Module 6 Reflection- Continued Inquiry Research

Module 6: Learning Artifacts and Reflection

Artifact 1: Indigenization and Decolonization Venn Diagram

One artifact I created was a Venn diagram comparing Indigenization and decolonization. This helped me understand that although the two concepts are connected, they are not the same. I learned that decolonization involves recognizing and challenging colonial systems, structures, and ways of thinking, while Indigenization involves meaningfully bringing Indigenous ways of knowing, being, and doing into spaces such as education.

One of my biggest takeaways was that both are ongoing processes rather than something that can be completed. I also learned that Indigenization needs to go beyond simply adding Indigenous content to a lesson. It should involve meaningful changes to practices, relationships, and structures while respecting Indigenous self-determination.

Artifact 2: Learning Through Recognizing and Encouraging Strengths

Another artifact was my reflection on the idea that learning occurs through recognizing and encouraging strengths. The story about the father and his great-grandparents helped me think about how important it is for teachers to recognize students’ abilities and potential rather than focusing mainly on what they are doing wrong.

This made me reflect on my own future teaching practice. I want to get to know my students well enough to recognize their individual strengths, interests, and abilities. I can provide different opportunities for students to demonstrate what they know and give them chances to share their strengths with others.

Artifact 3: Authentic Resources and Annotated Bibliography

I also created an annotated bibliography examining authentic Indigenous resources that could be used in my teaching and personal learning. This helped me understand that a resource being about Indigenous Peoples does not automatically make it authentic.

I learned to consider who created the resource, whose voices are represented, whether Indigenous Peoples were meaningfully involved, and whether the resource avoids stereotypes or tokenism. This is something I will need to consider carefully when choosing resources for my future classroom.

Artifact 4: Decolonizing Assessment

Another important artifact from this module was creating an assessment tool for Grade 1 that incorporated Indigenous perspectives and pedagogy. I developed a “Show What You Know” assessment that gives students choices in how they demonstrate their learning, such as through drawing, talking, building, acting, or writing.

This changed how I think about assessment. I realized that a traditional written assessment may not always show everything a young student knows or can do. Giving students voice, choice, and multiple ways to demonstrate learning can create a more inclusive and strength-based assessment approach. I also connected this to holistic and relational approaches to learning.

Artifact 5: Creating Safe Spaces for Indigenous Learners

My final artifact was my reflection on how I can create a classroom where Indigenous students and families feel a sense of safety and belonging. Learning about the impacts of residential schools, the Sixties Scoop, and colonial education helped me understand why some Indigenous students and families may not automatically experience schools as safe spaces.

I identified strategies such as building genuine relationships with families and communities, learning about the local Nation, including positive and accurate Indigenous representation throughout the year, challenging stereotypes and racism, and working respectfully with Elders, Knowledge Keepers, and Indigenous Education staff.

Continued Inquiry Research

Throughout Module 6, I continued to think about my inquiry project and how I can transfer what I am learning into my future teaching practice. This module helped me move beyond simply asking how Indigenous perspectives can be included in education and toward thinking about how the way I teach, assess, build relationships, and structure my classroom can also be changed.

My learning about decolonization and Indigenization is particularly relevant to my inquiry. I am beginning to understand that incorporating Indigenous perspectives should not simply mean adding an Indigenous book, activity, or lesson to an otherwise unchanged classroom. Instead, I need to consider whether my teaching practices give students voice, recognize different ways of knowing, build relationships, and challenge assumptions about what learning should look like.

The work on authentic resources also gives me something important to continue researching. As I develop my inquiry project, I want to be more intentional about identifying resources that are created by Indigenous Peoples or include meaningful Indigenous involvement. I want to investigate how I can determine whether a resource is appropriate for my students and how I can avoid unintentionally using materials that reinforce stereotypes or colonial perspectives.

The section on strength-based learning and decolonizing assessment also connects strongly to my inquiry. I want to continue researching how assessment can recognize students’ strengths and provide different ways for them to demonstrate learning. In my future Grade 1 classroom, this could include more opportunities for oral storytelling, drawing, movement, hands-on learning, student choice, and reflection rather than relying heavily on written assessments.

Questions I Want to Continue Exploring

As I continue my inquiry, I still want to investigate:

• How can I meaningfully Indigenize my classroom without becoming tokenistic?
• How can I recognize and challenge colonial practices within my own teaching?
• How can I use assessment practices that recognize different strengths and ways of demonstrating knowledge?
• How can I build genuine and respectful relationships with local Indigenous communities, Elders, and Knowledge Keepers?
• How can I make sure the Indigenous resources I use are authentic, accurate, and appropriate?
• How can I create a classroom where Indigenous students feel that their identity, culture, family, and knowledge are valued?

Overall Reflection

Module 6 has helped me see that Indigenous education is not something that can be addressed through a single lesson or activity. My learning throughout the first six modules has increasingly shown me the importance of relationships, respect, authenticity, self-reflection, and continued learning.

Looking back at my prior knowledge and experiences, I can see that I initially thought incorporating Indigenous perspectives mainly meant finding appropriate resources or including Indigenous content in my lessons. I now have a much broader understanding. I need to think about how I teach, how I assess, how I build relationships, whose knowledge I value, and how much voice and choice I give my students.

Moving forward, I want to continue approaching Indigenous education with humility and recognize that I am still learning. I do not expect to have all the answers, but I can continue asking questions, seeking appropriate guidance, building relationships, and reflecting on how my choices affect my students. This will be an important part of developing my practice as a future teacher.