Weaving Indigenous Knowledges into the Classroom as a Tool to Combat Racism

Authors

DOI:

https://doi.org/10.20355/jcie29628

Keywords:

Indigenous knowledges, teaching quality standard, racism, classroom

Abstract

Two years after the introduction of the new Teaching Quality Standard in Alberta, Indigenous and non-Indigenous researchers from eight teacher education programs came together to examine how teachers were weaving Indigenous knowledges into their classrooms. The fifth competency of the standard requires that all Alberta teachers possess a foundational knowledge of First Nations, Métis, and Inuit and apply that knowledge in the classroom. Two hundred and forty-seven teachers, both non-Indigenous and Indigenous, responded to a survey, and another 30 participated in follow-up interviews. Results point to challenges and successes that teachers have experienced, the people that support their work, and how the integration of Indigenous knowledges acts as a tool to combat racism against Indigenous Peoples. Although teachers reported increased efficacy in applying a foundational knowledge of Indigenous Peoples, a multicultural perspective prevented some from understanding the unique nature of racism against Indigenous Peoples.

Author Biographies

Amy Burns, Werklund School of Education

Amy Burns is a former K-12 teacher and is an associate professor in leadership, policy and governance and associate dean of undergraduate programs in education with the Werklund School of Education at the University of Calgary.  She is a leader and researcher committed to learning and listening and is proud to be a part of this research project as it aims to encourage the meaningful exploration and integration of Indigenous ways of knowing in K-12 classrooms.

Yvonne Poitras Pratt, Werklund School of Education

Yvonne Poitras Pratt (Métis), Associate Professor, traces family roots to historic Red River and Fishing Lake Métis Settlement in Alberta. She publishes on Indigenous and reconciliatory
education, digital storytelling with Métis, and arts education. She has earned multiple awards
since her recruitment to the Werklund School of Education in 2013.

Samara Wessel, Werklund School of Education

Samara Wessel (MSc) is a PhD in Counselling Psychology student at the University of Calgary. Samara's work lies in the intersection of psychology and social justice. Her research centers on the critical topics of cultural safety and exploring the ways in which psychology can support self-determination and data governance within Indigenous communities. 

Saria James Thomas, University of Calgary

Saria James-Thomas (BEd.) is a teacher who has returned to the University of Calgary to pursue a second degree in psychology. Saria’s long term goal is to work with children in a psychological context and she aims to research ways to reduce the barriers to the positive mental health of BIPOC populations. She moved from Jamaica and relocated to Calgary at the age of 12. During this time, she has been interested in learning about Indigenous cultures and as a teacher, she tried to implement Indigenous ways of knowing into her lessons. In her free time, Saria is a mental health advocate where she volunteers and works with national organizations such as Jack.org. She also likes experiencing nature and doing activities such as hiking.

Danielle Lorenz, University of Alberta

I am a PhD candidate in the Social Justice and International Studies in Education specialization at the University of Alberta. My doctoral research examines settler colonialism within systems of education in Alberta; I am supervised by Chris Andersen (Professor & Dean, Faculty of Native Studies) and Carla Peck (Associate Professor, Faculty of Education).

Astrid Kendrick, Werklund School of Education

Before taking on her current role of Director, Field Experience (Community-Based Pathway), at the Werklund School of Education, Dr. Astrid Kendrick was a K-12 classroom teacher for nineteen years specializing in Physical Education and English/Language Arts. Dr. Kendrick has two main research foci: firstly, on compassion fatigue, burnout, and emotional labour in Alberta educational workers, and secondly, on building the instructional capacity of preservice teachers in online and virtual learning environments. She is the primary investigator on a SSHRC-funded Partnership Development Grant with the Alberta Teachers Association, ASEBP, and Northwest Territories Teachers Association; a co-investigator on a health promotion grant through Alberta Education; and a co-investigator on an SSHRC Insight grant into improving teacher integration of Indigenous knowledge.

Theodora Kapoyannis, Werklund School of Education

Dr. Theodora Kapoyannis is the current Director of Field Experience ( On- Campus Pathway), at the Werklund School of Education. Before taking on this role. she was a K-12 Classroom Teacher for eighteen years and an educational consultant. Dr. Kapoyannis' research interests include linguistic and culturally responsive pedagogy, teacher well-being and digital literacy.

