Indigenous thinking pertaining to Indigenous education was the focus of Goulet & Goulet’s chapter ten within their 2014 book: Teaching Each Other: Nehinuw Concepts & Indigenous Pedagogies. In past posts, I have mixed my pedological challenges, affirmation, and connection throughout various themes. For this post, I have chosen to separate these themes as I reflect and discuss my understanding of chapter ten.

New & Challenging Ideas

Chapter ten provided me with new facts and concepts regarding Indigenous peoples’ rights, an alternative way to look at learning and some challenges for my preconceived notion of the role of teacher within a classroom. First, until reading this chapter, I was unaware that First Nation schools are not provided with the same level of resources, salaries for staff and updated technologies (Goulet & Goulet, p. 198). My previous understanding was that federally funded schools, such as First Nations Schools, were receiving additional support over provincially funded schools. I am now aware that this is incorrect. Inequitable funding is an area that I recognize needs to be rectified as a way to support Call to Action no. 8

We call upon the federal government to eliminate the
discrepancy in federal education funding for First
Nations children being educated on reserves and those
First Nations children being educated off reserves (Truth and Reconciliation Commission of Canada, 2015, p. 2).

As the calls to action were published in 2015 and Goulet & Goulet’s book was published in 2014, I recognize that I needed to research new information regarding on-reserve school funding. From a 2022 analysis of Call to Action no. 8, CBC news shared that funding for First Nations schools continues to be used as a political promise to garner votes during elections and often is not followed through by those who are in office. I recognize that advocacy on the ground level as well as within political spheres is important to make equitable First Nations school funding a priority for the federal government. As echoed by Goulet & Goulet, real change will occur with changes in infrastructure (2014, p. 198). I can see there is no short path to enacting and supporting Call to Action no. 8.

Upon reflection, I resonated with the subconscious colonial thinking that Indigenous people and poverty are always directly linked (p. 199). I can see the work that needs to be put into focusing on Indigenous successes over the stereotype that Indigenous people are always impoverished. I believe that a societal change must occur within Saskatchewan specifically to focus on the academic, cultural, and economic wealth that Indigenous Peoples hold.

Chapter ten also caused me to rethink my understanding of learning and teaching. From previous chapters within Goulet & Goulet’s text, I was previously aware that teaching Indigenous students requires that learning is contextualized and supports specific student needs (p. 201). I appreciate the discussion regarding holistic teaching and supporting students’ intellectual domain. From this chapter, I can see the importance of decolonizing education by supporting students mastery of basic skills (p. 201) as these are practical skills for being successful adults, such as hygiene, cooperation, problem solving as well as reading, writing, and math. I wonder how school would look if we took life skills as the most important topics that we teach and consider other academic information as bonus or additions. What would a day of learning look like if our curriculum was primary focused around how to be holistic and healthy beings? Goulet & Goulet quoted a Nehinuw writer who described learning as “not the product of transferring information between a teacher and a student. It is a product of creation and re-creation, in mutual relationship of personal interaction, of information (p. 205-206). This description of learning requires action, participation, communication and relationships. This quote may have become my new favourite description of learning.

Furthermore, chapter ten reinforced the importance of having students be decision makers in their learning as a method to develop self-determination while supporting relationship (p. 211) building that is central to Nehinuw ideologies. This idea of shared leadership sounds heart warming and natural. Sometimes, I find that learning feels forced and chunky. I can see how having intentional shared leadership can reduce the mental load of teachers and allow for more creativity to flow.

Affirming My Views

Reviewing the information shared previously within stories and examples in Goulet & Goulet’s text, chapter ten affirmed some of my beliefs and view points. I agree that racism, inequality and inequity are all still prevalent in educational institutions today (p. 198). Additionally, I share the same understanding as Goulet & Goulet that many Indigenous students are made to feel inferior by society as materialistic wealth is societally more important than cultural wealth (p. 198). I recognize that I have responsibility to uplift and encourage voices that share about cultural knowledge and wisdom to work towards a more balanced understanding of wealth in comparison to material or monetary wealth. As quoted by Goulet & Goulet, Rita Bouvier, a Metis educator, reiterated a conversation she had with a young Maori student in New Zealand where they discussed wealth and the understanding that having family, love and relationships helps you to be rich (p. 199). I have had a conversation similar to this before regarding what makes a person wealthy. It is interesting to see how students will respond when they see that the love and support they have at home is not always there with every family. Having those critical conversations not only works against capitalism and the importance of monetary wealth, but it supports the self-esteem and identity development of students who may not have as many materialistic things as their peers. As mentioned by Goulet & Goulet, these examples reaffirm for me that school is a space that can colonize or decolonize education depending on your approach towards it (p. 200).

