PME 811 Blog e-Journal: UDL as Innovation Towards Indigenous Education: Entry #5
Universal Design for Learning as an Innovative Indigenous Education Classroom Approach
While taking a deep dive into my inquiry question: How can education be re-conceptualized to include Indigenous knowledge and education and how does this new conception promote innovation in teaching and learning? I was reminded of the work of Jennifer Katz in her book titled: Ensouling our Schools.
As noted in the Calls to Action K to Grade 12 Education must incorporate Indigenous perspectives into their curricula. This would represent an innovative change to an existing structure or process. “The root of innovation is innovâre, which means to renew or make changes. Consequently, innovation is adding something new to an existing product or process” (Badaran, I., 2007, p. 574).
Indigenous perspectives on well-being are an important component of the work of the author. She is also a strong proponent of the concept of Universal Design for Learning (UDL). The Indigenous idea of well-being is viewed as a mixture of self-actualization and playing a valued role in one’s community. Traditional ideas of health in Indigenous cultures do not separate mental health from other aspects of well-being. One way to address these perspectives is by incorporating the Circle of Courage framework
I wonder, if education was to make learning more accessible for our Indigenous learners, would they be more successful in our Westernized system? Could we make the necessary changes to curriculum and pedagogy to better meet the needs of Indigenous learners and approaches that were so widely used in historical Indigenous educational contexts.
In UDL, "the metaphor of accessibility is extended to the physical set up of learning environments and in the design of the social emotional climate and the learning activities" (Katz, J., 2018, p. 77). In the UDL classroom, students are encouraged to collaborate and cooperate, be flexible, provide choice in texts and in ways demonstrating their learning. Teachers that use a UDL framework create learning environments promoting multiple means of engagement, representation, action, and expression.
References:
Badran, I. (2007). Enhancing creativity and innovation in engineering education. European Journal of Engineering Education, 32(5), 573–585. https://doi.org/10.1080/03043790701433061
Katz, J. (2018). Ensouling our schools: A universally designed framework for mental health, well-being, and reconciliation. Portage & Main Press.
Hello Julie,
ReplyDeleteYour topic intrigued me as I had just finished my readings for Module 4 on Indigenous perspectives. I think using the UDL framework if a great place to start when considering the answer to your question about making learning more accessible. I also think from my personal experience of working on a reserve school as a non-indigenous teacher, it is more important to make the learning more appropriate. I had so many ah-ha moments when discovering the ways in which indigenous children learn best. They are very visual and hands-on learners. They love to be creative and innovative in the sense that they love trying “new” things. They are also keen on listening more than discussing. I found if you have a story to tell, tell it. Building relationships through stories was such a fantastic way to build trust. Once trust was built, they began to share their stories with me. This is when you truly know you have connected.
I really like your image of the “circle of courage framework” and it reminded me of a statement made in the article, Integrating Aboriginal Teaching and Values into the Classroom, by Pamela Toulouse. She stated…the connections between the physical, emotional-mental, intellectual, and spiritual realms- is paramount. Aboriginal learners and their success are dependent upon educators and schools respecting this view” (2008, pg. 4).
Orishia
References:
Toulouse, P. R. (2008). Integrating Aboriginal teaching and values into the classroom. What Works? Research into Practice (Research monograph #11).