Grounding Learning

Module 8: Weaving It All Together Reflecting on Learning Goals and Ongoing Learning As I look back on the past seven weeks, I’m struck by how much this course has deepened my understanding of Indigenous ways of knowing, the First Peoples Principles of Learning, and my role as an educator in the work of Truth and Reconciliation. When I began, I hoped to move beyond surface-level understanding and into a space of meaningful integration and allyship. I can honestly say this course has helped me take those first steps. One of the most meaningful takeaways for me has been beginning to understand the concept of Two-Eyed Seeing. While I’m still learning how to apply it fully, the idea of holding space for both Indigenous and Western ways of knowing has helped me think differently about how I approach teaching. I’m starting to see how this framework can guide me in creating more inclusive learning experiences—especially as I explore how to design lessons and assessments that reflect both Indig...

Module 7: Truth, Justice, and Reconciliation What is Reconciliation? Module 7 Reflection: Understanding Reconciliation My understanding of reconciliation has evolved significantly over time. Initially, I encountered the term in public discourse—through news stories, school events, and government acknowledgements—but it often felt vague or symbolic. It wasn’t until my teacher education program, and especially through learning from Indigenous educators like Carolyn Roberts, that I began to understand reconciliation as a process rooted in truth, accountability, and relationship-building. The videos in this module reinforced that reconciliation means different things to different people. For some, it’s about justice and healing; for others, it’s about education, land, or language. Jody Wilson-Raybould’s message stood out to me: reconciliation must be grounded in the unvarnished truth of Canada’s history and the lived experiences of Indigenous peoples. It’s not a one-time act or a checklist...

Module 6: Exploring Indigenous Education Key Policies in Indigenous Education First Nations Control of First Nations Education The 1972 policy paper  Indian Control of Indian Education  (ICIE), presented by the National Indian Brotherhood (now the Assembly of First Nations), laid the foundation for the 2010  First Nations Control of First Nations Education  policy. The  ICIE 1972  was created in direct response to the Canadian government’s 1969 White Paper, which proposed the “dissolution of the reserve system and total assimilation of First Nations peoples” (AFN, 2010). At the heart of the  ICIE 1972 report were two key principles: that education must reflect Indigenous values—such as self-reliance, respect for nature, generosity, and wisdom—and that Indigenous languages must be preserved and taught. These values, rooted in oral tradition and family life, were seen as essential to shaping identity and pride. The policy emphasized early education in th...