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Guiding Voices, : - Coggle Diagram
Guiding Voices
Experiences and Worldviews
Be cautious of romanticizing historical events (not authentic, accurate, or appropriate)
Indigenous Knowledge and Pedagogy
agriculture
cyclical process of giving back to the land and taking from it for resources and ceramonies
commence
Ex. The pemmican trade
ecology
Ex. respect for all things (the grass, the trees, animals etc.)
geography
Ex. sacred writing-on-stone
kinship
Ex. sense of identity and belonging, a child may have multiple mothers/fathers
law and order
Ex. peace keeper societies (court hearing systems?)
philosophy
Ex. all things are interconnected
medicine
Ex. holistic wellness
spirituality
governance
Ex. consensus models
presentations should reflect First Nations, Metis, Inuit and Indigenous peoples and communities as independent, sustainable, and self-sufficient.
Sacred stories and ceremonies should only be shared with respect, in the appropriate context and following protocol
How/Where can we find the protocols for sharing these? Is it only appropriate for elders to come into classrooms to share sacred stories/ceremonies?
Ancestors, Time and Place
sense of place is reflected through more than location - traditional knowledge & perspectives
diverse perspectives on the impacts of historical events
Information about treaties is reflective of the spirit and intent of treaties (as well as their sacred nature) - comes back to language and traditional knowledge (oral history)
diversity in the role models, leaders, and communities presented
Language, Cultural Identity and Voice
The importance of language
holistic learning, the learning process (observation and practice) is just as important as what is being learned
difference between using "Canada" in a sentence and "What is now called Canada"
self-identity
Language shapes culture & culture shapes language
Language communicates values, beliefs, and customs
Language fosters feelings of group identity and solidarity
Language is the means we convey and preserve values
Relationships
dynamic and interconnected
balance among all things
"Everything we do, every decision we make, affects our family, our community, it affects the air we breathe, the animals, the plants, the water in some way. Each of us is totally dependent on everything else" -
Evelyn Steinhauer
All of life has purpose
Literacy is not just understanding how to read and write, it is understanding the connection between all of life; mind, body, and spirit. It is language. When we understand language, we begin to understand all of life. (Wilson Goodstriker)
the individual impacts the entire community
Three laws of relationships
Laws of Sacred Life
Laws of Nature
Laws of Mutual Support
Classroom Discussion Takeaways
"You cannot celebrate resistance without first recognizing the factors that led to that resistance"
How do we find the balance between educating students on the legacy of colonialism/genocide and also celebrating Indigenous Ways of Knowing so that we are not teaching Indigenous Identity as solely a narrative of tragedy?
Should there be separate programs of "Social Studies" and "Indigenous Studies" in Canadian schools?
Guided Voices Aim: the tool will help curriculum developers incorporate the diversity of First Nations, Metis, and Inuit perspectives and experiences as a natural and seamless part of the curriculum development process, not as a separate step or a separate section where First Nations, Metis, and Inuit content is placed.
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