Learning recognizes the role of indigenous knowledge.
Indigenous knowledge is a system of knowing and being that is passed on from one generation to the next. There is no one singular body of Indigenous knowledge, just as there are countless knowledge systems that can be found around the world. Indigenous knowledges are ever changing and adapt to the location and conditions of the land and peoples they are practiced by. It is a blend of both traditional and contemporary knowledge. The First People’s Principles of Learning (FPPL) is an example of a broadly framed approach to Indigenous knowledge and ways of learning and teaching. To truly practice and experience Indigenous knowledge in the school system requires the consent and participation of local Indigenous peoples.
Both Indigenous peoples and many mainstream (Western) educational institutions are now recognizing Indigenous knowledge. This has given it a raised legitimacy to its social value and as a system of knowledge. It has also begun exposing Western prejudices that act against Indigenous knowledges (Battiste & Henderson, 2009). There are many different approaches to including Indigenous knowledge in the BC school system. Many school districts encourage that teachers include some form of Indigenous education in their classrooms. This often takes the form of lessons that are made to fit the current system. The goal of this website is to encourage educators to try and go beyond that approach and bring about a more inclusive mindset, combining the current system and an Indigenous system as equals.
Making change
Educators themselves need to become the learners if they wish to truly be Indigenous allies. They must take the time to listen and seek out Indigenous knowledge to first develop their own understanding. This new understanding will in turn prepare them to explore Indigenous knowledge with their students in a meaningful way. The best place to start learning about Indigenous knowledge is going to be locally. Connecting with local Indigenous communities and organizations will help in providing resources and help break down walls between the school and the local community. Further, some schools and many districts have Aboriginal/Indigenous education departments that can also provide resources and ways of making local connections, such as inviting an Elder into the classroom or having a carving demonstration from a local Indigenous artist. It is highly recommended to connect with these resources, if available.
A system built for some, not all
Educators must recognize the biases and value systems of the school they work in. Many educators who were raised through the Canadian education system may take the system itself for granted and not challenge it. It is important for educators to see who is making the decisions, why they are being made, and who those decisions benefit. Working to disrupt the current systems status-quo is the only way any moderate change will be made toward expanding the inclusion of Indigenous knowledge in school curricula and classrooms.
Connecting to the shop, connecting outside the shop
Indigenous knowledge needs context, history, and connection. Shop can’t be only about design, techniques, and building. It is important that students gain an understanding beyond design and the hands-on aspects of the technology education shop/classroom. By putting more emphasis on connecting students to their work in a way that also finds connections with others, both in and out of the shop, learners gain an opportunity to see their work through a wider lens and greater opportunities for meaningful reflection of learning. This could mean, for example, students getting feedback from Elders or community members or connecting their project to a local problem or historical context.