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Indigenous Curriculum Theory - Coggle Diagram
Indigenous Curriculum Theory
Foundations for the Approach
View of History
Colonization of Canada disrupted Indigenous ways of knowing, replacing them with Eurocentric systems that prioritize hierarchy, competition, and compliance
Residential schools
were a tool of cultural erasure, leading to intergenerational trauma
Discovery of unmarked graves has served as a stark reminder of Canada's colonial past
View of Psychology and Learning Theory
Indigenous learning emphasizes storytelling, experiential knowledge, and spiritual growth
Knowledge is grounded in
self, spirit, and the unknown
Contrasts with Eurocentric theories focusing on independence and cognitive hierarchy
Philosophy
Indigenous pedagogies are
wholistic, relational, experiential, community-focused, ceremonial, spiritual, and interdependent
Emphasizes interconnectedness: all beings and elements of the natural world are connected and spiritually significant
View of Social Issues
Education is inherently political and shaped by societal power structures
Indigenous communities face systemic barriers, including lower graduation rates and higher incarceration rates
Curriculum Domains
Calls to Action (TRC, 2015)
Teachings about treaties, residential schools, Indigenous cultures, and languages
Integration of Indigenous perspectives across the curriculum
Current Initiatives
Examples like British Columbia’s Indigenous-focused graduation requirement promote a more inclusive and accurate curriculum
Indigenous Knowledge Systems
Circle-based worldview integrating spirituality, culture, values, oral traditions, and governance
Importance of Elders as knowledge keepers and spiritual guides
Curricular Theory and Practice
The Role of the Learner
Education must support students to leave school with
dignity, purpose, and options
Learners are
active participants
in acquiring and applying knowledge
The Role of the Teacher
Honour Indigenous strengths, cultures, and innate gifts
Embrace personal and unique journeys toward reconciliation
Engage in professional development to support Indigenous-focused curricula
The Role of Others
Curriculum Specialists
: Develop resources that reflect Indigenous knowledge systems and values
Parents and Communities
: Involve Indigenous voices in curriculum planning and delivery
Administrators
: Ensure meaningful opportunities for Indigenous participation in all aspects of education
The Social Impact
Reconciliation Efforts
nclusion of Indigenous perspectives challenges dominant narratives and promotes empathy and understanding
Education plays a key role in fostering mutual respect and addressing colonial harms
Empowering Indigenous Students
Creates space for Indigenous students to thrive in school while maintaining cultural identity
Societal Change
Promotes greater awareness of historical injustices and the contributions of Indigenous Peoples
Challenges for the Approach
Power Imbalances
Curriculum design is often shaped by
hegemonic interests
Persistent systemic inequalities and lack of representation hinder progress
Missteps in Reconciliation
Settlers may impose their views, assuming they know “what is best” for Indigenous Peoples
Reconciliation is complex, requiring patience and genuine engagement with Indigenous communities
Implementation Barriers
Provincial and territorial control over education creates inconsistency in applying TRC Calls to Action
Limited teacher training and resources to effectively integrate Indigenous perspectives
Cultural Sensitivity
Balancing Indigenous traditions with modern educational demands requires careful negotiation