Quality Learning Environment

What is my role in providing a quality learning environment? When we take a look at the factors that affect indigenous students and their learning like the table below it may seem overwhelming in determining where you fit as an educator. 

Table 1.0: Factors Affecting Indigenous Students and Their Learning

Classroom features	Teacher communities
Diversity and differentiated learning is foundational Learning is linked to students’ lives and experiences High expectations for all student coupled with differentiated assessment Classroom management is focused on community building and relationships	Professional development is ongoing where data is a critical feature Time and resources are allotted for teachers to plan together Relationships are collegial and student learning, as well as community, is a key underpinning Teachers are valued for their work and commitment
Schools & climate	External environment
School safety for all is a priority Interpersonal relationships are positive and evolving Teaching and learning practices are evidence based Organizational structures support vision of inclusion Shared leadership is the reality between admin and staff Deconstructing the hidden curriculum	Parental and community engagement plans honour difference Culminating tasks for students are rooted in social change in the community Community and school events are integrated, shared and seamless Global citizenship and environmental stewardship connections

Note. This table is a summary of the areas in Bascia’s paper that complement the diverse perspectives of Indigenous peoples regarding student achievement.

Classroom features, teacher communities, school climate and the external environment are broad concepts that are strongly interconnected.  Learning outcomes, especially when more holistic definitions and interpretations are being considered, will be directly affected by these factors (Ontario Ministry of Education, 2014). [1]  Indigenous ways of learning are part of that diversity and cannot be integrated if teacher professional development is inconsistent and there is limited time for collaborative planning. Also, the absence of parental engagement plans and linkages to community resources for Indigenous families become further barriers for students’ rightful attainment to  balance/wellness. [1]   We need all these pieces to fit together to make  it work.  These complex issues will require solutions in a multifaceted approach and we have to have measures of success. 

What is a quality learning environment? How do Indigenous worldviews reflect this concept? Are there particular components that make up this type of teaching/learning setting?
When we integrate and truly embed indigenous pedagogy, relevant curriculum content and the medicine wheel we are all components of student success and a quality learning environment.

         

 [1] Toulouse. P. What matters in Indigenous education: Implementing a Vision Committed to Holism, Diversity and EngagementOnline.  https://peopleforeducation.ca/report/what-matters-in-indigenous-education/ Accessed February 12, 2019. 

          

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Decolonize and Indiginize

My role in reflecting on my practises  as an educator include thinking about decolonizing the curriculum.    The term "decolonize" has been widely used by non- indigenous people who have experienced colonization in their ancestral lands.  How can I focus and center my teaching on indigenous knowledge?  Can this fit into every subject?  There has been a lot of talk about museums, teachers college and other facets of teaching to decolonize their material.  

Under the Indian Act, the Potlach ban legally denied and actually criminalized Indigenous people for any expression of their traditions, ceremonies and caused tremendous harm to generations of families, communities and our nation. [1] What I do today or tomorrow will never make up for those 67 years of loss and hurt but it can help to repair and rebuild for this generation and the future.   

I wish I had some of this knowledge when I went to teachers college in 2006.  Lorna Williams at the University of Victoria is looking at decolonizing Teacher Education programs.  She states that in Indigenous education can provide alternative perspectives and reshape our thinking about how preservice teachers can better prepare themselves for a teaching career. Using principles such as those listed below which were realized by Lorna Williams (2008) in her course, Teaching and Learning in an Indigenous world.  
 These include the need to provide:

• respectful and welcoming learning environments;
• respectful and inclusive curricula;
• culturally responsive pedagogies to improve the quality of knowledge, understanding, and pedagogic skills that all educators gain;
• mechanisms for valuing and promoting Indigeneity in education; and
• culturally responsive assessment (Archibald, Lundy, Reynolds, & Williams, 2010, pp. 5-8). [2] 

[1] [Online.]  Accessed at https://medium.com/viewfinder-reflecting-on-museum-education/decolonize-and-indigenize-a-reflective-dialogue-3de78fa76442.  February 19,2019. 
[2] Sandford. K. (2012). Indigenous Principles Decolonizing Teacher Educaion:  What we have learned.  InEducation. Vol 2. Issue 18.  

