Intro
In this text, we make a distinction between Indigenous content added to Western educational materials and the deeper, spiritually based, and traditional nature of Indigenous education. Indigenous content incorporated into Western textbooks often provides an external perspective, limited by the structure and context of Western frameworks. This inclusion typically highlights topical or historical points, which, while informative, may lack the lived depth and cultural immersion intrinsic to Indigenous educational practices.
In contrast, Indigenous education is a holistic, spiritual, and experiential process deeply rooted in Indigenous knowledge systems, oral histories, and community relationships. This traditional approach emphasizes interconnectedness with the land, ancestors, and community in a way that cannot be fully captured in written form or adequately represented in a Western academic framework.
This text is intended only as an introductory overview to Indigenous topics. It is not exhaustive of the diverse Nations, cultures, or complexities of Indigenous perspectives and should be approached with an understanding of its limitations in conveying the full scope of Indigenous worldviews and educational practices.
Recognizing Cultural Lens
This section introduces the idea of alternative narratives, realities and perspectives. It encourages students to be critical and curious thinkers as they embark on this Life Span Development course.
So much of the work in SSW is working with people within systems. It’s hard to even see the Systems that exist. Within College, it is your responsibility to start to see the systems, who designed them, why they were designed that way. How we think about things, why we think about them that way, who benefits by our thinking and our beliefs. These are all critical questions as we move through this course, and every course in this program.
Background
TRC Guide and the 94 CTA (Look at document together. Discuss the relevant ones)
What is TRC, and the 94 Calls to Action? How do they impact this course, your field, and Social Work generally? This text will have a special emphasis on Indigenous culture as an important step in reconciliation. It will help prepare SSW students for 2 years of learning about Indigenous culture.
Relationship Building in the classroom
One of the pillars of Indigenous worldview, traditional knowledge and teaching practice is relationship. This aligns well with any course in the humanities including Social Service worker, nursing, and Justice studies. Building relationship isn’t just something that is important for students talk about, learn about or discuss. Relationship building is a practice and a way of being in the world.
You are encouraged to participate in an activity that is meant to build relational capacity within the classroom. This isn’t just a technique; it is an opportunity to participate in a sacred teaching. A circle. Since time immemorial, many Indigenous peoples have used the circle as a teaching/learning tool. It is medicine. It heals us. It redistributes power and it includes all of us.
*Consider starting each class by forming a circle that includes all students. In the circle students could share one thing that they are grateful for. Notice how difficult it is to form a circle within a Western classroom. Notice how it feels to be standing, sharing ideas and listening in this way. This practice of forming a circle will get easier and easier as they year progresses.
Discuss: Where else can we introduce circles into our work, our learning and our play?
Indigenous teaching philosophy
Each student will come with a wealth of knowledge and experience from previous experiences, cultures, and education. Consider including students’ knowing into the classroom, encouraging them to share their experience and knowing with the class. This teaching style centres knowledge and experience, and de-centres the normative Western concept of teacher as knowledge producer and student as knowledge consumer.
Discussion Starting Place
Because we live in a Western society (but actually many places on earth have been colonized by Western ideas and philosophies) we tend to hear a lot about Western thinkers. Do you ever wonder what we would be learning right now if we were living in a Rainforest tribe? What if we were living in a Pagen society? What would be the focus of our learning if we were governed by Sports Teams or Outdoor enthusiast, or Dog lovers? What if China had colonized Canada and set the academic goal posts? Switzerland? Do you think the education system would look different if we lived in a Matriarchal or Matrilineal society? What would those differences look like? What ideas would be different? What systems would be in place (Hours of study? Content? Beliefs about abilities and opportunity)
Education looks like what we have prioritized. It’s just an idea of what learning should look like and what we think we should celebrate. In a Western classroom, we have just been told that learning has to look a certain way and so we teach towards certain outcomes because, for now, that is what is required in order to earn a diploma. Yet it is vital that you know it’s not important just because we are teaching it, we are teaching it because we have prioritized it as important. Other models, produce other focus’.
As you advance through this curriculum together, lets commit to remembering alternative voices, theories and priorities while we learn what is required.
