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.

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.

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

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!

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.

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.

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.

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.

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.