DECOLONIZING YOUR PEDAGOGY LAUREN STELMASCHUK Taken from Decolonizing

DECOLONIZING YOUR PEDAGOGY LAUREN STELMASCHUK Taken from: Decolonizing Pedagogies Teacher Reference Booklet By Heather E. Mc. Gregor, 2012 And Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward By Province of BC, 2015

ACKNOWLEDGEMENT OF TRADITIONAL TERRITORY I would like to begin by acknowledging that the land on which we gather is the traditional unceded territory of the Lheidli T'enneh. The word Lheidli means “where the two rivers flow together” and T’enneh means “the people”

The Role of the Teacher “The teacher has an important role in contributing to truth, reconciliation, and healing. ”

The Role of the Teacher “Racism is a major challenge. Overcome this by being courageous and relentless in addressing it, identifying it when we see it, and teaching our children well. Model a better way to behave, take individual responsibility to improve self and the area around you. Address racism through cultural teachings of respect, patience, and selfregulation. ”

STEPPING STONES TO CULTURAL COMPETENCE “Cultural unsafety” "Cultural knowledge" "Cultural awareness" "Cultural sensitivity" "Cultural competence". Borrowed from: http: //ctb. ku. edu/en/tableofcontents/culture/culturalcompetence/culturallycompetentorganizations/main

DEFINING TERMS Decolonizing a critical response to imperialism and colonialism (including underlying assumptions, motivations, values); working to advance the interests of Indigenous peoples by transforming what is important in settler societies; involves more than changes to formal political power, requires long-term changes to all structures in society (ie. education); not only an Indigenous concern, has deep implications for settler societies; and, desired outcome is re-centering of Indigenous ways of knowing, being and doing Pedagogies approaches to teaching and learning; the process through which knowledge is produced; and, the transformation of consciousness that takes place through interaction of teacher, learner and knowledge they produce together

DECOLONIZING PEDAGOGY help learners come to recognize and know the structures of colonization and their implications; while engaging in activities that disrupt those structures on an individual and collective level; result in the re-centring of Indigenous ways of knowing, being and doing; facilitate engagement with possibilities for making change in the world; particularly in the interests of supporting Indigenous self-determination.

DISCUSSION BREAK How do these terms, as defined, sit with you? What does it mean to your practice to “decolonize”?

WHAT DOES RESEARCH SAY ABOUT WHY DECOLONIZING PEDAGOGIES ARE NEEDED? Indigenous educational theory and research emphasizes: acknowledgement of the history of wrongdoing and mistreatment towards Indigenous peoples by the government and other forces (ie. capitalism); the importance of Indigenous peoples’ involvement in educational decision making regarding their own systems of education; recognition and inclusion of Indigenous ways of teaching and learning; the importance of parents, Elders and a commitment to community in building educational capacity; respect for the environment, all of its inhabitants and more sustainable relationships therein; decolonizing research and education from pre-school to post-secondary; and, investment in preservation and vitality of Indigenous language and culture.

Themes

Themes

Themes

DISCUSSION BREAK Where do you have the most impact? How or Where can we work to improve the system and outcomes for all learners?

WHAT DOES IT MEAN TO USE DECOLONIZING PEDAGOGIES Kanu’s list of Aboriginal Pedagogies stories as a teaching method sharing/talking circles learning scaffolds that support differing learning styles and incorporate Aboriginal content field (land) trips guest speakers activities that accommodate multiple learning styles opportunities for student decision making and problem-solving Kanu’s Ways to Create a Positive Learning Environment openness for students to speak honestly encouraging students to listen to each other sense of belonging and community students don’t feel unsafe teachers respect student silence opportunity to counter stereotypes help students explore themselves and their values

EXAMPLES OF DECOLONIZED PEDAGOGICAL PRACTICE engaging with content that illustrates the rights of Aboriginal peoples and allows Aboriginal learners to be empowered; facilitating opportunities to learn from place (or the local land community); an understanding of local customary protocols and community expectations; inclusion of Elders in instruction, for storytelling, Indigenous language instruction, ceremonies and other pedagogies for learning consistent with Aboriginal pedagogy; taking students into the bush or onto the land/sea; employing community members to carry out instruction or co-instruction with the teacher in language, arts, environmental knowledge, governance, etc. ; using learning resources or materials that do not perpetuate colonial myths and stereotypical representations; asking Aboriginal community members for suggestions of appropriate resources or materials that are culturally- and locally relevant; matching teachers with an Aboriginal mentor from the community to help with networking and creating the right environment for opportunities like Aboriginal community instruction.

Emphasis on Identity “Encourage student self-awareness grounded in knowledge of family origins, cultural background, place of origin, and other identity ‘markers. ’ Student self-expression is an opportunity to address and revisit this theme at various stages during their K-12 schooling. ”

Indicators of Success • We’ll know we’re successful when: • We see increased numbers of non-Indigenous people taking direct personal responsibility for their own decolonization and reconciliation • When any Indigenous person who has an education doesn’t feel obligated to fight for the rights of Indigenous people • When teachers see the relevance of Aboriginal knowledge, and when kids believe in themselves and are confident learners

Indicators of Success • The voice of youth (including Aboriginal youth) is present and heard as part of district educational decision making • We see decision makers in community and in school districts recognizing that they have a role in reconciliation and making decisions with this as a fundamental consideration • We no longer have “Aboriginal curriculum” and other curriculum – we just have curriculum

Indicators of Success • • Indigenous languages are heard on school announcements and at celebrations, and seen on newsletters and the school website The values underlined in district Enhancement Agreements guide educators’ work with all students Teachers regularly ask for and receive professional development and support in Aboriginal education Students’ own ideas of success are taken into account

DISCUSSION BREAK Where have you been successful in this process? What is your next step?

Resources • “Decolonizing Pedagogies Teacher Reference Booklet” Ø http: //blogs. ubc. ca/edst 591/files/2012/03/Decolonizing_Pedagogies_Booklet. pdf Ø https: //blogs. ubc. ca/edst 591/decolonizing-pedagogies-teacher-reference-booklet/ • Access the AWP resource booklet ➢ https: //www. bced. gov. bc. ca/abed/awp_moving_forward. pdf • Ministry-produced learning resources and curriculum materials ➢ www. bced. gov. bc. ca/abed/documents. htm • FNESC documents and videos ➢ www. fnesc. ca/resources