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My name is Gurbinder Singh Cheema and I moved from India in 2011 with my family. I am currently residing in Surrey BC which is known as the traditional territories of the Semiahmoo, Katzie, Kwantlen and other Coast Salish Peoples. I am thankful to these communities for sharing their lands with us so that we can work, live and raise our families here.

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Points to remember before writing land acknowledgement-

The first and foremost reason is to evaluate the reason of writing.

Research for policies and treaties that affect Indigenous rights in your area

Territories are unceded lands

History of the land

Focus on past, present and future

Includes all the names of the Nations on whose traditional territory you are located

While addressing be respectful, honest and positive.

The reason for choosing land acknowledgement is to thank the original caretaker of the land for preserving it and allowing the settler to survive on it. Also to acknowledge them that whatever happened with them because of colonization was scary, but now with transformative education they will not be deprived of their rights, respect, reciprocity and relation. Their voice will be heard and valued. By doing this the class community will learn to listen, respect and understand each other. The diverse learners will come together to fix the mistakes of the past. Justice Murray Sinclair, Commissioner of truth and reconciliation of Canada said that" it was first education that got us into the mess first place, and it must be education that get us out." So, it is the duty of every member of education system is to teach with transformative approach. Only then all the diverse learners will come together to make the world better place to live in a harmony.

References-

The Importance of Land Acknowledgements (4:18) from the Region of Durham.

The Significance of Land Acknowledgements as a Commentary on Indigenous Pedagogies by Linda Tuhiwai Smith

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Inquiry Question -

How can I effectively integrate Indigenous ways of knowing and cultural perspectives into my teaching practices for creating inclusive and culturally responsive learning environment for my class.

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Teachers are known as nation builders. With their teaching strategies, they cannot only act as a teacher but a friend and a guide of a learner too. So here comes their role for all round development of diverse learners. Educators should incorporate first people principle of learning in their lesson planning and assessment. It is teacher's responsibility to incorporate the lesson plan in the way that it will build class community where they do collaborative work and learn to understand, listen and trust each other. With this mutual feeling of trust, they will feel safe and secure, and they are able to share their thoughts and emotions. As per Hook (2004) "we can't heal what we don't feel". So, understanding their emotions and listening to them, they will feel welcome and respected, and this will make them to contribute and act as an active member of the classroom as well as society.

Learning should be making more effective by adopting land based indigenous approach. In this, students should be taken to the places or area which was mentioned in the topic and this way they will feel more connected to the subject as well as surroundings.

References-

First Peoples Principles of Learning from First Nations Education Steering Committee (FNESC)

Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward

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 Connections To the Land and Indigenous Worldviews

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 Connections To the Land and Indigenous Worldviews

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In my country we refer land as our Mother Earth. It is a phrase that evokes a sense of nurturing, grounding, and a deep connection to the natural world. So, I feel my connection to the land is spiritual and social. It is spiritual because like a teacher mother Earth guides me on different aspects of my life and it is social because I have built so many relations on it with humans and more than human. It's like my identity and it's a way to tell others about the place I belong to and my family. Most of my rituals and cultural values are associated with the land I grown up. For me the relationship between the land and the human being is mutual. So, it's the responsibility of every individual to take care of the land and place we belong to

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Connections To the Land and Indigenous Worldviews

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The world we live in is multicultural with a corresponding plethora of worldviews. Understanding the core differences between Indigenous worldviews and Western worldviews is an important component in achieving cultural harmony and respectful relationships. As per indigenous view the creation is more spiritual and basis on belief and on the other hand western view is more scientific and ask proof to believe. Indigenous society believe that people, objects and the environment are all connected, and law, kinship and spirituality reinforce this connectedness while western views believe in nuclear sample of families and more in materialism. Land and other natural resources are considered sacred in indigenous prospectives and but as per western view they are just considers as the source for development. So, understanding and respecting the differences in worldviews will help in bringing harmony and peace in relationship between Indigenous and non-Indigenous people.

As connected to my inquiry question, I will consider both the worldviews in my classroom practice to implement indigenous knowledge with the scientific approach

References

https://www.youtube.com/watch?v=bA9EwcFbVfg

Indigenous Pedagogies: Land, Water, and Kinship

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Elder Albert indicates that Two-Eyed Seeing is the gift of multiple perspective treasured by many Aboriginal peoples. He focused on the co-existence, interrelatedness, interconnectedness, and community spirit.  Albert emphasizes that these four apply to our relationships with each other and with Mother Earth. In the two eyed seeing by California Academy emphasize on adopting hybrid approach by mixing traditional ecological knowledge TEK with modern science.

