# data[].attributes.headline
Including Indigenous Perspectives and Decolonizing Our Language and Literacy Curricula - Abby Hill

# data[].attributes.subject
Including Indigenous Perspectives and Decolonizing Our Language and Literacy Curricula - Abby Hill

# data[].attributes.body
To include Indigenous perspectives and decolonize language and literacy curricula, we can begin by incorporating literature, stories, and media created by Indigenous authors to ensure students learn from authentic voices. Additionally, recognizing the importance of oral traditions is essential; inviting Elders or Knowledge Keepers into the classroom to share their stories, values, and histories—while respecting proper protocols—adds depth and authenticity. Furthermore, teaching about the impacts of colonization, such as the history of residential schools and the loss of Indigenous languages, fosters understanding and empathy, especially when paired with resources like the Truth and Reconciliation Commission’s Calls to Action. Moreover, incorporating holistic teaching approaches, such as storytelling, art, and hands-on activities, reflects Indigenous ways of knowing and engages students in meaningful learning experiences. Similarly, rethinking assessment methods to include oral presentations or visual projects ensures students have diverse ways to demonstrate their learning. Something positive I have seen within the classroom is the use of land acknowledgments as a meaningful teaching tool rather than just a routine statement. Students were engaged in discussions about the meaning behind the acknowledgment, the history of the land they are on, and the significance of treaties, fostering a deeper understanding and respect for Indigenous perspectives. Moving forward, I will continue to expand my knowledge by seeking professional development opportunities, learning directly from Indigenous voices, and reflecting on my practices to find new ways to meaningfully incorporate Indigenous perspectives into my teaching. By doing so, I hope to create a more inclusive and respectful learning environment that supports reconciliation and honors Indigenous knowledge.

# data[].attributes.body
As a future educator, I will ensure to implement methods into my classroom that will include Indigenous perspectives, and decolonize our language and literacy curriculum. Some things that I have seen done is having students only read novels from Canadian or Indigenous authors, watching YouTube videos created by Indigenous peoples, and having an Indigenous guest speaker come into the classroom to teach. A lot of this was seen throughout my University career, however it was very rare to see this in my past learning experiences, especially in my elementary school. Now that I will soon have the control to do the teaching in a classroom, I will ensure to collaborate with the Indigenous communities and celebrate their way of doing. I will approach the language curriculum in a way that integrates Indigenous knowledge, culture, worldviews, and is respectful to all. Some areas we can do better is to dig deeper and not stay on surface level explanations. Addressing the issues, and challenging student thinking to prioritize Indigenous voices and to create a safe space. Schools can also provide more of those resources and materials that include Indigenous representation.

# data[].attributes.headline
Decolonizing Language and Literacy- Olivia Trolio

# data[].attributes.subject
Decolonizing Language and Literacy- Olivia Trolio

# data[].attributes.body
Decolonizing language and literacy curricula is an essential step toward fostering inclusivity, reconciliation, and equity in education. A critical approach to doing this is integrating Indigenous literature/authors t ensure that an authentic voices are being heard in the classrooms. I plan on including texts such as Thomas King’s The Truth About Stories, Richard Wagamese’s Indian Horse, or Monique Gray Smith’s picture books in my classroom to provide opportunities for students to explore themes of identity, resilience, and culture. Furthermore, educators should invite local elder to share stories to demonstrate the value of oral histories. This not only enriches the students learning but also demonstrates the power that different forms of literacy has in different cultures. Moreover, it is vital to build relationship with the indigenous communities to ensure that the curriculum is meaningful and respectful. By partnering with local Indigenous organizations, elders and artists, educators can co-create content that reflect the needs and priorities of Indigenous communities. In conclusion, I plan on hosting storytelling sessions with elders to come to my class. Also, organizing community book clubs featuring Indigenous authors to spread awareness of diversity.  I also wanted to invite guest speakers to share their knowledge and enrich the learning experience while fostering collaboration and mutual respect.

