Tag Archives: indigenous education

Module 3: Post 2 – The Role of Settlers in Indigenous Education

Facing History & Ourselves is a global organization that uses lessons that “challenge teachers and their students to stand up to bigotry and hate”. The website provides many resources for teachers, including lesson plans and professional development. In this search, I found a blog post written by Angela Nardozi that resonated with me titled Settler Educators Teaching Indigenous Perspectives and History. The blog identifies the role that settler educators have in the important work of teaching Indigenous Perspectives and History. She identifies three key ideas that are needed for settler educators teaching in these areas.

  1. Spend time remembering and unlearning your own education about Indigenous Peoples
  2. Listen to Indigenous peoples in terms of what they want taught
  3. Center Indigenous Peoples’ experiences and stories in your teaching.

My research topic includes a focus on the role of settler educators in teaching Indigenous Perspectives. I believe that these key ideas will help form some of the overall ideas needed for my final paper.

Blog post: https://facingcanada.facinghistory.org/settler-educator-teaching-indigenous-perspectives-and-history

Website: https://www.facinghistory.org/

 

module 3: post 5 – Haudenosaunee teachers at residential schools

Norman, A. (2015). “True to my own noble race”: Six Nations Women Teachers at Grand River in the early Twentieth Century. Ontario History, 107(1), 5–34. https://doi.org/10.7202/1050677ar

I found this fascinating article in my research for my final project, which is about Indigenous people – and specifically Haudenosaunee peoples – educate their own people, now and in the past. (Although it’s difficult to find a lot of specifics about pre-contact teaching and learning practices, beyond oral storytelling and learning by observation and then doing.)

This article is a history of three Indigenous women (out of many) who taught at residential day schools on the Six Nations reserve in Ontario (near where I live), during the 19th and 20th centuries.

The author writes:

“These three women negotiated multiple identities as Six Nations women, as Christians, as teachers in a Western school system, and as ‘good women.’ They took part in a process of cultural negotiation, exerting flexibility, creativity, and a willingness to look for opportunities to do the work they desired to do in and for their community.”