In contrast to my inquiry question I prefer to adopt two eyed seeing approach in classroom by encouraging students to integrate both Western scientific knowledge and Indigenous Traditional Ecological Knowledge to address current environmental challenges

Reference -

www.integratuivescience.ca/Principles/TwoEyedSeeing

Two-Eyed Seeing: Science and Traditional Ecological Knowledge by California Academy of Sciences

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As the topic suggests Land is the teacher and land-based education encourages deep learning through the knowledge of generations and experiences which comes from years of observation. It helps to develop a strong connection to reconciliation and form of understanding our place with in and our responsibilities towards it. At my native place we believe in reciprocal relationship with land. We took only what is needed and in return we helped the land to regain its growing power by adding organic manure and plant remains to absorb in it. Its evitable that indigenous communities also adopt the same sustainable approach about the land and other resources.

By keeping in mind my inquiry question, I will also encourage student to adopt indigenous sustainable approach towards our valuable resources to make them available for next generations.

References -

Land as Pedagogy: Nishnaabeg Intelligence and Rebellious Transformation by Leanne Betasmosake Simpson from Decolonization: Indigeneity, Education & Society

Lesson Plans – Land-Based Learning from Indigenous Education

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Bias or implicit bias are subconscious feelings or negative attitudes, prejudices and stereotypes which developed due to past experience or knowledge. As Kelly Terbasket in her video compared this bias with roots of the trees which are not on the ground but deep into the surface and even there, they provide nourishment and shape the tree. Similarly, these biases are deep rooted in our sub conscious mind and shaped our personalities and are developed by our surrounding environment, our experiences and observations. Historically indigenous peoples were considered as a threat to colonial settlements and since then they are not treated fairly on their own ancestral land. To solve this so-called Indian Problem the government used systems of assimilation like residential schools and the Indian Act.

By involving indigenous knowledge, culture, their heritage, traditions and forcibly invasion of settlers on their lands, in classroom practice, we can help to reduce these implicit bias towards indigenous people.

References -

Recognizing Our Implicit Bias Towards Indigenous Peoples (15:23) by Kelly Terbasket

Indigenous-Specific Racism in Education – Challenging Biases and Assumptions by Jo Chrona

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Bias or implicit bias are subconscious feelings or negative attitudes, prejudices and stereotypes which developed due to past experience or knowledge. As Kelly Terbasket in her video compared this bias with roots of the trees which are not on the ground but deep into the surface and even there, they provide nourishment and shape the tree. Similarly, these biases are deep rooted in our sub conscious mind and shaped our personalities and are developed by our surrounding environment, our experiences and observations. Historically indigenous peoples were considered as a threat to colonial settlements and since then they are not treated fairly on their own ancestral land. To solve this so-called Indian Problem the government used systems of assimilation like residential schools and the Indian Act.

By involving indigenous knowledge, culture, their heritage, traditions and forcibly invasion of settlers on their lands, in classroom practice, we can help to reduce these implicit bias towards indigenous people.

Reference -

The Doctrine of Discovery and Its Grip on Indigenous Lands (7:27) by APTN News

Doctrine of Discovery (5:59) by Tree TV/N2K

The podcast Discovery (22:04)

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The Royal Proclamation of 1763 was an important step which established the rules to administrate the lands acquired by the settler and it also build a base for the relationship with the local indigenous people. This act basically upset the colonists by protecting the rights of indigenous people. It was also recognized by most of indigenous communities and considered as an important step towards the recognition of their rights and titles. It laid the basis for treaty making between local indigenous communities and settlers. Though it was a significant step but not completely enforced and caused problems for indigenous communities about their land right and treaty implementation.

Reference -

Royal Proclamation, 1763 by UBC Indigenous Foundations.

Nation to Nation: Honoring the Royal Proclamation of 1763 (7:51) by Mennonite Church Canada

Justice Murray Sinclair on the Royal Proclamation of 1763 (30:50)

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Indian Act is a Canadian law which decide how federal government interact with First Nation Communities. The Indian Act manage reserve lands and communal funds. But this law was not doing fair with Indigenous communities.The Federal funding is less for First Nation Schools as compared to provincial schools with same needs and expenses. The federal government even did not provide sufficient funding for special need children. The First Nation Communities still struggling for clean drinking water and child welfare service on reserve also survive with limited resources as compared to provincial levels. So from the resources provided it is clearly evident that colonialisms still exists like what happened with the Inuit community and similarly all indigenous communities are still deprived from the basic resources to live.

