Indigenous Perspectives

 Article 1: Integrating Aboriginal Teaching and Values into the Classroom – Pamela Rose Toulouse (2008)

The article revolves around the importance of integrating the teachings and values of the Aboriginals in the classroom to improve the self-esteem and academic performances of the Aboriginals students. Toulouse says that identity, culture and belonging are directly connected to the success of students (Toulouse, 2008). She offers a cultural context of reshaping classroom practice using the Ojibwa Seven Living Principles (respect, love, bravery, wisdom, humility, honesty and truth). The main point is that significant incorporation of Aboriginal voices is not an inclusion tool, but a required change in pedagogy, the curriculum, and school culture.

These concepts relate well to my concept of innovation in teaching and learning. Technology or new strategies often come with innovation, yet as Toulouse reminds us, innovation can also be about going back to relational, holistic and community-based modes of knowing (Toulouse, 2008). Her emphasis on holistic learning (physically, emotionally, intellectually and spiritually) broadens the meaning of effective pedagogy. It also forces the teachers to rethink such traditional designs and lays belonging, representation, and community partnerships as the keys to success.

On my part, this article informs me about the significance of culturally responsive teaching. It prompts me to look into whether my classroom setting truly reflects Indigenous histories and contributions and views. It also challenges me to develop relations with local Indigenous community, and to think over my own assumptions (Toulouse, 2008). Especially significant is the emphasis on quantifiable results, related to equity; it makes me remember that good intentions should be backed by effective responsibility.

Questions for the Author

What can educators with little understanding of Indigenous cultures do to initiate this work respectfully and confidently?

Which accountability frameworks best serve to define whether schools, in fact, are fully honoring Indigenous views beyond mere gestures?

Toulouse, P. R. (2008). Integrating Aboriginal teaching and values into the classroom. What Works? Research into Practice (Research monograph #11).

Article 2: Pedagogical Pathways for Indigenous Education with/in Teacher Education – Brooke Madden (2015)

This article discusses the ways in which teacher training initiatives should incorporate Indigenous education. Madden (2015) examines literature to learn the approaches used by teacher educators when teaching and learning about Indigenous issues in Faculties of Education. She outlines four important pedagogical directions, including learning Indigenous traditional modes of teaching, decolonizing education pedagogy, anti-racism education and place-based education (Madden, 2015). The primary thesis is that Indigenous education cannot be discussed as a single topic or course, but as a related and a continuing constituent of teacher preparation.

All these concepts are highly related to my perception of teaching and learning innovation. Innovation does not simply pertain to new tools or methods, but also to how we think of knowledge and whose knowledge is privileged. As demonstrated by Madden (2015), innovative teaching is characterized by the task of disrupting colonial education and building the room where Indigenous voices, histories, and ways of knowing can be heard (Madden, 2015). The focus on place-based learning and learning with Indigenous communities’ underscores place-centered teaching based on its relational and contextual aspect, in contrast to standardized and detached teaching.

Personally, to practice, this article will make me reflect more on my role as an educator. It makes me remember that teaching Indigenous perspectives cannot be done with only good intentions but involves self-reflexivity, accountability and a sense of readiness to unlearn and relearn. Another important role that is emphasized by Madden (2015) is that both Indigenous and non-Indigenous teachers should consider themselves to be a part of the change. This supports the significance of establishing respectful relationships with Indigenous communities and incorporating Indigenous views in subjects, not merely on special lessons.

Questions for the Author

What can teacher education programs do to make sure that Indigenous education is not an empty promise, but an actual outcome of teaching experience?

What are the supports that are required by the practicing teachers to be able to apply these pedagogical pathways in the actual classroom settings with a lot of confidence?

Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and Teacher Education 51, 1-15.