First People’s Principles of Learning
“The professional practice of all Alberta teachers is guided by the Teaching Quality Standard (TQS). This standard is the basis for certification of all Alberta teachers and holds them accountable to the profession and to the Minister of Education.”
In 2008, a sixth competency was added: Applying Foundational Knowledge about First Nations, Métis and Inuit. As it is important for all teachers to keep up to date with their professional practice, the TQS is an important document that I will be referencing throughout this course.
Alberta Teaching Quality Standard infographic
First Nations Education Steering Committee (FNESC) is a Vancouver-based organization dedicated to creating resources and supporting First Nations learners in British Columbia. Their resource, First People’s Principles of Learning, has been a hallmark of B.C.’s curriculum for the past couple years. FNESC suggests the FPPL acts as a “respectful and holistic approach to teaching and learning”. Learning, in this case, can refer to learning inside or outside the classroom. The principles listed prompt us as human beings to engage with oneself in a constant and consistent cycle of exploration and reflection. Learning (and therefore living) is intimately tied to ones well-being and connectedness. The FPPL is worth exploring no matter where one might be in life.
Music Counts is a Canadian charitable organization associated with the JUNO Awards who create educational resources, sponsor scholarships, and help create music education across the country. Their Kanata: Contemporary Indigenous Artists and their Music program is the creation of several Indigenous educators, advisors, and artists. This free program consists of a wealth of tools and resources for grades 7-12 which amplify Indigenous voices in music. I find this resource to be refreshing compared to the often tokenized Indigenous “lesson plans” in the past. The artists and stories within Kanata are authentic and contrast the all-too-common narrative that Indigenous peoples live in our history books. Modern pop-culture driven content such as Kanata helps to challenge the status quo and bring Indigenous peoples into mainstream media as other BIPOC communities have been trying to do so for so long.
First Nations Education Steering Committee (FNESC) is a Vancouver-based organization dedicated to creating resources and supporting First Nations learners in British Columbia. The specific resource I am referencing is “Science First Peoples” — a teacher resource for understanding and implementing First Peoples’ scientific knowledge for grades 5-9. FNESC works diligently to ensure their resources align well with the B.C. curriculum while also delivering curricular competencies in a way that recognizes and embodies Indigenous ways of learning. Specific local examples, stories, and materials are used throughout the guide to make for a more interconnected learning journey.
My heart is heavy this week as news breaks of the children found at a former residential school in Kamloops. And once again I look to my role as an educator within a system that has failed so many. Further, Lee Brown’s interview has served as a reminder that the “traditional” forms of education only serve those that see themselves represented within the system. And so I continue to reflect and change my practice. I come back to the First Nations Education Steering Committee (FNESC) and their guiding principles on learning. This website also provides rich resources for helping to move First Nations education in BC. While it is generalized in that it attempts to reflect a collective First Nation practice as much as possible, it serves as a reminder of the approaches I take in my classroom.
This virtual museum provides information on Métis history and culture. It presents collections, exhibits, learning resources and some information on Michif, the orally based language of the Métis. Returning to the idea of presenting and preserving culture in its many forms, this is an interesting resource for deepening student understanding of Métis people. I found it particularly relevant for a French immersion classroom, given the history of the French on the Métis. I think the use of primary documents is of particular importance as we gain growing awareness on who’s voice is being heard when history and reality are being taught. From a technology standpoint, it is an interesting blend of visual, audio and video files including oral history interviews.
UBC has made a series of curriculum bundles for Indigenizing education. The subjects range from storytelling to STEAM.
These are not lesson-plans, but frameworks that could be adapted for your local community. Besides being an excellent toolkit, this resource can also serve as a model for curriculum design. Each resource includes clear connections to the First Peoples’ Principles of Learning and the BC Curriculum. They also provide important information for educators on how to use the frameworks in a respectful and humble manner.
Indigenous sciences often use a qualitative, integrated approach that results in a holistic understanding of how to live in harmony with nature. Research shows that Indigenous students perform better when educators provide a culturally responsive curriculum that combines Indigenous ways of knowing nature with Western scientific knowledge. Indigenous educators refer to this as “Two-Eyed Seeing” — a way of learning that leverages the strengths, perspectives, and knowledge of both cultures.
However, in most school districts, Indigenous students study science, math, and technology from a largely Western perspective; Indigenous cultures and ways of understanding STEM subjects are not represented in curriculums. As a result, many Indigenous students feel alienated, and opt out of science and math classes once they reach high school. How do we engage these indigenous learners and increase their participation?
Introducing InSTEM: Indigenous Youth in Stem. It is a national program that incorporate traditional practices of living into educational pedagogy. It aligns land-based learning to western STEM experiences and renew indigenous identity and perspectives. In the end, it fosters skills and confidence for aboriginal youth to apply to future careers in STEM.
An Albertan teacher made waves with his “sk8trepreneur” course in 2020. One of the class projects was on “Exploring Colonialism, Creativity and Reconciliation with Skateboards, [which] combines skateboard design with Indigenous history” (CBC).
Kristian Basarada had his students create their own brands from the ground up, from defining their brand’s purpose to designing a logo. He teamed up with Cree artist Jon Cardinal and Cree professional skateboarder Joe Buffalo. Buffalo is also a residential school survivor and shared his experiences with the students. The project culminated in the students’ work being showcase at a local skateshop for over a month.
Grade 12 student Georgia Lantz displays her skateboard design. (CBC/Dave Bajer)
As a Digital Arts / Graphic Production teacher, I find Basarada’s project incredibly inspiring. He authentically ties together teen culture, history, maker-skills, and the community. Skateboards have a history of pushing the underrepresented out from under the rug of Mainstream Culture. Candian Dimension has an excellent interview with Micheal Langan, owner of Colonialism Skateboards. “Riding is resistance. Every kickflip, nose grind, or ollie in an occupied territory like Canada is an act of thrashing colonialism” (Sean Carleton, 2018).
References:
CBC/Radio Canada. (2020, November 29). Sherwood Park teacher wins GG award for course linking skateboard design, Indigenous history | CBC News. CBCnews. https://www.cbc.ca/news/canada/edmonton/sherwood-park-teacher-wins-gg-award-for-course-linking-skateboard-design-indigenous-history-1.5816784.
Sean Carleton. (2018, June 13). Thrashing colonialism: Skateboarding, history, and the power of education. Canadian Dimension. https://canadiandimension.com/articles/view/thrashing-colonialism-skateboarding-history-and-the-power-of-education.
– Laura Ulrich