How are B.Ed. programs and teachers in Alberta taking up the work of antiracism by integrating Indigenous perspectives into their programming and classrooms?

Examining Our Own Teacher Education Programs

research question

phase 1

Between July and December 2021, ten Bachelor of Education Program in Alberta responded to seventeen questions about how their B.Ed. program integrated Indigenous perspectives into curriculum and programming.

In January 2022, the ten institutions came together to discuss the findings and consider the following questions:
  1. What surprised you about your institution's data?
  2. What does this data tell you about how your program is incorporating Indigenous perspectives?
  3. Is there room for improvement in your program? If so, where?
  4. How can we work together to improve?
  5. How can we combat racism towards Indigenous peoples through our collaboration?
  6. How can we work with schools to combat racism towards Indigenous peoples?




Ten Bachelor of Education Program in Alberta

survey of teacher education programs

  1. University of Calgary (Werklund)
  2. University of Lethbridge
  3. Ambrose University
  4. Mount Royal University
  5. St. Mary’s University
  6. The King’s University
  7. University of Alberta & Faculty St. Jean (U of A)
  8. Medicine Hat College
  9. Burman University
  10. Concordia University of Edmonton

read the publication

Photo above taken from the Alberta Education Teaching Quality Standard, 2018, page 6.

“The introduction of the fifth competency in Alberta Education’s (2018) Teaching Quality Standard (TQS) signifies that the braiding and weaving of Indigenous ways of ways of knowing, being, and doing needs to be a philosophical underpinning of teacher education programs in Alberta. All teachers must possess and apply a foundational level of knowledge about Indigenous Peoples”
(Danyluk et al., 2023, p. 398).
“The competency appears to have been a catalyst for at least seven of the ten programs to deepen their level of integration, braiding, and weaving. Two programs indicated that the TQS5 may have furthered their efforts while one program was uncertain if the competency had any impact. While the mixed responses are largely indicative of a time of transition, it seems clear that the introduction of TQS5 moved the landscape in a forward and positive direction as the inclusion of Indigenous ways of knowing, being, and doing into their programming shifted from the discretion of the teacher to a professional expectation for all teachers in Alberta” (Danyluk et al., 2023, p. 397)

results

finding 1

TQS5 Impacted Integration

TQS5 Impacted Integration

Indicated TQS5 Might or Might Not Have Impacted Integration

Indicated TQS5 Might or Might Not Have Impacted Integration

TQS5 Probably
Impacted Integration

TQS5 Probably
Impacted Integration

identified sustained funding as their biggest challenge (five out of ten of the programs).

results

finding 2

“The number one challenge identified in the braiding and weaving of Indigenous ways of knowing, being and doing in teacher education programs was that of appropriate funding”
(Danyluk et al., 2023, p. 397).
“Provincial funding cuts to postsecondary institutions have forced faculty to rely on temporary grant funding to support the braiding and weaving of Indigenous ways of knowing, being, and doing” (Danyluk et al., 2023, p. 398).

1/2

(Danyluk et al., 2023, p. 397)

results

finding 1

(Danyluk et al., 2023, p. 397)

identified sustained funding as their biggest challenge (five out of ten of the programs).

1/2

“Content provides a foundational level of knowledge, whereas braiding and weaving Indigenous ways of ways of
knowing, being, and doing through products, processes, and pedagogies extends the learning beyond the foundational level and provides greater opportunities to consider modern interpretations of Indigenous cultures”
(Danyluk et al., 2023, p. 399).

results

finding 3

Content was used by 100%
of B.Ed. programs
Content was used by 100%
of B.Ed. programs
History
Colonization
Curriculum
Education Policies
Residential Schools
Literature
Treaties
Medicine Wheel
Indian Act
Indigenous Resources

Process was used by 80%
of B.Ed. Programs
Process was used by 80%
of B.Ed. Programs
Storytelling
Circles
Land Based
Music
Drama
Indigenous Dancing
Protocols
Land Acknowledgements
Witnessing
Guest Speakers

Product was used by 70%
of B.Ed. Programs
Product was used by 70%
of B.Ed. Programs
Lesson Plans
Designing a Resource
Learning Artefacts
Visual Essays
Presentations
Papers
Videos
Case Studies
Meta Cognitive Assignments
Group Sharing

results

finding 1

phase one Publication

phase one Publication

This article explores how ten teacher education programs in Alberta came together to examine how their programs were braiding and weaving Indigenous ways of knowing, being, and doing into their programs and how they might deepen this integration. The braiding and weaving of Indigenous ways of knowing, being, and doing into teacher education is one strategy aimed at increasing awareness and combatting anti-Indigenous racism. This article examines how teacher education might deepen integration by moving beyond content and towards engagement with processes, products, and learning environments.

Examining the Braiding and Weaving of Indigenous Ways of Knowing, Being, and Doing in Alberta Teacher Education

click to read

talking to
alberta teachers

click to read phase 2

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we'VE RECEIVED YOUR INQUIRY,
AND WILL BE IN TOUCH WITHIN 48 HOURS.