Learning involves generational roles and responsibilities
This principle encourages the sharing of knowledge and ways of knowing from one generation to another. This can take many forms from story to demonstrations to just regular interaction with students. Overall, this principle promotes the sharing of wisdom and creating connections between the different generations of a community.
Elders in the classroom/shop
There is already an inherent generational relationship that takes place in the current Canadian education system between teachers and students. To better meet Indigenous student needs and share Indigenous knowledge, inviting Elders and Knowledge Keepers into the classroom or to share their knowledge by other means creates new opportunities that would otherwise not exist in sharing generational knowledge and culture (Battiste, 2013; Wemigwans, 2018; Gumbo, 2015). Elders, Knowledge Keepers, and workers competent in Indigenous language and knowledge should be treated with great respect as the knowledge they (sometimes conditionally) share helps to improve and develop curricula and other educational media forms, strengthening the implementation of Indigenous knowledge and improving the success of Indigenous students (Battiste, 2013). Enacting intergenerational learning within the technology education classroom/shop could result in empowered students, who are open to others’ knowledge, and who are able to work collaboratively exploring multiple perspectives, through varied design projects and contexts (Gumbo, 2015). Elders and Knowledge Keepers offer students a unique perspective exploring cultural ideas and traditions while learning from the wisdom of older generations while encouraging community and connection.
Indigenous Knowledge Keepers and Elders can become extremely busy from the responsibilities and demands of their community and school system relying on them for information. By seeking out those entities to post their knowledge to Indigenous knowledge websites Elders can ease their loads and share their knowledge using an alternative cultural resource (Wemigwans, 2018). This is presented with the caveat that not all Indigenous knowledge should be posted online as it may not be appropriate to share broadly based on cultural protocols (Wemigwans, 2018). By sharing knowledge online, Elders and Knowledge Keepers can share information in times they are not available or have it posted to websites for users to find and learn from them outside the education system. It should be noted that this approach is not a replacement for real-life interaction with Elders and should be used only when required and when appropriate (Wemigwans, 2018). By respecting Elders and Knowledge Keepers time and wisdom being shared in the classroom, educators create room for Indigenous wisdom to be shared intergenerationally which encourages community, sharing of ideas/perspectives, and sharing culture with Indigenous and non-Indigenous students.
Other family and community members in the classroom/shop
Inviting student’s family or community members into the classroom can also open opportunities to learn different skill sets, points of view, and present opportunities to learn about different occupations and ways of knowing from the people who live them. This does create some extra work for the teacher but can create learning moments that may have never happened otherwise. How the family or community member is utilized may depend on their knowledge base and what they are comfortable/able/willing to offer. This should, of course, be done through proper channels regarding outside visitors in the classroom which are generally different from school to school.