in Early Learning Settings
Indigenous worldviews emphasize that learning is a relational, holistic, and experiential process. Within early learning environments, students and mentors can incorporate Indigenous-informed practices that benefit all children. These include (Robertson, 2019):
Holistic Development
Supporting the emotional, spiritual, physical, and intellectual aspects of each child.
Relationship Building
Understanding that learning is connected to relationships between children, educators, land, community, and culture.
Land-based learning
Valuing nature as a teacher, integrating outdoor play, seasonal teachings, environmental respect, and nature-based inquiry.
Storytelling
Using stories to support identity, values, and cultural continuity.
Two-Eyed Seeing (Etuaptmumk)
Embracing an approach that brings the strengths of both Indigenous and Western knowledge systems in complementary ways.
Culturally safe and respectful engagement with Indigenous families requires intentional relationship-building that centers around trust and reciprocity. Agencies and mentors can foster supportive environments by:
- Building trust first, before expecting participation from Indigenous families
- Using strengths-based language rather than deficit narratives
- Acknowledging historical and current contexts, including the impact of residential schools, the Sixties Scoop, and ongoing systemic barriers
- Incorporating Indigenous-designed or Indigenous-led resources (where appropriate) and avoiding tokenistic inclusion (e.g. relying solely on land acknowledgements)
- Consulting local Indigenous organizations, Elders, or Knowledge Keepers for guidance on culturally relevant programming, never assuming or generalizing
A culturally safe early years setting is built through responsibility, humility, and meaningful engagement, not assumptions or symbolic acknowledgment alone.
Tips for Students
- Explore Indigenous-authored children’s literature and materials used in their agency
- Learn about the local Indigenous nations whose traditional territories they are working on
- Review agency policies related to cultural safety, reconciliation, and inclusive practice
- Engage respectfully with Indigenous families, colleagues, and community members
- Practice humility, asking questions, and avoiding assumptions
Students are not expected to be experts; rather, they are encouraged to be open, reflective, and committed to ongoing learning.
Institute of Indigenous Learning
The Institute of Indigenous Learning at Fanshawe College serves as a hub of support, culture, and community for First Nations, Métis, and Inuit students. Located in Room A1046 on the London Campus, the center is a welcoming environment that caters to students’ academic, social, or spiritual needs. Key Services and Supports:
Academic & Career Guidance
Knowledgeable staff are available to help with planning, course selection, and long-term goals from an Indigenous-centered perspective.
Peer Support
Peer tutors and helpers provide culturally grounded academic assistance.
Cultural & Spiritual Supports
The center connects students to Knowledge Keepers, ceremonies, and culturally relevant programming to foster a strong sense of community and identity.
Social & Relaxation Space
There is a dedicated lounge, a computer lab, and a study space where students can study, socialize or just relax.
Wellness
Students can access both personal and academic counselling, including support tailored to Indigenous experiences.
Community Circles
Regular gatherings such as Women’s circle, Men’s circle, and Beading Circle an environment for sharing, mentorship, and growth.
How to Access:
- Visit the Institute in Room A1046 on the London Campus
- Engage with The Kalihwíy̲o̲ Circle in the Library Learning Commons, a dedicated Indigenous gathering space for ceremony, learning, and reflection. You can learn more about the Circle by watching this video.
