Across Canada, teachers unfamiliar with Aboriginal approaches to learning are seeking ways to respectfully weave Aboriginal content into their lessons. This book introduces an indigenist approach to education. It recounts how pre-service teachers immersed in a crosscultural course in British Columbia began to practise Indigenous ways of knowing. Working alongside Indigenous wisdom keepers, they transformed earth fibres into a mural and, in the process, their own ideas about learning and teaching. By revealing how they worked to integrate Indigenous ways of knowing into their practice, this book opens a path for teachers to nurture indigenist crosscultural understanding in their classrooms.
Michele T.D. Tanaka is an assistant professor in the Faculty of Education at the University of Victoria. Her research and teaching interests have been shaped by over ten years of classroom experience, in a variety of educational settings.
Foreword / Greg Cajete SENCOTEN Pronunciation and Glossary Introduction: A Welcoming The Moons of XAXE SIAM SILA 1 Orienting to Place and Pedagogical Purpose 2 Opening Oneself to Indigenous Ways of Being-Knowing-Doing 3 Rethinking Learner-Teacher Relationships 4 Invoking Good Intention and Conscious Action 5 Focusing on How and Why We Teach 6 Trusting Learners and Remembering Wholeness 7 Coming Together in Safe Enough Spaces 8 Continuing Reflection towards Sustainability 9 Preparing Self and Community for Dispositional Change 10 Indigenizing Practice amid Classroom Challenges 11 Re-envisioning (Teacher) Education 12 Touchstones for Future Teaching References; Index