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Townrow, Brittney Margaret

University of British Columbia

This thesis examines the integration of Indigenous Knowledge within K-12 classroom through a self-study and arts-based approach that centers allyship and the Two-Eyed Seeing framework. Grounded in the understanding that education must move beyond the classroom to embrace holistic, land-based learning, this research explores the role of Indigenous educator in fostering connection between students, the land, and community. Through a reciprocal and experiential learning process, I investigate the steps required to embed Indigenous Knowledge authentically into curriculum, focusing on how educators can create pathways for students to engage in meaningful, community-centered relationships. The study addresses essential questions around protocol, allyship, and the development of guidelines for integrating Indigenous pedagogies into contemporary education. My self-study not only evaluates my practices as an Indigenous educator but also seeks to provide insights into how educators can implement these practices in culturally respectful and relational ways. By documenting protocols necessary for embedding Indigenous perspectives, I aim to establish an allyship framework that supports Indigenous and non-Indigenous educators in facilitating transformative, land-based learning experiences. This research contributes to the growing field of Indigenous education, offering integrating guidelines emphasizing respect, reciprocity, and connection to place within the curriculum.

Text

2024-12-16

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/89882

Curriculum Studies

University of British Columbia

UBCV

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