Engaging in Indigenous Ways of Knowing, Being, and Doing to Strengthen the Process of Truth and Reconciliation
Reflective Questions for Teachers
How do we create learning experiences and assessment practices that
nurture respectful relationships with learners, families, and communities to strengthen the process of Truth and Reconciliation by promoting Elder, Knowledge Keeper, community, and extended family involvement?
provide opportunities to take action to support local Indigenous ways of knowing, being, and doing within the classroom and the community (e.g., valuing community and interdependence; using storytelling; connecting learning to place and the land; multi-sensory learning; structuring learning holistically, experientially, and through modelling; incorporating ceremonies)?
ensure classes include resources, lessons, and experiences that authentically reflect Indigenous Peoples, cultures, and world views?
provide opportunities to incorporate local Indigenous languages into learning experiences in the classroom?
support learners in their metacognition and reflection on their own diverse ways of knowing, being, and doing?
Reflective Questions in a Digital Environment
Where do opportunities exist in my teaching practice to create developmentally appropriate digital learning experiences and assessment practices that
explore digital platforms to facilitate genuine connections between learners and Indigenous Elders or Knowledge Keepers, facilitating authentic learning experiences?
examine the potential risks and benefits of using technology such as AI to address issues related to Truth and Reconciliation? How is potential harm mitigated?
represent Indigenous voices and knowledge systems and other marginalized groups (i.e., digital and AI tools and resources that acknowledge and promote awareness of various voices and perspectives)?
centre Indigenous storytelling, art and music within digital literacy lessons, ensuring they are integral facets of the learning experience and avoiding appropriation and misrepresentation?
challenge assumptions about technology, progress and knowledge in the classroom. How can Indigenous world views offer opportunities to rethink these assumptions?
