Indigenous Learning Design for Teaching and Being: Implications for Educators Transitioning to Curriculum Embedded with Indigenous Ways of Knowing




Jungen, Philip

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This project reflects upon my own personal experiences of teaching and learning, taking on an ethnographic lens as I begin to develop as an Ally. I use the process of planning for a new curriculum to re-think my teaching practice; both the known colonial influences as well as those I did not realize existed within me. I study the literature around Indigenous Ways of teaching science, relate it to my own experiences, and make classroom, school, and district recommendations. I move from the typical western perspective of learning and assessment to more traditional Indigenous Knowledge and Wisdom incorporating the power of story as a meaningful way of learning. The conclusion I draw is that there is much to be done to Indigenize our classrooms; curriculum change alone is not enough. True and lasting change will require ongoing and honest self-examination with a willingness to ask difficult questions and to become vulnerable to trusting that the answers have always been there.



indigenous, aboriginal, curriculum, First Nations, lesson design, curriculum implementation, traditional knowledge and wisdom, aboriginal education