Module 8: Weaving It All Together

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 Indigenous values and the curricular competencies of the B.C. education system. This feels like a tangible step I can take as I continue to grow in this work.

I’ve really appreciated learning alongside my peers in this course. Their reflections and lesson ideas have given me so much to think about and have sparked new possibilities for my own teaching. I’m especially inspired by how some have woven in practices like storytelling, land-based learning, and seasonal knowledge in ways that feel authentic and respectful. While I’m still figuring out how to bring these approaches into my own classroom, seeing how others are doing it has helped me imagine what’s possible and reminded me that this work is ongoing and collaborative.

Throughout the course, I’ve also been challenged to reflect on my own identity, privilege, and the systems I work within. The modules on colonialism, Indigenous resistance, and legal frameworks like UNDRIP and DRIPA helped me understand that reconciliation is not just a moral responsibility—it’s a legal and political one too. 

Reflecting on the goals I set at the beginning of this course, I can see clear growth in each area. I’ve developed a deeper understanding of the First Peoples Principles of Learning—not just as concepts, but as values that can shape how I teach and assess. I’ve begun to apply these principles through practices like Two-Eyed Seeing and by designing assessments that honour both Indigenous and Western knowledge systems. Most importantly, I’ve grown in my understanding of what it means to be an informed ally—moving beyond symbolic gestures toward meaningful, relational work that supports reconciliation in real and lasting ways.

As I continue this journey, here are a few questions that will guide my practice and growth in the years ahead:

1. How can I continue to integrate Indigenous perspectives across all subject areas in a way that feels authentic and not tokenistic?
2. How do we teach allyship in a way that moves beyond action steps “for” Indigenous communities and instead focuses on working “with” Indigenous organizations and communities in meaningful, reciprocal ways?
3. How can I support my students—especially those who are non-Indigenous—in becoming thoughtful, informed participants in reconciliation?

These questions stay with me because they speak to the ongoing nature of this work. I know I won’t have all the answers right away, but I’m committed to continuing to learn, listen, and grow. This course has given me a strong foundation, and I’m grateful for the opportunity to have learned alongside such thoughtful and passionate educators.

As the Honourable Murray Sinclair reminded us, “Education is the key to Reconciliation. Education is what got us here, and education will get us out” (Anderson, 2016). I believe that starts with each of us doing the work—honourably, humbly, and together.

Reference

• Anderson, S. (2016, June 9). Murray Sinclair: Education is key to reconciliation. rabble.ca. https://rabble.ca/education/murray-sinclair-education-key-to-reconciliation/

• Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. https://nctr.ca/assets/reports/Final%20Reports/Executive_Summary_English_Web.pdf

• TEDx Talks. (2019, October 31). Decolonization is for everyone | Nikki Sanchez | TEDxSFU [Video]. YouTube. https://www.youtube.com/watch?v=F3Xe2dL0Q5g

• 
  

Samuel Centre for Social Connectedness. (2019, December 19). 2019 Global Symposium – Albert Marshall – Two-Eyed Seeing [Video]. YouTube. https://www.youtube.com/watch?v=DTJtAdH9_mk

Inquiry Project: Learning, Unlearning, and Teaching Indigenous Education

Inquiry Question

How can I, as a first-year settler educator, engage in the ongoing process of unlearning colonial narratives and respectfully teach Indigenous histories, perspectives, and contemporary realities across different subject areas?

Reflection on Learning and Unlearning

As a first-year teacher entering the profession at the age of 59, I’ve come to realize how much of my own education excluded Indigenous histories, voices, and perspectives. This course has been a journey of unlearning long-held assumptions and relearning with humility and respect.

From understanding the significance of land and language in Indigenous worldviews to confronting the ongoing impacts of colonial systems like the Indian Act and residential schools, I’ve been challenged to rethink what it means to teach truthfully and responsibly. Engaging with topics such as MMIWG2S, the Sixties Scoop, and Inuit custom adoption has deepened my awareness of the systemic injustices Indigenous communities continue to face.

Through this process, I’ve also reflected on the gaps in my teacher training and the importance of centering Indigenous voices and protocols in my classroom practice. This learning has not only shaped my understanding but has also transformed how I approach teaching and relationship-building with students.

Module-by-Module Reflection

Module 1: Foundations and Positioning

In Module 1, I was introduced to the importance of positioning myself in this work. As someone who did not receive this education growing up, I recognized the need to approach this learning with humility and openness. I reflected on land acknowledgements, the First Peoples Principles of Learning, and the importance of allyship. This module laid the groundwork for understanding my role as a respectful learner and educator.

Module 2: Indigenous Worldviews and Land-Based Learning

This module deepened my understanding of Indigenous relationships to land, language, and sustainability. I began to see how land is not just a resource but a teacher. Concepts like relationality and reciprocity became central to my thinking. I also explored the diversity of Indigenous knowledge systems and how they contrast with Western models of land use. This shifted how I think about curriculum and environmental education.

Module 3: Impacts of Colonization

Module 3 challenged me to confront personal bias and understand the systemic nature of colonialism. I learned about the Doctrine of Discovery, treaty processes, and the importance of counter-narratives. This module helped me recognize how colonial narratives are embedded in curriculum and how I can begin to disrupt them in my teaching.

