Aboriginal Worldviews and Perspectives in the Classroom

Engage with the local perspective, rather
than the stereotypical, “pan-Aboriginal”
that doesn’t necessarily relate to the
immediate, the present, the current. A nonlocal
perspective may be okay, but only when
approached in comparison/contrast/relation
to the local — with the support of regional
Elders. This applies especially in connection
with class projects.
participant, ?Aq’am
There is great diversity among First
Peoples, and our students’ learning
needs to reflect the local Aboriginal
community’s knowledge and language.
participant, Tsaxis
In the high school, every student 8-12
should have the opportunity to read local
Aboriginal authors’ books and poetry.
participant, Tsaxis
Place-based education: We could do a better
job of teaching a balanced local history and
encourage our education partners to expand
the use of local Aboriginal place names.
These names have been there for generations
and reflect our sense of connectedness to
the environment. The Ktunaxa name for
Sparwood, for example, means “special
place on the river” and evokes our links and
connections to the river. Just as its waters
come from the surrounding creeks and
streams and flow on to eventually feed into
the Columbia River, so they connect people
to one another.
participant, ?Aq’am
Start with that local connection
(whose land) and work out from there.
Knowledge is locally-based; you can’t
just make one system and have it apply
to the entire province.
participant, ?Aq’am
The focus needs to be on the local
experience, culture, history (the
language, etc.) and on being able to
connect that with the experience of the
non-Aboriginal students’ families.
participant, Williams Lake
Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward
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