Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations
For many non-Indigenous educators, the idea of sharing Indigenous knowledge and implementing it in the classroom can be scary to the point of preventing them from moving towards an Indigenous education model. The thought of sharing the wrong information or not knowing the correct protocols can lead to educators stopping before they ever begin. To overcome these fears, educators will need to educate themselves in proper protocols with their local Indigenous community.
Credible resources are important
It is important to be sure that Indigenous knowledge comes from well-respected Elders and Knowledge Keepers that have credibility within their community (Wemigwans, 2018). These rigors protect the knowledge, aid in maintaining authenticity, and gives true value to the Indigenous knowledge being shared with the community and students (Smith, 1999). By authenticating the sources of information with the local Indigenous community, educators will have a greater peace of mind when working within an Indigenous education perspective.
Elders and sacred knowledge in the classroom/shop
By bringing in Elders and Knowledge Keepers into the classroom/shop, educators offer a different perspective for many students and an opportunity for intergenerational sharing and interaction. It is possible, when bringing in Elders and Knowledge Keepers, that they may need or wish to share sacred knowledge. Sacred teachings are traditional knowledge that are passed on to others through ceremonial protocols by Elders, traditional teachers, and Knowledge Keepers. The Indigenous knowledge they hold and share is held in trust for the community with the expectation that they abide by their knowledge’s cultural protocols (Wemigwans, 2018). Sacred knowledge differs from personal knowledge, which is not bound by community protocols like sacred teachings. It is acquired by the individual through educational pursuits, natural talents, personal experiences, and spiritual knowledge learned through dreams, visions, intuitions, and meditation (Wemigwans, 2018).
Some educators may be hesitant to introduce information/knowledge or acts that they deem to be potentially religious in nature into their classroom. The public-school system has made a concerted effort to keep religion/spirituality out of the classroom. The preparations, ceremonies, and rituals required when learning some Indigenous knowledge may create an issue for some educators and administration. This problem may be addressed by approaching Indigenous knowledge as a way of knowing and not as religious content which would likely create barriers to teaching Indigenous knowledge in public schools (Battiste, 2013). Exploring Indigenous knowledge in the classroom was challenged and struck down in the court case Servatius v. Alberni School District No. 70 (Thompson, 2020), where it was deemed that a smudging ceremony which took place in a Port Alberni, BC school was not a religious act but a cultural one. This precedent confirms Battiste’s assertion and may give some educators peace of mind when exploring these types of learning experiences.