Module 4: Contemporary Colonial Legacies

This module was particularly impactful. I explored the Indian Act, the Pass System, and the ongoing effects of residential schools and the Sixties Scoop. Through films and readings, I saw how colonialism continues to shape Indigenous lives today. I also learned about Inuit custom adoption for the first time, which opened my eyes to the complexity of respecting cultural practices while ensuring child safety. This module reinforced the need for trauma-informed, culturally safe teaching practices.

Module 5: Indigenous Resistance and Excellence

In this module, I was inspired by stories of Indigenous resistance, self-determination, and cultural revitalization. I began to understand that Indigenous identities are not defined by oppression but by strength and excellence. This shifted my focus from deficit-based narratives to ones that celebrate Indigenous resilience and leadership. I also explored Potlatch as Pedagogy and began to see how Indigenous pedagogies can inform my own teaching.

Module 6: Indigenous-Focused Education and Pedagogy

This module helped me connect Indigenous perspectives to classroom practice. I explored how colonial schooling has failed Indigenous learners and how educators can create culturally safe and inclusive environments. I reflected on Two-Eyed Seeing as a framework for integrating Indigenous and Western knowledge systems. This approach resonated with me as a way to honour multiple ways of knowing in the classroom.

Module 7: Education and Reconciliation

In this module, I considered the role of education in reconciliation. I explored policies and frameworks developed in collaboration with Indigenous communities. I reflected on how truth and justice must be central to my teaching and how I can support students in becoming allies and advocates. This module brought together many threads from earlier modules and helped me envision a path forward.

Independent Research Conducted

To support my inquiry, I explored additional resources beyond the course materials. I reviewed the Truth and Reconciliation Commission’s Calls to Action, particularly those related to education. I also read articles and position papers by Indigenous scholars and educators, including writings by Cindy Blackstock on child welfare and equity, and Pamela Palmater on Indigenous rights and sovereignty.

I explored the First Nations Education Steering Committee (FNESC) resources for curriculum integration and reviewed the BC Curriculum’s Indigenous Education Framework. These resources helped me understand both the systemic barriers and the practical strategies for creating culturally safe and responsive learning environments.

Path Forward for Continued Learning and Reflection

This inquiry has shown me that learning about Indigenous education is not a one-time task—it’s a lifelong commitment. Moving forward, I plan to continue engaging with Indigenous authors, educators, and community members. I will seek out professional development opportunities focused on Indigenous pedagogy and cultural safety.

In my classroom, I will continue to use circle processes, integrate Indigenous perspectives across subjects, and create space for student voice and relational learning. Most importantly, I will remain open to feedback, reflection, and growth as I work to become a more respectful and responsible educator.

Note on Witness Feedback: 

Due to a demanding schedule, I was unable to engage with a witness partner for this inquiry. However, I remained committed to reflective practice through journaling, revisiting course materials, and critically engaging with Indigenous pedagogies. This process helped me stay accountable to the spirit of the witness process—ongoing reflection, humility, and growth.

Revised Inquiry Question

How can I, as a first-year settler educator who is actively unlearning colonial narratives, continue to grow in my understanding of Indigenous pedagogies and respectfully integrate them into my teaching practice in ways that honour Indigenous sovereignty, knowledge systems, and student voice?

Reference List

·       Blackstock, C. (2023). Governments need to stop politicizing the lives of First Nations children. APTN National News.

·       CBC Kids News. (2023). Jordan’s Principle and the story that inspired it. https://www.youtube.com/watch?v=7QMG6-5ZobY

·       Joseph, B. (2015). 21 Things You May Not Have Known About the Indian Act. Indigenous Corporate Training Inc.

·       Living Justice Press. (n.d.). What Do We Mean by 'Circle'?

·       Riestenberg, N. (2012). Circles in Schools: The Basic Elements. In Circle in the Square: Building Community and Repairing Harm in School.

·       Secret Life of Canada. (n.d.). The Indian Act [Podcast]. CBC Listen.

·       Strong, A. (2016). Four Faces of the Moon [Film]. CBC.

·       Jackson, L. (2009). Savage [Film]. Vimeo.

·       Barnaby, J. (2015). Etlinisigu'niet (Bleed Down) [Film]. NFB.

·       UBC Indigenous Foundations. (n.d.). The Royal Proclamation, 1763.

·       Tomchuk, T. (n.d.). The Doctrine of Discovery. Canadian Museum for Human Rights.

·       Battiste, M., & Henderson, J. Y. (2009). Naturalizing Indigenous Knowledge in Eurocentric Education. Canadian Journal of Native Education.

·       Styres, S. (2017). Pathways for Remembering and Recognizing Indigenous Thought in Education: Philosophies of Iethi’nihsténha Ohwentsia’kékha (Land). University of Toronto Press.

·       Simpson, L. B. (2014). Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society.

·       Wilson, S. (2008). Research is Ceremony: Indigenous Research Methods. Fernwood Publishing.

·       IISAAK OLAM Foundation. (n.d.). Two-Eyed Seeing: Bridging Indigenous and Western Knowledge Systems.

·       Williams, R. (2018). Potlatch as Pedagogy: Learning through Ceremony. Portage & Main Press.

·       Truth and Reconciliation Commission of Canada. (2015). Calls to Action.

·       First Nations Education Steering Committee (FNESC). (n.d.). First Peoples Principles of Learning.

·       Palmater, P. (n.d.). Indigenous Nationhood: Empowering Grassroots Citizens. Fernwood Publishing.