Reference -

Colonialism and its Impacts by Fem North Net

21 Things® You May Not Have Known About the Indian Act (2015) by Bob Joseph on Indigenous Cooperate Training Inc.

The Pass System trailer (2:15) from The Pass System on vimeo.

The Indian Act (44:59) from The Secret Life of Canada podcasts on CBC

Indian Act by Native Women’s Association of Canada

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Residential Schools-

Residential schools were religious schools operated by government and church with the purpose to assimilate Indigenous culture to dominant Canadian culture. These residential schools have longlisting negative effect on the lives of students. These students were abducted from their families, siblings,homes and communities and kept and raised in the western environment away from their own cultural and heritage. The video Off to School by NFB consists of three stories explain the hardship and struggle of the children from remote areas to achieve basic education and also put lights on limited resources available there. Brothers and sisters shows the devastating effects of residential schools on children from First Nation Communities from which most of them never returned home and buried in unmarked grave. SImilarly the resource like Savage by Lisa Jackson describes the dehumanizing journey of a little girls in the residential school and in Clouds of Autumn about carefree childhood of two siblings in which sister is forcibly sent to residential school.

Similarly the other resources also refers to the ongoing trauma and intergenerational effects of the Canadian residential school system on the lives of First Nation Communities.

References

Off to School (8:36) from the National Film Board (NFB).

Brothers and Sisters (3:44) on NFB

Savage (6:02) by Lisa Jackson on vimeo

Clouds of Autumn (2015) | A Film by Trevor Mack & Matthew Taylor Blais (14:55) by Tsin Deni

Four Faces of the Moon (13:44) by Amanda Strong on CBC

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Residential Schools  tragedy and first nations 

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The sixties scoop is basically a legacy of residential schools for removing the children from Indigenous communities, first by the name of education and then by the name of child welfare system. The children were abducted from their families without their consent and placed in non Indigenous foster care homes. This was a cultural genocides under the name of child protection from poverty. It was estimated that over 20,000 children were taken away from their families.

In 1985, Justice Edwin Kimelman refereed sixties scoop as cultural genocide which has taken place in a systematic, routine manner. In 2007 UNICEF also blamed Canadian authorities to be very slow to honour their commitment to uphold the rights and ensure the well-being of children especially belonging to marginal communities.

In 2017, Canadian government agreed on $875 million settlement and ready to pay $25,000 to $50,000 in compensation per individual depending on the number of claimants. Healing foundation was formed and funded to help the survivors and families. As it feels like justice has served but still have a big concern that whether the settlement provided, adequately addresses the long-term impacts and systemic issues related to the scoop or not.

References -

Separating Children from Parents: The Sixties Scoop in Canada (4:08) si

Canada ‘Sixties Scoop’: Indigenous Survivors Map Out Their Stories (5:33) by BBC News

Adoptees of Sixties Scoop Tell Their Stories (4:54) by Toronto Star

APTN Investigates: The Children Taken Away (23:50) on APTN News

New Interactive Project Aims to Map the Displacement of ‘60s Scoop Survivors by Ka’nhehsí:io Deer from CBC News (2020)

Sixties Scoop Healing Foundation and Class Action Sixties Scoop Settlement website

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Art is a powerful tool for conveying messages of resistance and social change. Artists like Andrea Smith and Kent Monkman use their work to challenge colonial narratives and represent the resilience and strength of Indigenous communities, making art a medium for activism, healing, and cultural reclamation. Smith’s works, like Angel of Healing, and Monkman's powerful narratives, such as Shame and Prejudice, not only confront the impact of colonialism but also highlight Indigenous resistance and survival. These artists create spaces for reflection and dialogue, using artas a means to address historical injustices, promote healing, and inspire action toward social change.