# data[].attributes.body
There are many ways that indigenous perspectives can be included in the classroom. It is important to represent indigenous voices in a variety of ways and throughout the classroom. Using Indigenous resources and books within the classroom is important to bring in Indigenous perspectives. Something I have seen done in my placement is the librarian had a read-a-loud for students to attend to. The books that were often chosen were written by Indigenous authors. This helped provide students with different perspectives and stories. In previous classes, I was taught the importance of having meaningful land acknowledgements. This can be a small thing included in the classroom, but it is a good way to acknowledge Indigenous perspectives. I think another way to decolonize our language curriculum is by focusing on Indigenous narratives. Using these stories in various activities in the classroom can help bring Indigenous perspectives to the classroom. Additionally, using resources that have English and an Indigenous language. In my kindergarten placement, the teacher often used stories that had two 2 languages in the book and introduced the Indigenous language to them. I think it could also be helpful if there were audio files for the book in an indigenous language and English so that students could connect the words they know and how to say them in another language. Using indigenous languages can help decolonize the curriculum by adding simple phrases and names in Indigenous languages while also providing students with cultural significance. Incorporating Indigenous perspectives can be important to decolonizing our language curriculum

# data[].attributes.body
Incorporating Indigenous perspectives and working to decolonizing language and literacy are essential to fostering an inclusive, respectful, and informed learning environment for students. It is important, however, that as an educator that we are doing this in a culturally appropriate way. Firstly, there is a variety of Indigenous literature, written by Indigenous authors, for students of all ages that is a great way to begin to incorporate these perspectives into language and literacy. These can help to formulate a variety of deep discussions and help students learn about different traditions and experiences. Additionally, in order to decolonize language and literacy, it is important that we as educators are recognizing our own biases and analyzing the language we are using and the concepts that we are sharing to ensure that they are challenging traditional colonial ideologies and teaching students how to be accepting and inviting of all experiences and perspectives. Another great way to incorporate Indigenous perspectives in language and literacy is taking learning outside and teaching students about the value of connecting with the land. Land acknowledgements are one way to begin this in the classroom and appropriate and respectful modelling for educators is essential.

# data[].attributes.body
To effectively include Indigenous perspectives and decolonize language and literacy curricula, it is crucial to foster an inclusive and respectful learning environment that honors the histories, cultures, and traditions of Indigenous peoples. This can be achieved by incorporating Indigenous stories and oral traditions. Integrating these into the classroom can foster an environment of understanding and respect, helping students connect with perspectives in meaningful ways. These resources can be integrated in various ways depending on the grade level. Introducing picture books at an early age and facilitating simple discussions can help familiarize students with Indigenous perspectives, with opportunities to explore more complex topics as they get older. Another example to include Indigenous perspectives in the classroom would be to engage with Indigenous elders. Having elders come into the classroom to share stories or teach students about Indigenous history can deepen their understanding and respect for Indigenous cultures. Sharing firsthand knowledge and authentic experiences can create a deeper connection allowing students to engage in these teachings in a meaningful way. Incorporating these practices will create a more inclusive and culturally responsive classroom that not only honors Indigenous perspectives but also enhances the learning experience for students fostering respect.

# data[].attributes.body
When it comes to a land acknowledgement, it is important to ensure that we are not just reading a stock message that has no personal connection. Otherwise, it becomes performative and fails to accomplish what land acknowledgments are meant to accomplish. It is also important in our classrooms to ensure that we are including Indigenous perspectives without appropriating them, or speaking for them. For example, last year in our literacy class we learned that if you are going to use an indigenous book or story in a lesson, it is always best to see if you can find a video of the author reading it. That way you have the person sharing their own story.

# data[].attributes.body
Including indigenous perspectives in literacy curricula and decolonizing our language is crucial for creating an inclusive environment for students. Some examples to incorporate indigenous perspectives include incorporating indigenous texts, engaging in land based learning, collaboration with indigenous communities, professional development, and using multimedia resources. Regarding indigenous texts, it is important to use stories written by indigenous Canadian authors to ensure representation and inclusivity. I have seen teachers in my placements incorporate texts such as We are Water Protectors, to introduce indigenous perspectives which is a great resource for inclusion. When considering land based learning, something we as educators can incorporate is taking our students outside to connect with the land. This is a great strategy that will introduce students to indigenous perspectives and culture by connecting to the land, water, and living entities. Additionally, professional development for educators is an important and crucial step in creating an inclusive environment. Continuing to educate yourself is imperative to include indigenous perspectives within literacy curricula as you must ensure you are teaching with respect and integrity. Collaborating with indigenous communities is essential to integrating indigenous perspectives within your classrooms. Indigenous communities may be available to speak to your students, host a field trip, and conduct activities with your students in an educational and respectful manner.  Finally, using multimedia resources is a way to incorporate indigenous perspectives within your literacy curricula. Incorporating podcasts, videos, movies, stories, and recordings from indigenous Canadians will ensure inclusivity and support varying learning styles.

