Library Learning Commons

 Welcome to General Resources and Starter Guide 

General Resources Main Guide:

(Aboriginal Perspectives General Overview)

HOW TO APPROACH ABORIGINAL INFUSION IN THE CLASSROOM

Welcome to the start/continuation of your journey on how to infuse Aboriginal Knowledge and Perspectives in the Classroom! This is a great place to begin as we describe how to use the resources provided on this website and how to approach Aboriginal Education in the classroom regardless of what subject you teach. As Aboriginal Department Heads, we are actively involved in this journey as well and our ideas and the resources listed here are not meant to be infallible nor comprehensive.

We welcome any feedback as to how to make this document as user friendly as possible and we would love for you to share your own resources and success stories with us!

STARTER INFO:

1. When thinking about incorporating Aboriginal knowledge and perspectives, in any class,

it may be helpful to think about whether it will require teaching it explicitly (directly

mentioning it) or including it in your class more implicitly. You don’t always need to do both.

2. Get acquainted with the First Peoples Seven Principals of Learning. (See the Library Learning

Commons for a poster for your classroom), or download it here. Here’s an example of how

to include one of these principles in your classroom:

                          Learning involves patience and time: Time in the Western World is often viewed as

                          something to be numerated, or delineated into sections, whereas time for

                          Aboriginals was viewed as something to be given. So you might approach

                          planning a lesson that is more concerned with this Aboriginal concept of time.

                          This concept of time could be taught directly to your students or just integrated

                          within the fabric of your lesson plan/your own philosophy of education.

3. The Core Competency: “Positive Personal and Cultural Identity” is part of the new

curriculum specifically because of consultation with Aboriginal Peoples in BC. Therefore

anytime you are addressing this core competency you are incorporating Aboriginal

knowledge and perspectives.

GENERAL TIPS:

1. Terminology: Although different Indigenous peoples’ might prefer different terminology, a good rule of thumb is as follows: Indigenous Peoples/Aboriginal/First Peoples are the broadest general terms used. Within that label there are three Aboriginal People groups: First Nations, Métis and Inuit.

2. Avoid generalizations: It’s not ONLY Indigenous perspectives that view the world a certain way. For example, may other cultures and individuals have a symbiotic and appreciative relationship with nature. Also please be aware that Indigenous perspectives are NOT even close to being the same across Canada. Include the word “some” into your sentences: Some Aboriginals believe this…etc.

3. Incorporate modern perspectives of contemporary Aboriginals into your lessons as well as focusing on positive narratives of strength.

4. Use Physical Space to your advantage. Example: incorporate circular seating and then could also have a short conversation on Aboriginal sharing circles or consensus circles if desired.

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5. If you feel unsure talk to the Aboriginal department heads, your colleagues, and Aboriginal support worker. We can also provide help/advice in booking someone for a guest speaker/field trip.

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General Resources