Indigenous Perspectives: Pedagogical pathways for Indigenous education with/in teacher education.

 

 

 

Image Source: https://thevarsity.ca/2023/01/29/reflections-on-indigenous-education-in-ontario/

Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education.

1. Context

In this article Madden explores four prevalent pedagogical pathways to engage indigenous education in teacher’s education programs that are based on the 4Rs: respect for indigenous knowledge and traditional teaching and learning approaches; relevant to indigenous students, reciprocal (disrupt teacher-student hierarchy) and responsibility to one’s relations and the future generations. By reviewing literature from Canada, USA, Australia and New Zealand, Madden analyzes four pedagogical pathways: learning from indigenous traditional models of teaching; pedagogy for decolonizing; indigenous and anti-racist education; and indigenous and place-based education. Madden also discusses how Indigenous and Eurocentric educational approaches differ, for example, teaching and learning in indigenous communities involves not only the mind, but body and spirit; teachers and students learn not only by sharing knowledge, but by connecting it to their own relationship with their land and community. The article suggests that as educators we have to be aware of these differences and if we want to engage in indigenous topic,s we have to take both the perspectives (indigenous and non-indigenous) to look for  pathways, as those presented in this article, to make indigenous education relevant, respectful, responsible and reciprocal.

2. Relation to Innovation in Teaching and Learning

The article suggests that educators should innovate and disrupt the current curriculum, analyzing how traditional educational systems have perpetuated colonization and racism and looking for ways to include indigenous curriculum in a relevant and respectful way. For example, taking into consideration “learning from indigenous traditional models of education” approach, courses should provide teachers the opportunity to experience “firsthand” how is teaching and learning in a particular indigenous community (Williams, 2006, as cited in Tanaka, 2009, p. 19), as every community has its own dynamic knowledge and unique relationship with the land.  Taking into consideration “Indigenous approaches” educators need to be aware that when learning students connect heart (feelings), spirit and mind and so they can for example, include ceremonies or circles to discuss how they feel about an specific indigenous or non-indigenous topic. Considering the “decolonizing approach”, educators can acknowledge that teaching and learning are seen in indigenous communities as gifts that need to be shared, and thus include indigenous storytelling in their curriculum encouraging students to talk about their own interpretation and feelings. Finally, considering “indigenous and antiracism” approaches, educators should look for diverse educational tools (videos, articles, guest speakers) and explore how racism has been perpetuated and discuss social justice approaches and ways to achieve democracy in schools.

3. Questions for the Author

• Madden discusses how many educators feel confused about their role in engaging in indigenous education as non-indigenous, how can educators come to terms with their background and place in this new society, and how can they advocate for indigenous inclusion in the traditional system?

4. Implications for a Business School

• As faculties in education, include courses on indigenous education such as:  doing business in indigenous communities, innovation in indigenous communities, sustainability practices in indigenous communities; indigenous community leadership and teamwork; ethics in indigenous communities.
• Include indigenous approaches to every-day classroom activities such as: circles to solve problems within teams or talk about controversial topics, sharing indigenous and non-indigenous stories and talking about how this affects students intellectually, emotionally, and morally.
• Community involvement: partners with Elders and ask their opinions about current business practices and ways to move forward towards more sustainable practices; invite indigenous speakers (artists, scholars, chiefs) to talk about their views regarding important issues (leadership, sustainability, ethical marketing, global connections etc.)
• Experiencing indigenous ways of teaching and learning first-hand: teachers and students trips to communities where wisdom sits and interviews with indigenous educators and students.

Madden, B. (2015). Pedagogical pathways for Indigenous education with/in teacher education. Teaching and teacher education, 51, 2015-10, 1 - 15