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Baker, Tsnomot Bradley Raymond

University of British Columbia

The study takes place on the lands of the Sḵwx̱wú7mesh Nation and the North Vancouver School District in British Columbia. Nineteen settler educators participated in an online focus group and completed a confidential survey in relation to Indigenous Education. Participants were provided the opportunity to share their experiences in their teaching practice with Indigenous knowledge and Indigenous ways of knowing. The theoretical framework that was used throughout the study was based on the Sḵwx̱wú7mesh house posts of: open-mindedness, strength, patience, and time. This was supported in the methodology that valued conversation and the use of discussion circles to create dialogue. Three themes emerged from the research: (a) settler educators’ willingness to learn and implement Indigenous strategies; (b) the reliance on the Indigenous Education team or other Indigenous peoples to do the work; (c) settler educators’ fear and reluctance to infuse Indigenous knowledge into their work. My research demonstrates the need for pedagogical change when it comes to Indigenous Education. Settler educators are on a journey and this journey must be respected on the pace that it takes. The research has demonstrated the need for settler educators to increase their understanding of Indigenous knowledge and Indigenous ways of knowing

Text

2024-04-29

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/88099

Educational Leadership and Policy

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/