I believe that incorporating Indigenous ways of thinking into the public school system is very critical to beginning the process of decolonization. During my practicum, I tried to incorporate indigenous worldviews, stories, and art into my teaching. I taught an Aboriginal Art unit where I showed, discussed and created interpretations of Aboriginal Art. In my unit, my students learned about Aboriginal creation myths, created Art, and went on a field trip to Stanley Park. Understanding that one of the First People’s principles of learning is experiential and embedded in a sense of place, the trip to Stanley Park was the culmination of the unit on Aboriginal Art and provided an opportunity for children to witness totem poles and take part in activities meant to provide a sense of place.
During my research of the unit, I was very careful to use materials respectfully. I found that there are some resources that are culturally inappropriate (such as creating totem poles out of toilet paper cardboard) that educators should be critical of. I believe that it is important to be culturally sensitivity when selecting resources and to use authentic resources when possible. This includes using storybooks written by Indigenous authors or inviting guests who can share Aboriginal knowledge (such as Elders or the Aboriginal Enhancement worker).
During the end of my practicum, an Aboriginal Enhancement worker was assigned to our school and came every Monday to share stories with my class. I realized how important the role of an Aboriginal Enhancement worker is and how important it is that we invite guests into the classroom to share their stories. I believe that working together with First Nation people is critical in beginning the process of reconciliation.