Tag Archives: pedagogy

Mod 3, Post 4: Nursing Education responds to the truth & reconciliation report

This article was published in the International Journal of Nursing Education Scholarship and has some insights that are directly linked to our course material. It discusses the unique needs of Indigenous nursing students. It directly links themes from pedagogy and the work of the Truth and Reconciliation Commission to help identify the challenges and rewards of working with Indigenous nursing students to promote more Indigenous nurses into the profession. This is an excellent article that I used heavily in my paper.

The image above, I took from a CBC News report discussing the theme of my paper – to help heal the poor relationship between the health care system and Indigenous people, more Indigenous nurses and understanding of Indigenous health issues is required in health care.

Lane, A., & Petrovic, K. (2018). Educating aboriginal nursing students: Responding to the truth and reconciliation report. International Journal of Nursing Education Scholarship, (1) doi: http://dx.doi.org/10.1515/ijnes-2017-0064

photo credit: Sterritt, A. (2017, May 11). More Indigenous nurses needed to change health-care system, practitioners say. CBC News. https://www.cbc.ca/news/indigenous/strength-of-indigenous-nurses-highlighted-on-national-day-1.4110129

Re-Learning is Required

Module 4 – Entry 2

Tyler Ohashi

This post is kind of backward because I was thinking about how I can reform my practice to be more inclusive and I search for media that supported my thinking. My research question has me thinking about how to bring more Indigenous perspectives into my practice which has been based predominantly on Western principles. Much of the content used in teaching leaves out the knowledge of Indigenous peoples. To implement change, there is going to need to be more Indigenous perspectives in teaching and learning in all areas rather than in one-off tokenistic events (Kouri, 2020). I am beginning to understand that I am going to have to make some fairly large changes in how I do things. I am going to have to do some re-learning. I hesitate to use the term “un-learn” because I don’t feel that everything I have done up to this point is invaluable, consequently, I like re-learn.

As a result of my search, I share this video that demonstrates how difficult this journey might be. Re-learning how to ride a bike is a difficult task! However, with determination, it can be done. Like Destin’s determination to ride this backward bike, I am determined to update my practice with pedagogy that will benefit all students in my classroom. Note at the end of the video, he rides a regular bike again. This demonstrates that old knowledge should not be thrown away because it can be useful. Now, Destin can ride both types of bikes and he has grown in his capacity. For me, I am going to keep old practices that are worth keeping and work on bringing new practices that will move my teaching abilities forward.

Enjoy the video 🙂

I can see myself using this video as a provocation for a growth mindset.

Reference

Kouri, S. (2020). Settler Education: Acknowledgement, Self-Location, and Settler Ethics In Teaching and Learning.International Journal of Child, Youth & Family Studies, 11(3), 56-79.

7 Principles of Learning

Module 3 – Entry 2

Tyler Ohashi

The Organization for Cooperative and Economic Development (OECD) had developed “The 7 Principles of Learning” that highlight some features of powerful learning environments. Our school district has embraced these learning principles for a number of years now and these learning principles are being expected to be used.

Here is a link to an executive summary for the 7 Principles of Learning called, The Nature of Learning (2013) which is taken from the full publication “Innovative Learning Environments”.

OECD 7 Core Principals of Learning

(Image from OECD)

The executive summary, The Nature of Learning (2013), looks at a socio-constructivist viewpoint for how people learn. Implementing the 7 Principles of Learning into classrooms should yield better experiences for teachers and learners.

I am interested in looking at how these principles (which our school district expects) can be used to support Indigenous ways of teaching and learning. I am hoping to find commonalities that will allow me to develop lessons that will engage my Indigenous learners and my non-Indigenous learner at a high level.

Reference

Dumont, H., Instance, D., & Benevides, F. (2013). The Nature of Learning – Executive Summary. In Innovative learning environments. essay, OECD.

Indigenous Epistemologies and Pedagogies

Module 3 – Entry 1

Tyler Ohashi

Refining my search to look more closely at Indigenous knowledge systems, specifically how knowledge is created and taught and what type of pedagogies are used, I came across the BC Open Textbook Project. On their website, I found a book called, “Pulling Together: A Guide for Indigenization of Post-Secondary Institutions.”

