Overview Module 1

REFLECTION of FIRST PEOPLES PRINCIPLES OF LEARNING:

My experience prior to this course was a brief  teachers course in relating to First Nations students in Regina and my Montessori school had an elder come and speak with us during  an inservice day. I recall burning incense and picking a coloured ribbon that represented your spirit. I picked orange and still hang it on my mirror. I had two Metis friends growing up and my parents were part of the Open Door Society In Regina so we often interacted in our home with different cultures.

The FPPL that I am most drawn to is, "Learning is holistic,reflexive,experiential and relational"(focused on connectedness, on reciprocal relationships and sense of place) This FPPL makes the most sense to me since learning is all encompassing and involves the ability to make connections,co learning and inquiry based process and is not a one way street from teacher to student. This is also true within the Montessori philosophy of following the child; teacher as guide/mentor with choice in a prepared environment.

I felt that the  First Peoples learning principal that I felt could be better utilized in teaching situations is that learning involves recognizing that some knowledge is sacred and only shared with permission and in certain situations. Situations that this principle can be applied are many such as not putting students on the spot in a large group but speaking to them on a private safe place therefore creating a respectful  caring relationship .  Being cognizant of the situation and who is listening so not to speak their sacred knowledge where its out of context. For example; the news of a student coming out as gay needs to have their permission. This principal is definitely applicable within the school staffroom or in the hallways where sacred details/knowledge can be overheard and not respected in its context. As caring teachers we need to be aware of what is spoken in the staff room  and not speak  unnecessary details but  rather speak in specific situations with the people only that are needed to support students.  For example, going to their home or  cultural event such as a pow wow. 
This principle also applies to colleagues respecting information and being aware of when it should and shouldn't be shared. For example;  its not appropriate to give personal details of another teacher with your principal. 
As well of equal importance in order to relate better to students  and more truly care; are the principles: Learning recognizes the role of Indigenous knowledge and Learning is embedded in memory,history and story.

Reading this blog Culturally relevant Physical Education Conversations with Mi'kma'ki elders and community leaders I identified these 3 points that resonated with me are:

1.Use Indigenous research methodologies not ethnocentric relevant approaches. This resonates with me because this is the foundation of ensuring authentic information/data so as to not appropriation where Non-Indigenous takes elements as their own. They used conversations as opposed to interviews,listened to story telling and let them listen/read their recorded oral telling and receive their permission to publish. The researcher and participants were viewed as co learners in the learning process so there is no hierarchy as is often the case in eurocentric research.

2. Another point that resonated with me is that the term Aboriginal is not the correct term  but is a political word imposed the FN's instead use their specific identity such as Inuit,  Metis, or their specific nation such as Cree etc. Indigenous is an all encompassing term that is best used in an international context for all first peoples. An important point is that just like non indigenous people have many more specific races/cultures its key to be  context specific to  each nations cultural identity to put knowledge into context is most important to  be relevant to the themes ,issues and historical perspectives  so not to misrepresent and truly care for students. This is relevant because otherwise the white experiences, histories become normalized and the FP's  are not given credence and accommodation.

3. Lastly; what resonated with me was the most important is to take the time to understand their themes,issues, attend community events,make outside school connections and truly show that you care, ask them questions before assumptions. create a supportive climate that embraces their culture and makes them feel proud of their identity and incorporate meaningful curriculum by making adaptations towards what is relevant to them. examples are traditional dances, sweats, basket making  and use of the Medicine wheel showing interconnectedness  and interrelationships.