# data[].attributes.headline
Ensuring that First Peoples knowledge can be shared before using it. This can mean double checking the source of material (ensuring that that a story was not written down by a non-Indigenous person and published without permission).

# data[].attributes.subject
Ensuring that First Peoples knowledge can be shared before using it. This can mean double checking the source of material (ensuring that that a story was not written down by a non-Indigenous person and published without permission).

# data[].attributes.headline
Asking about what local protocols might be attached to specific knowledge or process.

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Asking about what local protocols might be attached to specific knowledge or process.

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Being comfortable with asking respectful questions.

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Being comfortable with asking respectful questions.

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Not assuming that Indigenous learners will share all aspects of their home and community lives in the school or classroom.

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Not assuming that Indigenous learners will share all aspects of their home and community lives in the school or classroom.

# data[].attributes.headline
Thinking about reciprocity. If one is asking for something to be shared, ask what is being provided in return.

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Thinking about reciprocity. If one is asking for something to be shared, ask what is being provided in return.

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Recognizing that “culture” is a complex construct and that people usually identify with may cultural contexts (including, but not being limited to, heritage).

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Recognizing that “culture” is a complex construct and that people usually identify with may cultural contexts (including, but not being limited to, heritage).

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Recognizing that learners may feel that they have multiple identities based on significant differences between what is valued at home, in their communities, and in their schools and classrooms.

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Recognizing that learners may feel that they have multiple identities based on significant differences between what is valued at home, in their communities, and in their schools and classrooms.

# data[].attributes.headline
Avoiding generalizing about learners based on cultural stereotypes (i.e. all Indigenous learners don’t make eye contact, are shy, or follow traditional ways).

# data[].attributes.subject
Avoiding generalizing about learners based on cultural stereotypes (i.e. all Indigenous learners don’t make eye contact, are shy, or follow traditional ways).

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Recognizing that the development of positive personal and cultural identity in many Indigenous learners is made more complex because of the perceptions of Indigenous peoples held by many people in the larger society, and the legacy of colonial laws in Canada.

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Recognizing that the development of positive personal and cultural identity in many Indigenous learners is made more complex because of the perceptions of Indigenous peoples held by many people in the larger society, and the legacy of colonial laws in Canada.

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Creating safe opportunities for learners to articulate and express their developing identities.

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Creating safe opportunities for learners to articulate and express their developing identities.

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Understanding that educators need to be aware of the relationship between their own identities and their roles in education.

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Understanding that educators need to be aware of the relationship between their own identities and their roles in education.

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Ensuring that learning is about understanding concepts and the application of knowledge, rather than only memorization of information.

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Ensuring that learning is about understanding concepts and the application of knowledge, rather than only memorization of information.

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Allowing for time to develop relationships and to revisit prior learning to help build new knowledge.

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Allowing for time to develop relationships and to revisit prior learning to help build new knowledge.

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Revisiting concepts multiple times, providing learners with opportunities to deepen their knowledge by layering their understanding (recursivity).

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Revisiting concepts multiple times, providing learners with opportunities to deepen their knowledge by layering their understanding (recursivity).

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Providing for flexible scheduling in schools and in classrooms so that learners can take more or less time to learn what they need to know and understand.

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Providing for flexible scheduling in schools and in classrooms so that learners can take more or less time to learn what they need to know and understand.

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Using story and narrative to teach across curricular areas.

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Using story and narrative to teach across curricular areas.

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Providing learners with opportunities to share their stories, and their voices.

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Providing learners with opportunities to share their stories, and their voices.

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Understanding the oral tradition, as well as its value and legal implications in Canada.

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Understanding the oral tradition, as well as its value and legal implications in Canada.

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Providing learners with the opportunities to listen to and connect with the stories of others.

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Providing learners with the opportunities to listen to and connect with the stories of others.

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Understanding that all education systems are constructs based on specific sets of cultural values; what is considered important to learn is based on sets of the cultural values in a particular context, including the place (land) where the learning occurs.

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Understanding that all education systems are constructs based on specific sets of cultural values; what is considered important to learn is based on sets of the cultural values in a particular context, including the place (land) where the learning occurs.

# data[].attributes.headline
Thinking critically about what we consider important for students to learn and about how we choose to structure their learning experiences.