Cover image for Pulling Together: A Guide for Curriculum Developers

One chapter, “Indigenous Epistemologies and Pedagogies” stood out to me because it highlights some of the very things I am looking to understand better. This chapter sheds light on key Indigenous epistemologies such as relationality, the interconnection between sacred and secular, and holism. There is also a section on Indigenous pedagogies with information on personal and holistic learning, experiential, place-based learning, intergenerational practices.

I find the information on this website closely related to my revised research question where I will be looking at how to integrate Indigenous ways of learning into Western education in a manner that will benefit all students.

As a final note, I like how this website has some activities with vetted resources to facilitate further investigation. One activity that I see as useful is looking at First Peoples Principles of Learning are used by different Indigenous cultures and how could these principles impact your own curriculum development/lessons.

Reference

Antoine, A.-na-hi, Mason, R., Mason, R., Palahicky, S., & Carmen Rodríguez María del. (2018). Curriculum developers: pulling together: a guide for indigenization of post-secondary institutions. BCcampus, BC Open Textbook Project.

M2 P5: BC Pre-health program for Indigenous student success

A large part of the reason for my research question is not only that more competent health professionals are required who understand Indigenous culture and how this contributes to well being in Indigenous communities, but also that there is a shortage of skilled health professionals on reserves and remote or rural Indigenous communities.
I’ve been involved in pre-health programs at BCIT – the polytechnic institute partnered with Burnaby School Board to provide a specialized program for grade 12 students interested in health sciences careers to attend a year long course at BCIT to not only gain exposure to education in their career interests, but also to ease the transition from high school into a professional program at the college level. A program like this, geared specifically for Indigenous students, would help remove barriers for Indigenous students and promote success. This article discusses just such a program as a partnership between the Secwepemc Cultural and Education Society, the Shuswap Nation Tribal Council and the University College of the Cariboo, who developed an Aboriginal pre-health program.

This article is from 2001, so part of my research for the final project will be to discover whether this program is still running and any other details I can find on it.

Holmes, V. (2001). Southcentral British Columbia Secwepemc cultural education society aboriginal pre-health education program. The Aboriginal Nurse, 16(1), 22. Retrieved from https://www.proquest.com/trade-journals/southcentral-birtish-columbia-secwepemc-cultural/docview/234988180/se-2?accountid=14656

M2 P4: BCIT’s Indigenous Vision

This framework is the basis for the Indigenization of the nursing program at BCIT. It is broad and ambitious, but serves as a guiding framework for the work being done by faculty to ensure Indigenous student success in the programs. It is openly available to the public on the BCIT website. This vision prioritizes three actions around inclusion, accountability and collaborative relationships. The faculty working within this framework works closely with Indigenous educators and leaders from BCIT Indigenous services.

https://www.bcit.ca/indigenous-vision/

“Truth is the foundation. Indigenization is the action. Reconciliation is the goal”.

British Columbia Institute of Technology. (n.d.-a). BCIT’s Indigenous vision. BCIT.Ca. Retrieved February 21, 2021, from https://www.bcit.ca/indigenous-vision/

Truth and Reconciliation Commission of Canada

Module 2 – Entry 4 – Tyler Ohashi

Website: Truth and Reconciliation Commission of Canada

I am a little disappointed in myself that I did not visit this website sooner. I say this because I finally decided to check this website out because I was curious about what the TRC report had to say. What I found was more than I expected. There is information about:

TRC reports and findings
Info about the National Center for Truth and Reconciliation (NCTR) – this includes news articles and achieved reports
You can explore exhibits
There is an ENTIRE section dedicated to resources for students and teachers

This website is massive! I hunted around and discovered lessons arranged by grade that can be used to bring an Indigenous perspective to your classroom. I am excited to look through these lessons because I am interested in bringing more indigenous ways of teaching and learning into my own classroom. I want to look for evidence of pedagogical best practices and incorporate them into my classroom in the best way I can. I can only assume that these lessons and activities have been vetted by Indigenous people and are culturally accurate and appropriate.