# data[].attributes.headline
Decolonizing Language and Literacy - Isabel G

# data[].attributes.subject
Decolonizing Language and Literacy - Isabel G

# data[].attributes.body
When thinking of how to decolonize our classrooms and curricula, I hesitate to understand what is best because I am not Indigenous. Thus, I believe the first step in decolonizing language and literacy is to engage in consistent, professional learning by taking the time to research and read about Indigenous perspectives on the topic. Without this, we could easily engage in cultural appropriation rather than appreciation. Another step would be to take the time to connect with Indigenous people in the community and build a positive, working relationship with them. This way we can gather information and resources that they believe need to be shared, or invite them into our classrooms to share material themselves. In terms of our land acknowledgments, I believe that it would be beneficial to showcase resources that depict meaningful action that is being taken toward reconciliation or positive change (or things we/our students can do to help) so that the acknowledgement does not become a performative routine. And finally, in terms of literature, I think that utilizing Indigenous voices and perspectives (texts that are created by Indigenous authors) is a crucial step to decolonizing our classrooms. Having these texts read by the authors themselves (either through a video or in person) would make it even more meaningful.

# data[].attributes.body
Incorporating Indigenous perspectives and decolonizing language and literacy curriculum is crucial to creating an inclusive and respectful learning environment. Here are a few ideas based on my own experiences and what I’ve observed that can help us do better in this area:

1. Using Books from Indigenous Perspectives:

One of the most impactful ways to include Indigenous perspectives is through literature. Incorporating Indigenous authors that provide authentic voices and stories from their cultures is a great way to do this. For example:

Books like "The Seven Sacred Teachings" by David Bouchard or "Shi-shi-etko" by Nicola I. Campbell offer rich stories that reflect Indigenous worldviews, values, and traditions. These kinds of books can help students understand the importance of respect, the relationship between humans and nature, and the wisdom passed down through generations.

Using Picture Books and Folktales: Folktales and stories from various Indigenous cultures not only promote literacy skills but also introduce students to different storytelling traditions, oral history practices, and ways of seeing the world. Stories can be a window into understanding the interconnectedness of people, nature, and the spiritual world.

Reading and engaging with Indigenous literature allows students to explore diverse perspectives and can open up conversations about culture, identity, and history. It’s also important to be mindful of the representation of Indigenous cultures in the books we choose. Ensuring that books are written by Indigenous authors or have been vetted by Indigenous communities ensures the stories are authentic and respectful.

2. Bringing in Elders or Indigenous Community Members:

Inviting Elders or other Indigenous community members into the classroom is a powerful way to bridge the gap between traditional knowledge and academic learning. Elders are often the keepers of cultural wisdom, oral traditions, and Indigenous languages, and their contributions can provide students with an entirely different perspective.

Elders as Storytellers: Having an Elder come in to share traditional stories, teachings, or songs creates an opportunity for students to engage in the oral storytelling tradition, which is a cornerstone of many Indigenous cultures. This experience can deepen students' understanding of how knowledge is passed down in Indigenous communities and foster a sense of respect for cultural differences.

Hands-on Learning: An Elder or community member could also lead activities such as creating traditional crafts, teaching about the significance of plants, or demonstrating aspects of Indigenous culture. This kind of experiential learning provides students with a more holistic understanding of Indigenous traditions and worldviews.

Furthermore, when inviting Indigenous speakers or community members, it's important to create a space where their knowledge is valued, and their input is taken seriously. It should be seen as a partnership rather than a token gesture.

3. Expanding Our Own Learning (Professional Development):

As educators, we need to continually expand our own knowledge and understanding of Indigenous cultures, histories, and worldviews. Professional development (PD) focused on Indigenous perspectives is a powerful tool for decolonizing our teaching practices. Here are some ways to do this:

Workshops and Seminars: Participating in workshops led by Indigenous scholars, Elders, or community leaders can help us deepen our understanding of the historical and ongoing impacts of colonization on Indigenous communities. These sessions can also provide guidance on how to integrate Indigenous knowledge into the curriculum in respectful and meaningful ways.

Reading and Research: Engaging with texts by Indigenous authors and academics can expand our understanding of Indigenous perspectives.

Cultural Immersion and Field Trips: Learning from Indigenous communities through visits to reserves, cultural centers, or natural sites that are significant to Indigenous peoples can offer us firsthand experiences of their history, culture, and values. These experiences can enrich our teaching and help us understand the importance of cultural context when working with Indigenous students or teaching about Indigenous topics.