# data[].attributes.subject
Thinking critically about what we consider important for students to learn and about how we choose to structure their learning experiences.

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The willingness of educators to see themselves as learners, and seek to develop their own understandings first.

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The willingness of educators to see themselves as learners, and seek to develop their own understandings first.

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Recognizing that all learners benefit from learning about (unappropriated) Indigenous knowledge and perspectives.

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Recognizing that all learners benefit from learning about (unappropriated) Indigenous knowledge and perspectives.

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Critically examining whose knowledge and voice has been valued in the education system.

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Critically examining whose knowledge and voice has been valued in the education system.

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Understanding that education systems are not value neutral. Instead what is taught, and how it is taught reflects cultural values. Helping learners understand this may help them navigate through differing cultural beliefs.

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Understanding that education systems are not value neutral. Instead what is taught, and how it is taught reflects cultural values. Helping learners understand this may help them navigate through differing cultural beliefs.

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Ensuring meaningful inclusion of Indigenous content and/or perspectives in all curricular areas (without appropriation).

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Ensuring meaningful inclusion of Indigenous content and/or perspectives in all curricular areas (without appropriation).

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Recognizing that Indigenous knowledge is connected to specific contexts. There is a great diversity in First Peoples across not only Canada, but also within BC.

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Recognizing that Indigenous knowledge is connected to specific contexts. There is a great diversity in First Peoples across not only Canada, but also within BC.

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Starting local. When deciding upon content that will be incorporated into the school or classroom, begin by checking with any local First Nations communities or Indigenous organizations.

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Starting local. When deciding upon content that will be incorporated into the school or classroom, begin by checking with any local First Nations communities or Indigenous organizations.

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Recognizing that local Indigenous people can also be effective resources. This can be facilitated by developing relationships with the local community or First Nations, Metis, or Inuit organization(s).

# data[].attributes.subject
Recognizing that local Indigenous people can also be effective resources. This can be facilitated by developing relationships with the local community or First Nations, Metis, or Inuit organization(s).

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Ensuring that Indigenous knowledge is not trivialized by turning deeply meaningful cultural practices into “arts and crafts” in the classroom.

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Ensuring that Indigenous knowledge is not trivialized by turning deeply meaningful cultural practices into “arts and crafts” in the classroom.

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Integrating indigenous knowledge and perspectives in all curricular areas as an integral part of all learning (and not as an “add-on”, or to do “only if there is time”).

# data[].attributes.subject
Integrating indigenous knowledge and perspectives in all curricular areas as an integral part of all learning (and not as an “add-on”, or to do “only if there is time”).

# data[].attributes.headline
Educators undertaking their own learning to help prepare them to respectfully integrate First Peoples’ perspectives and content into their classrooms and/or schools.

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Educators undertaking their own learning to help prepare them to respectfully integrate First Peoples’ perspectives and content into their classrooms and/or schools.

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Modelling for learners educators’ own learning about Indigenous knowledge and perspectives if necessary.

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Modelling for learners educators’ own learning about Indigenous knowledge and perspectives if necessary.

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Providing learning opportunities for students to teach and learn from other students in different ages/grades.

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Providing learning opportunities for students to teach and learn from other students in different ages/grades.

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Providing leadership opportunities in a range of contexts.

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Providing leadership opportunities in a range of contexts.

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Connecting Elders/Knowledge-Keepers and learners in and out of classrooms and schools.

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Connecting Elders/Knowledge-Keepers and learners in and out of classrooms and schools.

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Connecting the classroom and school to other members of family and community.

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Connecting the classroom and school to other members of family and community.

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Bringing learners into the community to learn from people in other contexts.

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Bringing learners into the community to learn from people in other contexts.

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Providing opportunities for learners to mentor younger students, or be mentored by older learners or adults.

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Providing opportunities for learners to mentor younger students, or be mentored by older learners or adults.

# data[].attributes.headline
Explicitly modelling learning processes for students.

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Explicitly modelling learning processes for students.

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Providing necessary scaffolding and gradual release as the learner develops mastery.

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Providing necessary scaffolding and gradual release as the learner develops mastery.

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Help learners develop their reflective capacity to engage in understanding their own learning needs.

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Help learners develop their reflective capacity to engage in understanding their own learning needs.