References-

How Indigenous Art Is Challenging Colonial Law by Jeffery G. Hewitt

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INDIGENOUS ART AS RESISTANCE and first nations

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Technology can play a crucial role in challenging the narrow beauty standards and inspire a more inclusive self- image. As Indigenous People often face harmful stereotypes on social media, which can perpetuate negative perceptions and racism. Some common stereotypes include portraying Indigenous people as vanishing cultures, dying languages, or broken families . These stereotypes can be damaging and misleading, as they fail to capture the diversity and resilience of Indigenous communities. Efforts are being made to challenge these stereotypes. For example, Indigenous media professionals and activists are working to ensure that Indigenous stories are told in a way that is factual, dignified, and ethical Additionally, organizations like the Native American Journalists Association are advocating for better representation and encouraging the media to stop harmful stereotype coverage. At present ,Indigenous youth are actively using social media to promote and celebrate their cultures. Many young Indigenous influencers are leveraging platforms like Instagram, TikTok, and YouTube to share their traditions, languages, and stories. This not only helps in preserving their cultural heritage but also educates a broader audience and challenges negative stereotype.

Reference-

Indigenous Influencers Marika Sila, Kairyn Potts on the Snapchat Series Reclaimed (3:36)

Teens, Social Media and Technology 2022 by Emily Vogels

100 Must-Follow Indigenous Influencers in Canada

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Language act as fundamental aspect of personal and group identity. So, speaking a particular language can foster a sense of belonging to a specific cultural community, while language loss or suppression can lead to feelings of alienation and cultural disconnection. Language is the primary vehicle for transmitting culture from one generation to the next. Through language, traditions, stories, rituals and historical accounts are passed down, helping to maintain cultural identity and cohesion. Just think of the lessons, morals and stories that your grandparents and parents gave to you through language, and soon you’ll realize that language is a delivery device for all things culture hold. Language also hold the community's laws that were eroded by the policies of the Indian Act .This disrupt the connection to culture and identity. Hence, to fix the wrongs of past its important to revitalize the languages as the knowledge held in the language, is an invaluable source of information about the history of natural environment, climate, plants and animals. It is an irretrievable body of knowledge everything including science, medicine ,governments all rely on Indigenous traditional knowledge and all will be impacted if the languages will die. cultural treasure will be lost as a result. Thus, there should be efforts to revitalize the language to save the earth and humanity.

Reference-

A History of Indigenous Languages – And How to Revitalize Them (13:21) by Lindsay Morcom

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Potlatch as pedagogy is a way to bring diverse participants together to create communal, holistic and experiential solution to community challenges in/outside the classroom. Its a high context approach designed to apply intercultural /transformative learning concept necessary for witnessing greater intergenerational learning and success. This is one of the major reason for adopting this method into the classroom. Project on talking about festival from their tradition can be one activity for the class. This will enhance their understanding and respect towards each other culture. Also, help them to build relationships.

Reference -

Potlatch as Pedagogy: Learning Through Ceremony by Sara Florence Davidson and Robert Davidson

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Cultural safety is important among Indigenous people as it creates an environment that respect their identity and experiences. So by promoting cultural safety,teachers can work towards a more inclusive and equitable society where Indigenous learners will feel safe and respected. So, for creating safe space for Indigenous learners educators can use numerous strategies which are as follows:

Cultural safety can be increased within the classrooms by including materials and resources that reflect racially and ethnically diverse people and their perspectives.

By incarporating Indigenous traditions in the classroom practice such as Powwows, Potlatches, or Storytelling. Indigenous peoples’ resiliency and success would be taught, just as much as bringing awareness about their rich history.

By facilitate meaningful relationships with Indigenous students and families by communicating often, staying informed of cultural events that may be coming up, and through caring about the student’s overall well-being.

By inviting elders for active interactions with students in my classroom, to learn from their experiences and knowledge.

By considering the holistic development of the learners rather than just academic ones.

References-

Canada’s School Systems are Failing to Address Colonial Past: Educators

Indigenous Perspective: Education System

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Why choosing an authentic resources is important from an Indigenous point of view?

It provide students with more accurate and comprehensive understanding.

It ensure Indigenous histories, culture and point of views are represented accurately and respectfully .This help in avoiding the harmful biases. of Indigenous perspectives.

It reflect on holistic approach that offer richer and more interconnected learning experience. It also helps in building strong connection between students and the Indigenous communities.

Authentic resources allow Indigenous people to share their experiences and wisdom of knowledge in their way. Thus, help in Preserving and revitalizing Indigenous culture and tradition.