What does it look and sound like?

[2] 

https://youtu.be/fjZA4CVJc0M

As someone who has a passion for early learning this video is a wonderful representation of what I aspire my classroom to look like one day.  Have you taken a look at the Early Learning and Childcare Framework?  This framework provides a guide for communities, program administrators, service providers, policy makers and governments to work towards achieving a shared vision that all indigenous children have an opportunity to experience high quality and cultural strong early learning child care. [1] Indigenous students who attend this program and setting would be well supported and would support their long term development and life outcomes.  

Although cliche its true that children are future. We have an opportunity here to really embed a culture of acceptance, understanding, and compassion.  A new era of Truth and Reconciliation and give all children a strong sense of identity and Canadian history. This holistic approach that includes indigenous cultures and languages and community members should be what other programs are using as a measure of  success, and something to strive for.  

[1][Online]  https://www.canada.ca/en/employment-social-development/programs/indigenous-early-learning/2018-framework.html. Accessed; January 20,2019.  

[2] 

https://youtu.be/fjZA4CVJc0M

Native History

20 years ago I was given two highschool course options.  I could take a Native History course or I could take a Canadian History course.  I choose the Native History course.  I remember learning about small pox and treaties, I remember learning about different tribes and the houses they built.   I vividly remember  our field trip to the Museum of Civilization in Ottawa.  For the life of me I could never understand why Canadian History and Native History were two separate entities?  Indigenous people are our countries history.

We, (Ontario) need to approach indigenous culture with the same dedication we apply to French Language. Courses in highschool should not be optional when it comes in indigenous content. It shouldn't matter what size of population of the school self identitifes as indigenous.  "Having students learn about the indigenous people of Canada provides an equal or even greater purpose- educating non-indigenous students.  Misconceptions of treaties, the water crisis, missing women, the 60's scoop and poverty on reserves.  The list goes on and on.  Not understanding what they things really are and how they have affected our communities has led to a divide."[1]

What are your thoughts?  What courses were offered to you in your educational journey?

[1] McMullen. C (2018) Ontario needs to Indigenize the Ontario Curriculum. [Online] https://chronicle.durhamcollege.ca/2018/01/ontario-needs-indigenize-ontario-curriculum/. Accessed January 20, 2019. 

Lets Get Political ... Political

Queen Universities own Theodore Christou wrote a great article last summer about  Doug Fords dismissal to revise the province's social studies and history curriculums  to add Indigenous content. Theodore was part of the group that was involved in re writing the curriculum.  He feels strongly that Fords decision to axe the revisions is a travesty." I am aghast because the need to Indigenize curriculum in Canada is not up for debate. The calls from the Truth and Reconciliation Commission  are not suggestions. When Canadians are called, we must respond. Every single call is formidable, and ignored at our peril." [1] 

I would have to agree.  The curriculum content in social studies and history in Ontario schools is outdated and does not reflect the true history of Canada.  These subjects are in place so students can discuss, research and explore the events of the past. As Theordore states ' Ontario’s move to dismiss the addition of new Indigenous content as it revises its history curriculum is dangerous. We now have a very narrow idea of what our history is, and we continue to tell students a narrative that is demonstrably and woefully incomplete.

What resources do you use to teach social studies or history?  I would recommend you follow Facing History facebook or twitter or check them out at facinghistory.org

[1] Christou, T. (2018). The need to Indigenize curriculum in Canada is not up for debate': Nixing plans to add Indigenous content to Ontario curriculum is a travesty. [Online]  

https://www.indianz.com/News/2018/07/23/the-need-to-indigenize-curriculum-in-can.asp.  Accessed February 4, 2019.