Module 1 Reflection- and Inquiry Question
1. Meaningful Land Acknowledgements
- What I learned: Land acknowledgements are a way of respectfully recognizing the original stewards of the land and should be meaningful rather than simply a statement that is repeated. They should include thoughtful consideration of the speaker’s intention, authenticity, and connection to the land (British Columbia Ministry of Education, 2015).
- Why I chose it: I realized that saying a land acknowledgement is not enough. I need to understand whose land I am on and what my acknowledgement means.
- Classroom connection: I will learn more about the local Ktunaxa Nation, including the land, water, plants, animals, and history of the area. I want my acknowledgement to model genuine respect and responsibility.
2. First Peoples Principles of Learning
- What I learned: The First Peoples Principles of Learning describes learning as holistic, experiential, reflective, and relational. They also emphasize the importance of learning being connected to memory, history, story, and the well-being of the self, family, community, land, and others.
- Why I chose it: These principles connected strongly with the way I already enjoy teaching through hands-on activities, outdoor experiences, stories, reflection, and relationships.
- Classroom connection: I want these principles to influence my overall teaching rather than treating Indigenous learning as a separate lesson. I will provide students with opportunities to learn through experience, relationships, stories, reflection, and connections to the land.
3. The Importance of Terminology
- What I learned: The UBC Indigenous Peoples: Language Guidelines explains that the words we use when referring to Indigenous peoples matter because language can reflect historical and cultural relationships (University of British Columbia, 2021). The UBC Indigenous Foundations: Terminology resource also emphasizes that Indigenous peoples are made up of distinct Nations, cultures, and communities, so using specific names when possible is important (First Nations and Indigenous Studies, 2009).
- Why I chose it: I realized that using respectful terminology requires more than memorizing which words are “correct.” I need to understand the meaning behind the language I use.
- Classroom connection: I will model respectful and accurate terminology in my everyday teaching and help students understand why certain words matter. I will also learn about the specific Nations connected to the communities where I teach.
4. Witnessing & Deep Listening
- What I learned: Witnessing involves more than simply hearing someone speak. It involves deep listening, remembering what was shared, respecting the knowledge received, and carrying that knowledge forward. Witnesses have a responsibility to remember and share what they have witnessed accurately.
- Why I chose it: This changed how I think about listening as part of learning. Students can learn from one another’s experiences, not just from textbooks, assignments, or tests.
- Classroom connection: I will use reflection, sharing circles, storytelling, and discussion to encourage students to practice deep listening. I want students to understand that listening to someone’s story comes with the responsibility to respect and learn from it.
5. Allyship: Learning → Action
- What I learned: The allyship resource explains that being an ally is not a self-appointed identity or a “badge.” Meaningful allyship requires ongoing learning, self-reflection, relationship-building, and action. Educating yourself is only the beginning; allyship requires putting that learning into practice
- Why I chose it: This reminded me that learning about Indigenous histories and perspectives is only the beginning. I need to continually reflect on my own motivations, listen to Indigenous voices, and consider how my actions can contribute to respectful relationships.
- Classroom connection: I will continue learning about the Indigenous communities where I live and teach and look for authentic ways to include Indigenous perspectives throughout the school year. I want my teaching to move beyond simply including Indigenous content and toward building respectful relationships and taking meaningful action.
References
British Columbia Ministry of Education. (2015). Moving forward: Welcoming Aboriginal worldviews into BC’s K-12 classroom. Government of British Columbia.
First Nations and Indigenous Studies. (2009). Indigenous Foundations: Terminology. University of British Columbia.
https://indigenousfoundations.arts.ubc.ca/terminology/
First Peoples’ Principles of Learning.
Office of Indigenous Initiatives. (2019). Terminology guide. Queen’s University.
https://www.queensu.ca/indigenous/ways-knowing/terminology-guide
University of British Columbia. (2021). Indigenous Peoples: Language guidelines.
https://museum.bc.ca/wp-content/uploads/2023/02/ubc_indigenous_peoples_language_guide.pdf
My Inquiry Question
How can I meaningfully and authentically incorporate Indigenous perspectives and the First Peoples Principles of Learning into my everyday classroom practice?
Why I chose this question:
As a future teacher, I want Indigenous learning to be meaningfully integrated into my classroom rather than treated as a single lesson, activity, or topic during a specific time of year. Throughout this course, I want to explore how Indigenous perspectives and the First Peoples Principles of Learning can influence the way I teach, build relationships, design learning experiences, and connect students to their community and the land.
I hope that by the end of this course, I will have a better understanding of what authentic and respectful integration looks like and have practical strategies that I can carry into my future classroom.