4. Collaborative Curriculum Design:

It’s also important to collaboratively design curricula that meaningfully includes Indigenous perspectives. This can include:

Co-creating Curriculum: Partnering with Indigenous educators or community members to design units or lessons that incorporate traditional knowledge, languages, and ways of learning can ensure that the curriculum is more authentic and reflective of Indigenous perspectives.

Fostering Critical Conversations: Encouraging open discussions about the impact of colonization, Indigenous sovereignty, and reconciliation is key. This can help students understand the historical and contemporary struggles of Indigenous peoples and encourage empathy and action.

By embracing these practices, we can help create a learning environment that not only respects Indigenous ways of knowing but also empowers students to appreciate the richness and diversity of Indigenous cultures. It is an ongoing process of self-reflection, learning, and action—both for students and for us as educators.

# data[].attributes.body
There are so many ways that we can include Indigenous perspectives into our classrooms. First, we can integrate Indigenous authors into our classroom library books for students to engage with. For example, in my Grade 5 placement, I took on Social Studies and we talked about residential schools. I did a read-aloud of the book "Stolen Words" by Melanie Florence who is of Cree heritage. The students really engaged with this book and gained a better understanding of how the grandfather's words were "stolen" from him as a young boy. Next, you can work to build relationships with Indigenous communities. A beneficial way to decolonize curriculum accurately is to directly engage with Indigenous communities, making sure that their voices are heard and take part in the action. For instance, you could bring a guest speaker into the classroom, inviting Indigenous Elders to speak on their experiences and provide knowledge. You could also organize trips to nearby Indigenous cultural centres (e.g., Woodland Cultural Centre offers education programs) or reserves to allow students to fully engage and gain an understanding of traditions, languages, and histories of Indigenous peoples.

# data[].attributes.headline
Interactive Land Acknowledgement - Davis Ciccone 

# data[].attributes.subject
Interactive Land Acknowledgement - Davis Ciccone 

# data[].attributes.body
When I'm in the classroom, I find that land acknowledgments often get overlooked, with teachers brushing over them as just "another task to go through before lessons start." One way I think I can make the acknowledgment more engaging is by using a storytelling approach.

Instead of simply reading a scripted statement, I would begin by sharing a story—perhaps a local Indigenous legend or a personal reflection about the land. I could ask, "Have you ever wondered who walked these paths before us?" This invites curiosity and makes the land acknowledgment more meaningful.

To deepen engagement, I would encourage students to reflect on their own connection to the land. I might say, “Think about a place outside where you feel happy or safe. Maybe it’s the schoolyard, a park, or a lake you visit. The land has always been here, long before our school was built, and Indigenous Peoples have cared for it for thousands of years.” This way, the acknowledgment isn’t just about history—it’s about the students' relationship with the land today.

# data[].attributes.headline
Decolonizing Language and Literacy -Rebecca Robertson

# data[].attributes.subject
Decolonizing Language and Literacy -Rebecca Robertson

# data[].attributes.body
As a future educator it is essential to decolonize language and literacy curricula and incorporate Indigenous perspectives. One way we can do this is by learning about local Indigenous histories and communities. For example, by doing the land acknowlegment based on the physical region of the school helps students to understand who the land belongs to. In literacy, as an educator we should prioritize Indigenous literature and stories in the curriculum. Focus on selecting local Indigenous authors. These texts will offer insights into Indigenous ways of knowing and storytelling. Going even further, it would be beneficial to bring in an Indigenous person into the classroom to share their stories. This is a form of oral storytelling, and is a good way to introduce this concept, without appropriating it and reenacting it. By bringing in an Indigenous community member, it allows for respectful sharing of stories and experiences. For older students with more complex thinking, we can delve into more complicated discussions by examining how language has been used to marginalize Indigenous peoples, and foster reflection on biases. Lastly, it is crucial that I reflect on my own positionality and biases as a white educator. I do not have first hand experiences of colonization and trauma, so I must proceed with caution when discussion Indigenous perspectives by acknowledging my own bias.

By integrating these strategies I can create an inclusive and culturally responsive classroom that honours Indigenous knowledge.

# data[].attributes.body
As a future educator, I must continue to reflect on how I can better include Indigenous perspectives and decolonize our language and literacy curriculum. This requires thoughtful, respectful, and collaborative efforts that honour the lived experience of Indigenous individuals. As an educator, it is important to consider not only what is taught but also how it is taught.

