1. After examining the TRC’s Calls to Action (specific to Education for Reconciliation), the videos and other resources, what questions or concerns do you have regarding your role as a beginning teacher within the context of integrating Indigenous knowledge and teaching methods into your journey?  

 

     Through my time at the faculty, I have thought a lot about what I can do as a teacher to integrate indigenous knowledge in the classroom. It is something new to me since I never had the chance to learn much about it until I began my post-secondary journey. When I think about teaching with this lens, I worry about doing a good job or saying the right things. It is an area which I am still learning about and I want to be able to share indigenous knowledge the proper way without colonial bias. I also worry about doing a good job integrating indigenous knowledge. I do not just want to take a tourist approach in teaching about the subject and I want to make sure that it is in everything I teach effectively. It is hard to know where to begin. My final concern is getting students engaged and excited about talking about indigenous issues. I want to think of ways in which I can give students real, authentic experiences rather than having them hear the acknowledgments on the announcements and that is it. Overall, my big question is where should I begin?

 

 

2. How might you incorporate one or some of the resources into your LRP?

 

     I believe that websites such as https://www.aadnc-aandc.gc.ca/eng/1315444613519/1315444663239 are valuable for teaching students about indigenous knowledge. It provides information in a kid friendly way with games, stories and facts. I think that having this website, as a research option would help give students a new perspective and allow them to explore during their own inquiries in my long - range plan. I also think that this resource, https://www.osstf.on.ca/full-circle-first-nations-metis-inuit-ways-of-knowing , is a great place to get lesson ideas for the LRP. These lesson plans weave indigenous knowledge in the curriculum and can help guide my planning process as I think of the long term teaching.