Reference-

Evaluating Indigenous Education Resources for Classroom

Use

Cultural Appropriation, How to Find Authentic Resources and the Fakes

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Reconciliation is acknowledging the historical injustices and harms to Indigenous people and working towards a future where Indigenous rights and perspectives are valued and respected. It is a process of curing the impacts of colonization and establishment of healthy and respectful relations with Indigenous communities. It involves recognizing rights, acknowledging past wrongs, understanding true history, and working together to implement Indigenous rights.

The TRC played an important role in the process of reconciliation bu documenting the history and impacts of residential school and by recommending the 94 Calls to Action towards reconciliation. References-

What Is Reconciliation?

Learning the Unvarnished History of Canada is Key to Reconciliation with Jody Wilson-Raybould

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There are many influential educators from Indigenous communities which works for advocating the education and wellness for Indigenous communities. I sudied about Dr. Lyn Daniels (Ed D), currently working with surrey school district as the Director of Instruction, Aboriginal Learning. She is Cree and Metis and belongs to the Kawacatoose First Nation located in southern Saskatchewan. Her research focused on Aboriginal college students’ memories of public education and how they compare to the memories of former Indian residential school students and educational policy in the colonial past and present.

I also studeid about other renowned educators from Indigenous communities like Tracy Coates and Dr. Ethel Gardner.

These educators has a great work in integrating Indigenous perspectives and pedagogies into education and also serves as role models for new educators striving to enrich their teaching with Indigenous knowledge and methodologies.

I was also greatly influenced by the teaching model of Dechinta University and want to apply same otudoor focusing education in my practice.

References-

https://edst.educ.ubc.ca/lyn-daniels/#tab_section-tabbed-5-tab-2 https://www.dechinta.ca/

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Two-Eyed Seeing and Transforming Education

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Two-Eyed Seeing and Transforming Education

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We often explain Two-Eyed Seeing by refering to learning to see from one eye with the strengths of Indigenous knowledges and ways of knowing, and from the other eye with the strengths of Western knowledges and ways of knowing and learning to use both these eyes together, for the benefit of all. It is actually about life ,a guiding principle that cover all the aspects of lives: social, environmental, relational, economical etc. The advantage of Two-Eyed Seeing is that you are always fine tuning your mind into different places at once, you are always looking for another perspective and better way of doing things. It not only help us to acknowledge the distinct and whole nature of Indigenous knowledge and ways of knowing, similarly it helps to understand the Western point of view. It require "weaving back and forth" between knowledges, and this will draw upon abilities to meaningfully and respectfully engage in an informed manner in collaborative settings. It speaks directly to the setting of collaborative, cross-cultural work, intentionally seeks to avoid the situation becoming a clash between knowledges, domination by one worldview, or assimilation by one worldview of the knowledge of another.

References-

Two-Eyed Seeing: Building Cultural Bridges for Aboriginal Students

Jagged Worldviews Colliding by Leroy Littlebear

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Terminology can represent something more than just a word. It can represent certain colonial histories and power dynamics. There is a common proverb the pen is mightier than the sword suggests that the words are more powerful than violence. Words are not only a tool to communicate but also our connections to other individuals and communities. But sometimes wrong choice of words we use to communicate becomes hurtful or disrespectful to others. So its very important to learn local language and correct pronunciation of names and places of the land you live and work. When discussing topics related to Aboriginal Peoples, we will have to ensure that we use accurate and respectful terminology.

Reference-

Indigenous Peoples: Language Guidelines

Indigenous Foundations: Terminology

Terminology Guide

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An Ally is the one who is willing to help,to learn and reflect. Someone who helps and support the marginalized communities for their rights and respect,will be an Ally.

To encourage Allyship with Indigenous students, educator and students from other communities should educate themselves and others about the Indigenous history,culture,traditions and the values. They should acknowledge the impacts of colonialism, residential schools and sixties scoop and helps to foster the process of reconciliation. The curriculum should be incarporated with Indigenous knowledge and their way of living and about their respect and care of natural resources. The education model should be land based acknowledging land as mother teacher and promotes sustainable development with the help of Indigenous knowledge and skills.

Reference-

Indigenous Ally Toolkit

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How can I effectively integrate Indigenous ways of knowing and cultural perspectives into my teaching practices for creating inclusive and culturally responsive learning environment for my class.

Throughout this course, I have gained a valueable insights that address my inquiry question mentioned above.

As I progressed through the modules, I found clarity on my inquiry question particularly through resources available, readings discussions from my colleagues, activities like group projects and collaborative documents.