Ways we can better do this is to include multiple perspectives. Different Indigenous communities have unique ways of knowing and students need to hear all these perspectives. Additionally, it is critical to incorporate Indigenous authors to ensure Indigenous voices are apart of our classroom. There are many storybooks and novels that can be used in the classroom including " We Sang You Home" "Be a good Ancestor" and " I hope". I had the opportunity to do a novel study in my grade 6 class for Fatty Legs. This was a really good learning opportunity for me as I was constantly reflecting on how can I ensure that students fully understand the depth of the story. Finally, it is important to ensure that I am collaborating with Indigenous communities in my school area and different organizations. Ultimately, seeking opportunities for Indigenous individuals to come into the classroom and share their stories and lessons! I will also collaborate with my co-teachers to see ways they are including Indigenous voices in there classrooms!

# data[].attributes.body
Including Indigenous perspectives and decolonizing language and literacy curricula requires intentional planning, authentic engagement, and a willingness to rethink traditional approaches. One effective strategy is incorporating books, oral stories, and media created by Indigenous authors and storytellers, such as "Stolen Words" by Melanie Florence or the works of Richard Wagamese and Monique Gray Smith. Respecting oral storytelling traditions by inviting Elders or Knowledge Keepers to share stories builds connections with Indigenous communities and honors traditional ways of knowing. Additionally, place-based learning can highlight the significance of the land in stories and teachings, connecting literacy tasks with local Indigenous knowledge about plants, animals, or geography. Language revitalization projects, such as introducing words or phrases in local Indigenous languages, offer opportunities to explore their cultural significance while broadening students' linguistic horizons.

Decolonizing curricula also involves exploring non-Western narrative structures, such as the cyclical or interconnected storytelling methods common in Indigenous traditions, and encouraging students to reflect on their relationship to the land through writing prompts that incorporate natural imagery and Indigenous values. Teachers can challenge the dominant narrative by analyzing colonial perspectives in traditional texts and exploring whose voices are missing or misrepresented. For example, students can rewrite or critique historical stories to include Indigenous viewpoints. Selecting contemporary Indigenous texts that reflect diverse realities and cultures, rather than only historical or stereotypical portrayals, also plays a vital role.

Collaborative projects, such as co-creating storytelling units with Indigenous community members, deepen the authenticity of classroom practices. Students might also engage in creating personal land acknowledgments, researching the traditional territory of their school and reflecting on their connection to it. Celebrating Indigenous languages by featuring bilingual signage, hosting language-focused events, or integrating apps like FirstVoices into literacy lessons further supports decolonization efforts.

In my experience, I have observed teachers using Indigenous creation stories to introduce themes of identity, belonging, and stewardship. During National Indigenous Peoples Day activities, students reflected on their learning through writing. In my practice, I supported Grade 6 students in dramatizing Indigenous stories with soundscapes to deepen their understanding of connections to land. These approaches ensure that literacy curricula are inclusive, foster respect for diverse knowledge systems, and empower students to think critically about whose stories are shared and celebrated.

# data[].attributes.body
As future educators, it is important that we continuously reflect on how we can appropriately and effectively include Indigenous perspectives within our classrooms and decolonize our language and literacy curricula. It is important that Indigenous literature and perspectives are brought into the classroom through different subjects and all throughout the year, and not only on certain days, like National Truth and Reconciliation day. Within classrooms, I find it is easy for educators to almost forget the meaning of the land acknowledgment as sometimes it is read and never talked about. Land acknowledgements are important and they should be talked about within class after they are read. Within our classrooms, we can use daily land acknowledgements as a tool to foster awareness, reflect, and educate ourselves and our students about things that have been done in our community or things that we could do ourselves to reconcile with Indigenous communities.

# data[].attributes.body
Reflecting on Indigenous perspectives, it is important to consider different ways that we can implement and centre them in our classroom practices. I think the first step is creating more meaning out of land acknowledgements. In my placements, students would recite the words of the land acknowledgment but they did not understand what it actually meant or why it is actually said. A way that we can do this is by incorporating more personalized and engaging land acknowledgements to allow for students to make more meaningful connections to the land they are on rather than listening to words they do not know. I also think it is important that studenst are able to have access to different indigneous resources and stories. This is something that we did not have access to growing up and I believe that the presence of it in the classroom can lead to more inquiry and overall a better understanding of Indigenous perspectives.

