Implications:

My inquiry implementation may have the unintended consequence of excluding students of other cultures, or causing some students to be uncomfortable with the teaching methods I am trying to practice. Some students may not learn well through stories or being given too much freedom of choice. As always, I will have to determine this about my particular students and make adaptations where necessary, as well as delivering a variety of teaching methods throughout my lessons. On the other hand, as a result of my inquiry I will be trying out many different teaching practices, some of which I may not have tried otherwise. I may find that some practices work really well with certain groups of students, which is something that I will carry with me throughout my career.

Limitations:

Currently, most teachers have little practice when it comes to implementing First Peoples Principles of Learning and culturally responsive pedagogy. It is tempting to lean towards stereotypical activities such as making bannock in food studies, because it is easy and an obvious connection. While a literal interpretation is not necessary, it is often the default. As teachers, we want to stay away from tokenism as much as possible. Finding authentic ways to incorporate these perspectives does take critical thought and extra time, but also provides opportunities for students and teachers to get involved with key First Nations stakeholders in their community.