Connecting To My Experiences

Goulet & Goulet shared the effects of the residential school systems and mistrust of the education system is still prevalent today (p. 198). In my own experiences, I have had multiple families opt for teacher and parent meetings to occur at their home or a coffee shop over coming within the school building. I recognize the importance of taking steps to counter the negative view and reputation of the colonial education system specifically with Indigenous families. Due to this, I have opted to allow for different settings or formats for family meetings. I try hard to send home positive or affirming notes about student as often as I can so any critiques are viewed as supportive and not coming from a place of negativity. As an educator, I also find myself supporting students as a mother would, ensuring that their whole self is supported (p. 201) as many of the teachers in Goulet & Goulet’s anecdotes shared a similar sentiment. I agree that education requires an overhaul in order to fully support students needs, reconciliation and allowing for Indigenous pedagogies to flourish (p. 215). I believe that all students benefit from hands-on, relationships based learning that has meaning to students’ lives.

During class this week, I thoroughly enjoyed listening and learning form Elder Shelley Belhumeur from First Nations University as she spoke about various Medicine Wheel teachings. I have spent some time by myself, with knowledge keepers and during professional development exploring various medicine wheel teachings. Goulet & Goulet’s text along with Shelley shared that the four quadrants of the medicine wheel impact one another (p. 200) even in the context of learning. I have primarily focused on the medicine wheel in the past in regards to the four seasons, directions, stages of life and parts of being. I was intrigued as Shelley discussed the parts of self as represented by the medicine wheel and the concept that a medicine wheel can be used to set goals for yourself. I can see myself implementing the use of a medicine wheel to represent goal setting and how each quadrant can break down into its own wheel or four quadrants. I know that I will be exploring this further as I head back into the classroom. My greatest takeaway from Shelley’s presentation revolves around using this structure as a way to check in with yourself, especially when considering balance or holistic being. As I navigate this post partum period for the second time, I realize that Shelley’s teaching was a reminder to check in with myself, see what I am needing and find ways to help my whole self to heal and grow during this period of great change. I will forever be grateful for this teaching and reminder from Shelley.

Future Steps & Explorations

From chapter ten, I am left with more steps and areas that I would like to explore in the future. From my challenges with this chapter, I see to find ways to support the societal narrative of Indigenous wealth over disparity. As movement is essential in Nehinuw concept of life (p. 203), I seek to find additional strategies to engage youth in the learning process. Additionally, I want to spend more time learning with students about how to handle and work through emotions in a healthy manner (p. 204). Lastly, I feel connected with the idea of holistic teaching. I have two resources that I plan to read in the future to support my evolving journey as an educator. As recommended by two colleagues of mine, I intend to explore the books: Decolonizing Education: Nourishing The Learning Spirit (2013) by Marie Battiste as well as Ensouling Our Schools: A Universally Designed Framework For Mental Health, Well-being, and Reconciliation (2018) by Jennifer Katz.

References

Battiste, M. (2013). Decolonizing Education: Nourishing the Learning Spirit. Purich Publishing Limited.

CBC News. (2022). 8. Eliminate the discrepancy in federal education funding between on-reserve and off-reserve students. http://Www.cbc.ca. https://www.cbc.ca/newsinteractives/beyond-94/eliminate-the-discrepancy-in-federal-education-funding-between-on-reserve-and-off-reserve-students

Goulet, L. M., & Goulet, K. N. (2014). Teaching Each Other. UBC Press.

Katz, J., Lamoureux, K., & Ry Moran. (2018). Ensouling our schools : a universally designed framework for mental health, well-being, and reconciliation. Portage & Main Press.

Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to Action. In National Centre for Truth and Reconciliation. National Centre for Truth and Reconciliation. https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Calls_to_Action_English2.pdf