# data[].attributes.body
Decolonizing language and literacy involves integrating Indigenous perspectives, valuing oral traditions, and challenging colonial narratives while fostering cultural awareness and respect. In my teaching, I have worked to incorporate these principles into classroom practices. For example, in a drama class, I used Indigenous stories as a foundation for lessons, emphasizing the importance of storytelling as a key cultural tradition in Indigenous communities. Through a role-on-the-wall activity, students explored characters' perspectives from Indigenous stories, reflecting on themes of resilience, identity, and connection to the land. This activity encouraged students to engage deeply with the material, fostering empathy and a broader understanding of diverse experiences. Additionally, I incorporated texts by Indigenous authors, such as Monique Gray Smith’s You Hold Me Up or Richard Van Camp’s A Blanket of Butterflies, to ensure authentic representation and amplify Indigenous voices. These texts provided opportunities for students to explore Indigenous knowledge systems and values while developing critical literacy skills. By integrating Indigenous perspectives and stories into the curriculum, I aim to create a classroom environment that values inclusivity, challenges stereotypes, and encourages students to reflect on the interconnectedness of culture, identity, and community.

# data[].attributes.body
As future educators, it is important to include Indigenous voices in our language and literacy curriculum. One way to do this is by using books written by Indigenous authors, such as When We Were Alone by David Robertson. These stories help students connect with authentic perspectives that highlight identity, culture, and resilience. By engaging with these texts, students can meaningfully explore the experiences of Indigenous communities and develop a deeper understanding of history and culture.

Another important approach is integrating oral storytelling, which is a central tradition in many Indigenous cultures. Inviting Indigenous speakers to share their stories allows students to hear firsthand perspectives and gain a deeper understanding of Indigenous experiences, culture, and traditions. I remember a moment in high school when an Indigenous speaker visited our class. Their stories helped me understand the perspectives and experiences of Indigenous communities in a way that felt personal and meaningful. This experience showed me the value of connecting students with Indigenous voices, both through books and in-person conversations.

It’s also essential that we, as educators, take the time to educate ourselves. This means learning about Indigenous histories, cultures, and perspectives so we can teach these topics with respect and accuracy. Consulting with the school’s Indigenous Education Consultant/Advisor, participating in workshops, and reflecting on our own practices are all key steps in ensuring we are being culturally appropriate in our teaching. My associate teacher would often consult with our school’s Indigenous advisor whenever we had questions about teaching sensitive topics or ensuring that we were approaching lessons respectfully.

By using authentic Indigenous texts, inviting voices from the community, and committing to ongoing education, we can create a language and literacy curriculum that is inclusive, respectful, and transformative.

# data[].attributes.body
To better include Indigenous perspectives and decolonize language and literacy curricula, we can prioritize Indigenous voices and ways of knowing by incorporating works by Indigenous authors, exploring oral storytelling traditions, and integrating lessons on Indigenous languages. Partnering with local Indigenous communities to include their stories and histories ensures authenticity and respect. Additionally, discussing the impact of colonization on language and literacy helps students understand the importance of language preservation and cultural revitalization. These approaches create opportunities for students to engage with diverse perspectives and challenge Eurocentric narratives in meaningful ways. A lot of this was seen in my most recent practicum when I had to teach a visualization reading strategy. I chose the book Shi-Shi-Etko written by Nicola I. Campbell. I played the read aloud online without students seeing the visuals. Once their visualization reading strategy was complete, we touched on:

Why are memories and teachings important to Shi-shi-etko?

How does nature play a role in her sense of identity?

How might these memories help her in a challenging time?

Students then created a memory bundle:

Ask students to think about what memories, values, or connections they would want to preserve if they had to leave home.

Provide students with small cloth squares or pieces of paper to represent a “memory bundle.”

On the paper or cloth, students can write or draw symbols of their most cherished memories or teachings, such as family traditions, favorite places, or important lessons.

They can fold the paper or cloth, tie it with string, and keep it as their own “memory bundle.”

Students were then prompted to reflect on explaining their items in then memory bundle and why it is important. This activity is great to recognize the importance of oral traditions.