For me, first impressions of this website are amazing! However, like I said at the beginning of this post, I am disappointed that I did not look at this website sooner.

M2, Entry 1: Potlatch as Pedagogy

Module 2: Stereotypes and the Commodification of Indigenous Social Reality

Entry 1: Potlatch as Pedagogy

This book was an informative and inspiring read, written by Sara Davidson and her father, Robert Davidson. I listened to Sara speak and she spoke about her father who authored the book through his storytelling and was given author credits for his oral contributions. The book takes the principle of the Haida culture and presents a model of learning through the lens of the Haids culture. The result is a holistic approach to education.

This book will provide some ideas for my research project of weaving Indigenous easy sof knowing, doing, and being into the curriculum I teach.

Find it here: https://www.portageandmainpress.com/product/potlatch-as-pedagogy/

Davision, S. F., & Davidson, R. (2018). Potlatch as pedagogy: Learning through ceremony. Portage & Main Press.

M1, Entry 2: Foundational Knowledge Resources for Educators

Module 1: The Global and the Local in Indigenous Knowledge

Entry 2: Foundational Knowledge Resources for Educators

I want to take the opportunity to share 3 resources that have been provided to me as an Alberta educator. These resources have been helpful to me on my learning journey and I respect that they have been developed in partnership with Indigenous Elders, Knowledge Keepers, and our educational and professional institutions. These specific resources are focused on the Indigenous communities located within Treaty 6, 7, 8 lands. They are very extensive and are not meant to be consumed in one sitting, but they will be important to my learning this semester. As a student of this course, tasked to research a specific question related to Indigeneity, education and technology, I view building my foundational knowledge related to Indigenous ways of knowing as paramount to my ability to complete my research task.

Here is a brief overview of each resource in the order that I have used and will use them in my journey.

Education is our Buffalo. This thorough resource was published by our provincial teachers’ association and was my introduction to Indigenous Foundational Knowledge in Alberta when I started teaching here. This book helped me to build an awareness of the worldview, ways of life, and traditions of Indigenous people who live, work, and play in an area that was new to me. The value to this resource for me was giving me some confidence as a non-Indigenous educator.
Walking Together, Learn Alberta. This extensive website developed with Indigenous leaders and Alberta Education provides foundational knowledge for educators through a dozen topics that are explored through four phases: Beginning together, Respecting wisdom, Observing practice, and Exploring connections. The value of this website is elevated by the videos of Elders and Knowledge Keeps speaking on topics that range from wolview to Residential Schools to Pedagogy. Our school and city does not have a connection to a First Nation and as such does not have Elders who can visit our schools. This is one way technology can support my students by letting them hear the wisdom of these Elders. I will be using this resource this year.
Stepping Stones. Our provincial teachers’ association has been working with Elders and Knowledge Keepers to develop resources to assist educators in taking steps to develop their foundational knowledge. Each publication on topics ranging from Elder Protocol, to Alberta Metis settlements to the Sixties Scoop is intended to help educators move one step further along their path of building foundational knowledge. These resources are used at PD sessions that I attend regularly.

The significance of these foundational knowledge resources has become apparent to me since exploring the Indigenous connection to the land juxtaposed against the individualism that is promoted through the use of technology (Bowers et al., 2000) in Module 1. I have shifted the way I am viewing this professional learning from a “course I have to take” to a “journey I will travel along a path” to help increase the authenticity of this experience.

References

Alberta Education (n.d.). Walking Together: First Nations, Metis, and Inuit Perspectives in Curriculum. https://www.learnalberta.ca/content/aswt/

Alberta Teachers’ Association (n.d.). Education is our Buffalo: A Teacher’s Guide to First Nations, Metis, and Inuit Education in Alberta. https://www.albertaschoolcouncils.ca/public/download/documents/55705

Alberta Teachers’ Association (n.d.). Stepping Stones Series.https://www.teachers.ab.ca/For%20Members/Professional%20Development/IndigenousEducationandWalkingTogether/Pages/Resources.aspx

Bowers, C.A., Vasquez, M., & Roaf, M., Native People and the Challenge of Computers: Reservation Schools, Individualism, and Consumerism. American Indian, 24(2), 2000, 182-199.