The First Peoples’ Principles of Learning
Here we explore the First Peoples’ Principles of Learning (FPPL) and present some ways to implement them within the technology education curriculum. Some educators may find that the principles and approaches presented may fit easily within their classroom culture and approach to teaching. Others may find themselves challenged by a different way of teaching and learning outside the more traditional Canadian (Euro-centric) scope. Either way, the goal of this site is to challenge educators to grow and begin/continue the conversation for greater Indigenous focused education within British Columbian schools.
It should be noted that the principles listed, although separated for clarity, work best together as a whole. This, in fact, falls in line with one of the FPPL tenets, encouraging a holistic approach to education. Further, it should be noted that the FPPL is a generalized approach to Indigenous education that works to meet the common values of the numerous Indigenous societies within British Columbia (BC). It is important to understand that the different Indigenous societies and nations within BC have some commonalities but ultimately need to be treated as unique and independent nations.
Taking on an Indigenous approach to one’s classroom/shop requires connections to be made between educators and the local Indigenous groups to be effective and authentic. With this is mind, it should be noted that the approaches listed on this site may be context dependent. This means, for example, that a lesson on Coast Salish design principles may not be appropriate, authentic, and/or accurate outside the Coast Salish territories. In fact, even within said territories it should be confirmed that the lesson is accurate to the local Indigenous nations’ and groups’ beliefs and practices.
It should also be noted that educators should get the permission of local Indigenous nations and Elders if using certain Indigenous knowledge. Many Indigenous nations and peoples hold some stories, songs, and knowledge as sacred and not to be shared unless express permission is given. This can be a difficult practice to address for many educators coming from a more Euro-centric approach to education where knowledge is readily shared and commodified.
The First Peoples’ Principles of Learning are as follows:
The First Peoples Principles of Learning has been used by this website as a framework for intersecting Indigenous education with technology education. The nine principles are as follows (FNESC, 2011):
- Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors
- Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
- Learning involves recognizing the consequences of one’s actions
- Learning involves generational roles and responsibilities
- Learning involves patience and time
- Learning recognizes the role of Indigenous knowledge
- Learning is embedded in memory, history, and story
- Learning requires exploration of one’s identity
- Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations
Applying the First Peoples Principles of Learning to technology education
This section explores various approaches technology educators can take to implement Indigenous Education in their shop or classroom. Please click on the drop-down menu or on the links above to explore the different principles in greater detail.