# data[].attributes.body
As educators who are teaching on the land that was stolen from Indigenous people, it is crucial for us to recognize the hardships and make an effort toward reconciliation. While land acknowledgements are important, educators need to do more to decolonize the language and literacy curriculum. To begin, based on my experiences in school, many of the books we read or were assigned to us were written by white or European authors. From grade 3's Rohnald Dahl "classics", to high school's Shakespearean plays, these authors, the voices who are systemically heard more in society, were taking space of experiences of those who were silenced for decades. Therefore, educators should make it a point to incorporate literature or literacy practices that derive from the Indigenous community. Many educators in younger grades tend to shy away from this approach as some concepts like residnetial schools are too sensitive for children under the age of 10. It is important to understand that while the experiences of residential schooling and the hardships the Indigenous community experienced is important for Canadians to learn and grow from, it is not the only way to represent of the Indigenous community to integrate into our lessons. For example, picture books like "I Hope" by Monica Gray Smith presents themes of family relationships and parents hopes of their children growing up to be strong people, while including the perspectives, truths, and culture of Indigenous people. Additionally, there are also picture books such as "Little Shoes" by David A Robertson, who wrote a book about Indigenous children experiencing generational trauma by using nightmares as a metaphor. These stories, while they do not explicitly tackle the trauma and hardships the Indigenous community experienced, still lift up silenced voices of identities who were and are oppressed. In other words, incorporating these perspectives decolonize curriculum by bringing awareness to the Indigenous communities truths and recognizing the history that leads us to our current standing.

Additionally, in the junior grades, it is also important to address the Indigenous perspective when teaching subjects like history. I especially belive this should be considered in Catholic schools, as there were many priests, religious institutes, and Euro-Catholic individuals who contributed to the colonization and assimilation of the Indigenous community. I believe the best way to reveal these truths is ensuring that the perspective is delivered through cultural awareness and personal experience. Throughout our career, we can ensure these elements take place by continuing to educate ourselves on the Indigenous cultures' experiences, whether through professional development events or through our own research. Additionally, educators can invite Indigenous guest speakers to talk about their traditions, history, and life stories, especially as a way to start off a new unit. Through these measures, educators can make strides towards decolonizing literacy by challenging and shifting the Eurocentric norms imbedded into social institutions such as education.

# data[].attributes.headline
Integrating Indigenous Perspectives in Elementary Literacy - Jadyn G

# data[].attributes.subject
Integrating Indigenous Perspectives in Elementary Literacy - Jadyn G

# data[].attributes.body
One effective way to include Indigenous perspectives in literacy is by integrating storytelling into the classroom. Inviting local Indigenous Elders or community members to share their stories provides students with a meaningful connection to Indigenous cultures. These stories are often rich in teachings about the importance of community, respect, and the environment. Therefore, these presentations can create a space where important class discussions can take place. For instance, after hearing a creation story, students might create visual art or write a reflective journal entry about its message. By engaging with these stories in multiple ways, students learn to appreciate the significance of oral traditions while enhancing their literacy skills. I also feel that it is important to have these stories told by Indigenous people themselves, as they are not our stories to tell. Having these presentations can be extremely educational, not only for students', but for teachers as well.

Another way to integrate Indigenous perspectives in the classroom is to incorporate books by Indigenous authors, such as "We Are Water Protectors" by Carole Lindstrom or "Sometimes I Feel Like a Fox" by Danielle Daniel. These books can offer opportunities to explore themes like identity, resilience, and community. Pairing these texts with activities like character analysis, creative writing, or other strategies listed in our 50 Literacy Strategies book can help students engage critically with Indigenous stories while developing empathy and understanding. It is important to focus on authentic voices and perspectives. Educators can create a more inclusive and culturally responsive literacy curriculum by incorporating these books and messages into the classroom in a respectful and educational way.

When I was in my first placement in a Grade 1 classroom, I created a science lesson that connected the land acknowledgement to our Life Systems unit. We read "We Are Water Protectors" by Carole Lindstrom. After reading, we spoke about the lessons in this book teach us about caring for our planet and all of the creatures. We spoke about respecting water, protecting animal homes, taking care of nature, stopping pollution, and being “Earth Heroes”, as mentioned in the book. We had a great conversation surrounding these lessons, and it was a wonderful way to connect Indigenous ways of knowing into our own science curriculum.

These approaches encourage students to celebrate diversity, think critically, and connect deeply with the world around them, making literacy not just a skill, but a pathway to reconciliation and understanding.

# data[].attributes.body
Incorporating Indigenous perspectives and voices is essential for working towards decolonizing language and literacy, and creating inclusive classrooms for all students. The education system has made an attempt by incorporating land acknowledgements, but I find that they are often just read with little to no "meaning" behind them. It is important that when reading a land acknowledgement, to educate students on why they are important and why they are being read, so that the meaning behind them doesn't get lost. An example of how we can change this is by educating students on how to write a land acknowledgement, and to actually have them write them. Perhaps, students can share them on the announcements. Another way to incorporate Indigenous voices into the classroom is through guest speakers to speak on their own experiences or to conduct workshops, so that you are appreciating their culture and not appropriating it.

