Combatting Racism towards Indigenous Peoples through the Inclusion of Indigenous Perspectives in the Classroom
Combatting Racism towards Indigenous Peoples through the Inclusion of Indigenous Perspectives in the Classroom
Bachelor of Education Programs and Schools Working Together
Bachelor of Education Programs and Schools Working Together
Combatting Racism towards Indigenous Peoples through the Inclusion of Indigenous Perspectives in the Classroom
Combating Racism towards Indigenous Peoples through the Inclusion of Indigenous Perspectives in the Classroom
Bachelor of Education Programs and Schools Working Together
Bachelor of Education Programs and Schools Working Together
How are teachers in Alberta taking up the work of antiracism by integrating Indigenous perspectives into their programming and classrooms?
research question
Talking to
phase 2
Phase two of this research examined how Alberta teachers are braiding and weaving Indigenous ways of knowing, being, and doing into their teaching. We are currently working with schools to learn how teachers are braiding and weaving Indigenous knowledges into their classrooms and how teacher educator programs and schools can better work together.
247 Alberta Teacher Respondents
27 Alberta Teacher Interviews
This included:
27 Alberta Teacher Interviews
This included:
- 13 Alberta School Boards
publication coming soon
Urban School Boards
Rural School Boards
ALBERTA TEACHER SURVEYS AND INTERVIEWS
ALBERTA TEACHER
SURVEYS AND INTERVIEWS
read the publication
results
finding 1
Teachers are leading the work of braiding and weaving Indigenous ways of knowing, being, and doing in the classroom.
of teachers surveyed indicated they are leading this work in schools.
55%
45%
results
finding 1
of teachers still reported a fear of making a mistake however the teachers described a willingness to take risks and learn from their mistakes.
24%
24%
results
finding 1
finding 2
Teachers are being brave and they are willing to learn from their mistakes.
The fears teachers expressed appear to be rooted in a deep respect for Indigenous knowledge and a desire to do a good job, as one teacher commented, "I am very open about the fact that I am not Indigenous, so I do not fully understand the complexities of what I am talking about. I always approach Indigenous pedagogy with appreciation and high respect. My students seem to appreciate that."
results
finding 2
"I was told by an Elder to not worry about making a mistake or having little previous experience as we need ALL educators to include Indigenous knowledge into their teaching practices. I asked once "does it matter if I am not Indigenous myself" and the Elder answered "absolutely not...we need you to walk this journey alongside of us.”
"I was told by an Elder to not worry about making a mistake or having little previous experience as we need ALL educators to include Indigenous knowledge into their teaching practices. I asked once "does it matter if I am not Indigenous myself" and the Elder answered "absolutely not...we need you to walk this journey alongside of us.”
Throughout the survey responses, teachers consistently commented on how vital Indigenous team leaders were in helping them to braid and weave Indigenous ways of knowing, being, and doing into their teaching. Responses stressed how Indigenous team leaders supported the implementation of TQS5, “We have an Indigenous Learning Leader that leads the work and there is always ways to integrate Indigenous perspectives into the classroom - we are learning about these ways all the time."
results
finding 3
results
finding 3
results
finding 4
results
finding 3
of Teachers Have Access to Elders/Knowledge Keepers
74%
of Teachers Have Witnessed Students Taking Up Indigenous Knowledges in the Classroom
65%
of Teachers Report Using Land-Based Learning
55%
