PME 811 Blog e-Journal What is Indigenous Education? Taking another Look... Entry #9

CRS...What is it and what do we need to understand about it?

The article entitled, Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature by Castagno & Brayboy, is extremely relevant and practical to my professional context of practice and I chose to use some of the details from the article as a way to deepen my understanding of Indigenous education.

It highlighted for me the complexities of creating culturally responsive schooling systems. The authors state that “truly culturally responsive learning for Indigenous youth is a highly complex endeavor that requires systemic change within and across a number of levels in our schooling system” (Castagno, A., et. al., 2008, p.943). 

The authors go on to explain in detail scholars’ arguments on the learning styles of Indigenous youth and they caution the reader to think critically about stereotypical, racist and sexist constructs that exist with the mainstream classroom. Castagno & Brayboy note that the most common learning styles of Indigenous youth include, hands-on learning, experiential learning, connected to real life, visual representations, learning about the whole, connecting, collaborating, and observation. Again, the authors caution the reader to be critical of the reviews and state that we must “ caution against making one-dimensional generalizations about Indigenous students” (Castagno, A., et. al., 2008, p.954). 

The authors go on to describe culturally responsive curricula, pedagogy and teacher attributes. A key focus for me rests with the idea of CRS (Culturally Responsive Schooling) as it relates to curricula and pedagogy. The authors state that “studies have shown that when teaching methods are adapted to be more congruent with students' cultural norms, academic achievement generally improves” (Castagno, A., et. al., 2008, p.961). Specific pedagogical practices of note are cooperative learning, creating rich visual learning spaces, connecting learning to everyday life, and increasing wait time for the processing new information.

A key point that truly resonated with me from this reading was the notion of “both/and”. I have personally struggled with the conceptualization of incorporating Indigenous education, perspectives and knowledge into the mainstream classroom due to my assumption that there was an expectation of an “either/or” approach to curriculum. This reading has validated my professional approach and thinking related to the complementary integration of Indigenous education in classrooms using a “both/and” approach and in my work as Division Principal of Curriculum, I will continue to advocate for the integration/infusion of Indigenous education from this stand point.

The authors share, “None of the scholarship we reviewed for this article indicated that Indigenous youth should learn tribal cultures and languages at the expense of learning mainstream culture, English, and the typical "academic" subjects generally taught in school” (Castagno, A., et. al., 2008, p.960). I agree that all students should be explicitly taught the processes and expectations of the dominant educational culture in order for children to know how to negotiate these systems. The challenge with the “both/and” paradigm rests with the knowledge base, efficacy, and comfortability of educators and we must acknowledge the inherent and continued biases towards assimilation of western ideologies. Working alongside, coaching, encouraging, and listening to educators will be part of my leadership role in helping to develop our divisional/provincial focus and priority on Indigenous education.

So...What can be done? What does this mean in the day-to-day context of the classroom? How will it impact instructional pedagogy? What do Urban Indigenous Kids Need Most?

• More visibility of Indigenous role models in schools - classroom teachers, resource teachers, school based leadership.
• More cultural inclusion.
• Teaching of the true history of First Nations people from their perspective.
• Increased awareness and understanding of non-Indigenous students/peers through ally building where non-Indigenous peoples critically assess the education system as it stands. 
• Indigenize classroom consistently and meaningfully while staying away from "tokenisms". 

How might understanding the First Peoples Learning principles inform the Indigenization of a mainstream learning environment?

Principles:

• Centered on cultural values.
• Decolonization, Indigenization, Reconciliation
• Inclusive of all people and learning styles.

What is Learning as characterized by the First Peoples? 

Learning:

• supports the well being of the self, the family, the community, the land, the spirits, and the ancestors 
• is holistic, reflexive, reflective, experiential, relational – focused on connectedness, on reciprocal relationships, & sense of place 
• involves recognizing the consequences of ones actions 
• involves generational roles and responsibilities
• recognizes the role of Indigenous knowledge 
• is embedded in memory, history, & story 
• involves patience and time 
•  requires the exploration of ones own identity 
• involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations

What are Indigenous Pedagogies?

• Place based learning
• Stories
• Learning from Elders that are cultural knowledge holders
• Learning by doing - Experiential learning

Check out Indigenous Storytelling Across the Curriculum

A question to keep in mind when watching this video is, What ideas will help me get started on the pathway to working with stories in meaningful ways?

Introduction to Land-Based Education

I found the Castagno & Brayboy article to be very compelling and I will expand my thinking on it in the required PME 811 course closure academic review assignment.

Over these past weeks of reflection, research, exploration and new insights, I have come to realize that the role of Indigenous education in public schools is not just to make up for the gaps or perceived challenges of our Indigenous youth, rather it should be acknowledged as part of a deeply authentic and traditional approach to learning which could support an engaging and innovative system of teaching and learning for ALL.

I have also learned that while it is important for educators to recognize the inherent challenges faced by Indigenous children, it is equally (or possibly even more) important to move away from a deficit model approach to supporting these learners. 

Indigenization of the classroom appears to me as a meaningful step from assimilation to integration and reconciliation. Every one of us has a part to play, and as stated by Senator Murray Sinclair," Education got us into this mess and education will get us out.”

Thank you in advance for taking the time!

References:

Castagno, Angelina, & Brayboy, Bryan McKinley Jones. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research 78 (4), pp. 941-993.