Aboriginal Worldviews and Perspectives in the Classroom

It is helpful if Elders are
introduced to the school
environment and to their
supportive roles by being
given opportunities to
meet all students (in groups,
one-on-one, as needed).
participant, ?Aq’am
The Elders in Residence program at SD5
(Mt Baker High School) is an example of
excellence; this program was school-initiated
and then district-supported.
participant, ?Aq’am
The involvement of Elders & knowledge
keepers is key to the appropriate
representation of the culture of the
place — they understand and represent
the protocols (e.g., in relation to grad
ceremonies). The Aboriginal learners
in the class should not be the ones
who are tagged or pushed into the
role of knowledge keepers for the
history and protocols; teachers need to
understand this. Also, Aboriginal kids
should not be the only ones in a class
given assignments dealing with “First
Nations issues.”
participant, West Kelowna
Develop partnerships with
parents, families, and
communities so they feel
supported by the school,
connected to the school,
and needed by the school.
Schools and school systems
cannot be successful without
Aboriginal students,
parents, and communities.
participant, Tsaxis
Build in a way to have Elders in schools,
especially in secondary schools. Their
presence changes the dynamic of how
students feel and behave.
participant, West Kelowna
Having an Elder in meetings with children
will change the attitude of the children.
participant, Williams Lake
Involving Elders in identifying service
opportunities for students will contribute to the
inclusion of Aboriginal content in schooling.
participant, ?Aq’am
Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward
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