My understanding about the Indigenous culture and their way of living, skills,policies and crisis of residential schools has deepened significantly after going through every module and many of my initial uncertainties were resolved by the posts and resources from the course.

I join this course with questions and now I feel like I have much better answer about my inquiry question, thanks to my instructor and colleagues for providing me the chance to learn from their experience and views.

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Integration of Indigenous knowledge and culture is considered as a meanigful way to create inclusive and culturally positve environment in the classroom.Following are some of the intake from all the modules to apply in the teaching practice to create such environment.

From Module -1

Learning is holistic, reflexive, reflective, experiential, and relational.Effective learning environments pay attention to the whole learner, including the physical, mental, social/emotional, and spiritual aspects of the student.

True integration of Indigenous ways of knowing requires humility, ongoing learning, and a commitment to reconciliation.We can achieve this by following and implementing First Nations Principles of Learning in our teaching practice.

When students experiences respectful, culturally related terminology and active witnessing, they feel more inclusive and valued for who they are. They feel more comfortable to express themselves and included. With experiencing such environment they feel safe and connected tp peers and teacher.

Reference-

First Peoples Principles of Learning

Indigenous Peoples: Language Guidelines

Witnessing as Classroom Pedagogy by Greg Sutherland

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From Module 2-

Education is not about teaching the culture but it should learn from them. By integrating the traditional wisdom and ecological knowledge in the classroom, teacher can foster respect for diverse cultures, promote environmental stewardship and enhance student engagement. Comparing worldviews encourage critical thinking and respect for diverse perspectives. Similarly use of Land as Pedagogy in classroom connects students to place, history and community and hence students feel valued and connected to their learning. By knowing about traditional Indigenous governance and leadership, students know about rich cultural history and dedication towrds their community.

References-

Knowledge Keepers: Medicine Walk (12:17)

Knowledge Keepers: Cedar Harvest

Leadership Through an Indigenous Lens

Land as Pedagogy: Nishnaabeg Intelligence and Rebellious Transformation

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From Module 3-

By critically examine textbooks and resources for biases towards Indigenous communities and also by confronting personal biases,a safe and comfortable classroom environment can be created. Discuss in the classroom about colliding worldviews and truth about colonization and its impact on the lives of Indigenous people. Engages students in critical dialogue, fostering deeper understanding and respect for diverse ways of knowing by explaining them the danger of single story. By introducing treaty righta and process in curriculum, classrooms become places of truth, justice, and reconciliation where students can see Indigenous people as nations with equal legal rights.

References-

Recognizing Our Implicit Bias Towards Indigenous Peoples

The Danger of a Single Story

Nation to Nation: Honouring the Royal Proclamation of 1763

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By Truth telling and Historical Awareness 

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By Truth telling and Historical Awareness 

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From Module 4-

It is challenging for a teacher to teach about residential schools and sixties scoop but this is crucial step for truth telling and reconciliation process. These validations create a inclusive and responsive learning environment. By learnig about these tragedies ,students are able to know about intergenrational trauma and its impact on Indigenous communities. Acknowledging their pain and trauma, helps Indigenous students to feel safe and included. It helps to strengthen the bonds between students and prepare non Indigenous students to become and act as ally for Indigenous students.

References-Off to School

Brothers and Sisters

Senator Murray Sinclair Responds to Lynn Beyak’s Residential School Remarks

Separating Children from Parents: The Sixties Scoop in Canada

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By Celebrating Contributions and Achievements and Honoring Sovereignty 

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By Celebrating Contributions and Achievements and Honoring Sovereignty 

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From Module 5-

By acknowledging the achievement of Indigenous people in the various fields like politics, art,sport and science. Highlight the Indigenous role models and their contributions and work towards the community and country. Teach about the Indigenous way of preserving environment and resources and explain about Indigenous scientific and technology techniques like igloo formation or skills for agricultural practice. Teaching about the struggle of Indigenous people for justice and their rights and land can help to change the prevailing narrative and promote critical thinking and inclusive environment.

References-

Whose Land is it Anyway: A Manual for Decolonization

Team Canada Celebrates Indigenous Olympians

Traditional Healing

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From Module 6-

By adopting approaches like relational learning based on the Haida potlatch ceremony which emphasize on relationships between students, teachers, and community. This aligns with Indigenous pedagogies that value collective knowledge-sharing over individual achievement. By honoring these traditions, helps to promotes the engagement in class and fosters cultural awareness. By acknowledging colonial harms and injustices in classroom practice also builds a connection of trust and faith between teacher and students. Guest speakers or knowledge keepers co teach to ensure cultural authenticity.