# data[].attributes.body
Including Indigenous perspectives and decolonizing the language and literacy curriculum is crucial to create an inclusive learning experience. As educators, we are tasked with creating ideas for including Indigenous perspectives into our teaching practice and there are various ways that we can do this through teaching language and literacy. One way we can do this is by incorporating Indigenous texts and stories into literacy lessons. By using authentic Indigenous literature written by indigenous authors, we can ensure that Indigenous voices are being heard and represented appropriately. Furthermore, collaborating with Indigenous individuals and communities will help to explain and teach sensitive topics that avoid cultural appropriation. In my practicum experiences, I have seens other teachers use books written by Indigenous authors and about Indigenous stories, however, there was never much discussion about why it is important to use these types of resources. As an educator myself, I will use Indigenous resources in my teachings, and integrate different reading and writing activities that focus on honouring Indigenous ways of sharing knowledge. I will also integrate respectful discussions about Indigenous teachings, and frame discussions around themes of identity and resilience to help students connect emotionally and intellectually to these topics.

# data[].attributes.body
Incorporating Indigenous perspectives and decolonizing language requires collaboration, intentionality, and respect. One approach is to include more Indigenous voices and literature in the classroom, such as including Indigenous authors like Nicola I. Campbell and Jordan Wheeler. It's also important to decolonize texts by challenging stereotypes, moving away from the colonial narrative, and highlighting the Indigenous perspective and their role in history. Further, we can collaborate with Indigenous people to ensure accuracy and respect to help dismantle colonial structures. Moreover, it is important to participate in ongoing professional development and reflective practices to ensure that we can thoughtfully and respectfully integrate Indigenous perspectives into the curriculum.

# data[].attributes.headline
Including Indigenous Perspectives and Decolonizing our Language and Literacy Curricula 

# data[].attributes.subject
Including Indigenous Perspectives and Decolonizing our Language and Literacy Curricula 

# data[].attributes.body
There are various ways educators can better incorporate Indigenous perspectives and decolonize the language curriculum. To start off, I think it's important that educators are knowledgeable in regards to Indigenous students, practises, beliefs and traditions. Not only can educators be seeking professional development, they can expand their knowledge through podcasts, books, articles, documentaries, listening to guest speakers, and completing their own research. With this being said, it is important to represent all of our students in the classroom and that includes the books we read, the movies we watch, the individuals we research, and the guest speakers we invite. Something I place emphasis on is speaking with Indigenous people but not for them. Meaning, I think it is extremely important to include Indigenous elders or speakers in the classroom to explain the reality of residential schools and Indigenous experiences. When students can engage with first hand experiences, it can be more meaningful. As well, I believe it helps decolonize overall and in language as I am not the only one sharing experiences that I have not lived. Furthermore, in my placement, I incorporated Indigenous learning in language. We read a book regarding the significance of Inuksuks to Indigenous individuals. Students learned that the traditional meaning behind Inuksuits (plural for Inuksuk) were to help people navigate trails or to indicate great hunting/fishing spots. Currently, the meaning behind an Inuksuk depends on the intent of the builder. Each student in the class built their own Inusksuk and wrote the meaning behind it. We discussed how Indigenous people have various relationships with the land, animals, people, etc. and used that information as prompts for why their Inuksuits were important to them. Lastly, we hosted a gallery walk to educate other classes on Inuksuits and their meaning. As well, we made a short video with some students sharing their Inuksuits and played it on the announcements to educate the school! Through activities like this, students are able to learn about Indigenous traditions while developing their language abilities. I found it to be extremely engaging for the class, and they were excited to share what they learned with others.

# data[].attributes.body
We can decolonize language and literacy in multiple ways and do things to include Indigenous perspectives in the classroom. One of the most important things we can do as educators is to include Indigenous teachings and perspectives in all subjects, rather than just focusing on them on Truth and Reconciliation Day or when there is a push from administrators. For instance, including Indigenous perspectives when learning about the environment, plants, or animals in science. Something I have seen that has been done in my placement classes that I think is important and successful is including books and resources in the classroom written by Indigenous authors or with Indigenous main characters being shown in a positive light. Finally, when discussing something such as the experiences that Indigenous people have been through, or teaching an Indigenous skill for instance, it is best to bring in someone from the community out of respect and to ensure students are getting factual and authentic information.