Kathryn L. Crawford, Ambrose University

Kathryn Crawford (EdD) is an assistant professor at Ambrose University, teaching learning theory and application and a Faculty Lead at Yorkville University in Curriculum and Pedagogy
and Indigenous Education. Her experiences as an educator with students in First Nation communities, special education programs, inclusive classrooms, and with preservice
teacher/partner teacher partnerships has been integral in affirming the importance of first-person stories in teacher preparation and in the teaching profession. She is interested in the taken-for-granted socialization and evaluation of preservice teachers, identity development of preservice and early-career teachers, the role of communication in the authorization of the idealized teacher through field experience, and in organizational storytelling

Eva Lemaire, University of Alberta

Originally from France, Eva Lemaire is a professor of Education at the University of Alberta, on Treaty 6 territory. She is Associate Professor at Faculté Saint-Jean and Adjunct Professor at the Faculty of Education (Department of Educational Policy Studies). Her areas of expertise are intercultural education, multilingual education, as well as language awareness/cross linguistic awareness. Eva Lemaire is interested in the integration of Indigenous perspectives in school settings, especially in the French immersion and French immersion minority contexts; with language revitalization and language awareness being conceptualized as a pathway to reconciliation.

Joshua Hill, Mount Royal University

Through his teaching, service, and scholarship Josh seeks to create the conditions to (re)story education as a journey towards agency, wonder, and expansive awareness of oneself-in-the-world. He is a citizen of the Métis Nation of Alberta and his ancestors trace back to Métis, Eastern European, and English communities. Josh is an assistant professor in the department of Education at Mount Royal University. He is currently exploring storytelling, Indigenous land
based learning, and heterarchy in the contexts of learning, teaching, and leadership in k-12 and
post secondary education. Prior to his professorship Josh worked for many years at Rocky View Schools as teacher and a system leader.

Robin Bright, University of Lethbridge

Robin Bright (PhD) is a professor and Interim Dean in the Faculty of Education at the University of Lethbridge, living and benefitting from Blackfoot Confederacy traditional territory. After enjoying a ten year career teaching elementary school, Robin pursued her commitment to lifelong learning as a researcher, writer and teacher educator working with preservice teachers, practicing teachers, parents, children, and colleagues in the areas of language and literacy. She continues that commitment to learning through understanding Indigenous ways of knowing to support rich experiences for students and teachers in classrooms.

Dawn Burleigh, University of Lethbridge

Dawn Burleigh (PhD) is a former high school teacher in an isolated First Nation community and an Associate Professor in the Faculty of Education at the University of Lethbridge who studies the intersections of policy and curriculum in Indigenous education.

Chloe D. Weir, Burman University

Chloe Weir (Ph.D.) traces her passion for teaching and education to her second-grade teacher who had a profound influence on her life. She currently serves as the Chair of the School of Education at Burman University. She is devoted to teaching and enjoys learning new ways of engaging preservice teachers. She is a strong proponent of the view that there is a space for understanding how Indigenous ways of knowing and doing can contribute significantly to human development.

S. Laurie Hill, St. Mary's University

Laurie Hill (PhD) was born and grew up in southwestern Ontario, near Lake Huron, the territory of the Anishinabek Nation and the Saugeen Ojibway Nation. She now lives in Calgary and works at St. Mary’s University where she is currently an Associate Professor in the faculty of Education. Laurie is a settler with Scottish, Irish, and British heritage. 

Lorelei Boschman, Medicine Hat College

Lorelei Boschman (M.Ed) has been an educator for thirty-four years as an elementary teacher, high school mathematics teacher and currently Chair of Education and Instructor at Medicine Hat College, Alberta, in the Bachelor of Education degree collaboration with Mount Royal University in Calgary, Alberta. An important aspect of this role is to collaborate in Indigenous education with faculty, local teachers and preservice teachers. Lorelei’s scholarly work has been focused on mathematics education, leadership, experiential learning and high-impact
educational strategies. Educating preservice teachers and creating truly meaningful and thorough learning experiences to prepare them for teaching is paramount to her. She also enjoys adventuring in the outdoors and is a firm believer in place-based experiential learning, appreciation and personal growth

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Published

2024-08-27

Issue

Vol. 19 No. 1 (2024): Regular issue

Section

Articles

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