References-

Timeline of Reports and Recommendations.

Potlatch as Pedagogy: Learning Through Ceremony

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By Bridging Perspectives and Truth Telling and Healing approach 

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By Bridging Perspectives and Truth Telling and Healing approach 

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From Module 7-

Integration of reconciliation in teaching practice promotes healing process and acknowledges past injustices helps to create a more inclusive atmosphere that respects and celebrates cultural diversity. By teaching TRC calls to action,treaties and policies helps students to understand the injustices towards Indigenous communities and the efforts to cure the pain. This can promote allyship among students and foster dialogue about systemic inequities. By using two eyed seeing approach encourage students to value for each perspective to achieve holistic understanding of the topic.

References-

What Is Reconciliation?

Courage: Going Forward in Aboriginal Education

Two-Eyed Seeing: Building Cultural Bridges for Aboriginal Students

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The journey of integrating Indigenous Knowledge into the classroom is not just an educational shift, it is a meaningful step toward decolonizing education, fostering inclusivity, and honoring diverse ways of knowing. Integration of Indigenous knowledge and applying their ways of learning based on First Nations Principles of Learning reshape the education and helps to create the inclusive environment in the class where all the students feel valued and safe.

By honoring Indigenous way of incarporating knowledge,we can create the classroom where all the students see the reflection of their cultures, where education becomes a bridge to understanding rather than division.

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In this module, I learned about devastating colonial policies imposed on Indigenous peoples in Canada. Indian Act, Residential schools and Sixties Scoop are policies which are designed to control and eliminate Indigenous culture, leaving deep impact on the lives of Indigenous people.

By going through this module I know about the use of the legal documents like Indian Act to capture the land and resources from Indigenous people and laid the foundation of other assimilated policies. The forced assimilation of children, the physical and sexual abuse are the cause of intergenerational trauma still facing by Indigenous communities. This module highlights resilience and ongoing struggle for justice and healing by Indigenous people.

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The module 1 deepens my understanding about the Indigenous connection to their land and culture and importance of using correct terminology and respectful language while discussing Indigenous people. Allyship and role of witnessing are also tools for the struggle to justice and they can be used wisely. In module 2, I understand about the sustainable approach of Indigenous people towards the resources and development. Their knowledge about ecology enhancing bidiversity and balance in nature. By incarporating their knowledge and skills in the classroom practice we can connect the students with nature and foster their understanding towards sustainable development and care of this planet. The Dechinta University successfully adopting and working on this outdoor learning model.

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This module deepens my thoughts about decolonization and resistance. The recent news about the planning to displace Indigenous community from east side of Vancouver is distubing and questions about decolonization. This module explains about Indigenous activism which is struggle for justice,identity and environment. From treaty rights protests to land defense, Indigenous peoples have employed diverse strategies to challenge colonialism and assert their rights. From this module I understand that Indigenous knowledge is critical to sustainability, yet green colonialism displaces communities for conservation projects similarly likely to happen in Vancouver. The revitalization of Indigenous languages and the struggle for self governance are deeply intertwined, representing two pillars of Indigenous sovereignty and cultural survival.

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The decolonization is a challenge to colonial system and recenter Indigenous knowledge, sovereignty and ways of being. TRC expose colonial violence of Residential Schools but often lack enforceable reparations. The Indiginization is a process of bringing Indigenous knowledge and culture and ways of being into educational systems. Adopting potlach as pedagogy methods helps to build bonds among students and promoting respect for diverse cultures. It also helps to integrate knowledge about ecology, divesity and kinship.

From this module I came to know about the ways and importance of cultural safety in the classroom. By respecting and practicing different cultural perspectives, we can foster student engagement and pride for his/her own identiy and hence feels safe and comfortable in classroom.

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This module deepens my understanding about the public inquiries, TRC and calls to action. The UNDRIP and DRIPPA documents widens my vision about the individual and collective rights for the survival, dignity, and well-being of Indigenous peoples globally and alignment of Canadian laws towards the process of reconciliation whcih is the process of acknowledging historical injustices towards Indigenous people. From this module I learnt about the 94 calls to action issued by TRC which addressesthe issues like child welfare,child aeducation, health, justice, and Indigenous language revitalization.Two eyed seeing and transforming education helps me to integrate respectful co learning with focus on reciprocity and holistic learning in classroom.

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Module 1 provides me the chance for insights into the diverse culture of Indigenous communities in British Columbia by going through the Land Acknowledgements of my colleagues. Module 1 helps me to self reflect and centering relationships with my colleagues. It emphasizes on the integrating of First People's Principle of Learning in the classroom practice for holistic and inclusive learning environment. The importance of using correct terminology and allyship,witnessing are the key takeaways from this module. Module 2 deeply explores the sacred and inseparable relationship between Indigenous peoples and the land. Its totally different from western viewpoint that often view land as property, Indigenous perspectives see land as pedagogy.

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Module 3 encourages me as an educator to critically reflect on historical and ongoing injustices of colonization and fostering a deeper understanding of their profound effects on Indigenous communities, their lives and lands. This module reflects on devasting impacts of colonization which includes the seizure of ancestral lands and disruption of traditional ways of life and economic practices. Loss of access to traditional territories led to economic marginalization and a disconnection from cultural roots. As an educator, understanding these historical and ongoing impacts is very crucial. This informs culturally responsive teaching practices and supports the development of curriculum which honors Indigenous perspectives and experiences

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By going through module 4, I witnessed the cultural genocide which left the deep scars on Indigenous communities. These residential schools which are aimed to assimilate Indigenous children by severing their ties to family, culture, and language had lastin intergenerational effects. Sixties scoop followed and enhance the scars left by residential schools.

Module 5 emphasizes the importance of recognizing and celebrating Indigenous excellence while understanding the historical and contemporary contexts of resistance and revitalization. This module deepens my understanding about Indigenous communities resilience and their ongoing efforts to reclaim and rejuvenate cultural practices, languages, and traditions.

As an educator, it is important to tailor our curriculum and classroom so that to meet the requirements and needs of Indigenous students where they feel safe and included.

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Throughout the course I have learned about the Indigenous people,their rich traditions and culture, their efforts and approach towards sustainable development and care of environment. From this course I learned about the struggle and challenges of Indigenous communities while facing settlers and pain they experienced while their lands, language and culture were robbed. I came to know about the Residential schools and the Indian Acts role in disrupting Indigenous education and cultural transmission,sixties scoop and other historical injustices, they experienced and still continuing. I have also learned about the great Indigenous contributors to Canadian politics,healthcare,visual media, literature and sports.

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Module 6 provides an insight of educational needs and requirements and implementation as per Indigenous students and communities. It emphasizes on the use of culturally relevant pedagogy like using Potlatch as pedagogy which involves designing curriculum that resonate with the culture and traditions of Indigenous students. Promoting cultural safety and using land based pedagogies encourage student engagement in the classroom and topic and fosters peers bond. Module 7 focus on the importance of truth telling and implementation of legeal recommendations.Truth and Reconciliation Commission,TRC play a pivotal role in documenting histories of abuse and fostering national dialogue. The TRC uncovered the residential schools legacy, leading to the declaration of cultural genocide and the issuance of 94 Calls to Action. This module highlights the importance of two eyed seeing approach in transformingeducation. As an educator, we should integrating Indigenous histories and perspectives into curriculum to fosters understanding and respect.

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Protocols for Engaging With Indigenous Peoples & Communities

Indigenous Peoples: Language Guidelines First Peoples Principles of Learning

Knowledge Keepers: A MOA Original Documentary Series

Indigenous Knowledge and Western Science: Dr. Leroy Little Bear Talk

Land as Pedagogy: Nishnaabeg Intelligence and Rebellious Transformation

The Doctrine of Discovery

The Danger of a Single Story

Royal Proclamation, 1763

The Pass System

Brothers and Sisters

Off to School

Canada ‘Sixties Scoop’: Indigenous Survivors Map Out Their Stories

How Idle No More Transformed Canada

10 Indigenous Olympians from Canada A History of Indigenous Languages – And How to Revitalize Them

First Nations Education Transformation Potlatch as Pedagogy: Learning Through Ceremony

Can You Decolonize Assessment? What Is Reconciliation? (4:46) on CBC Kids News

Truth and Reconciliation Commission of Canada: Calls to Action,Jagged Worldviews Colliding

Royal Commission on Aboriginal Peoples