Educational Resources

Source: First Nation Education Steering Committee (FNESC)
Focus: Kindergarten to Grade 3

Summary: This resource has been developed in response to desire on the part of teachers for more guidance and information on how to incorporate First Peoples materials into their instruction and assessment practices. Educators and communities have long recognized a need for increased information and support in the use of culturally appropriate and meaningful First Peoples content, materials, and teaching methods. This desire for support reflects an awareness and recognition that:

• there is value for all students when First Peoples content and worldviews are incorporated in classroom learning experiences in a meaningful and authentic way
• there is a need to continue developing educational approaches that better meet the needs of Aboriginal students
• it is increasingly possible to personalize and customize learning experiences in response to class makeup and individual students’ learning needs (e.g., due to rapid improvements in information technologies)
• first Peoples literature, creative works, role models, and other learning resources are more widely available now than in the past, and this availability is continuing to improve
• many First Peoples communities, both on-reserve and off, are committed to making education a priority
• first Peoples communities themselves contain the most accurate and authentic source of teaching about First Peoples — their traditions, environments, ecologies, directions, priorities, etc.

At the same time, many teachers are aware:

• of limitations in their own knowledge of First Peoples issues and topics
• that there exists considerable diversity among First Peoples in BC, and that it is often inappropriate to base teaching on broad generalizations.

Teachers are often anxious about perpetuating misconceptions, making mistakes, or giving offence when approaching First Peoples topics. And while they may be willing to engage with their local First Peoples communities, they recognize the importance of keeping their primary focus on day-to-day student learning and are acutely aware of how challenging and time consuming the necessary networking can be.

That is why this guide has been developed. It provides an array of ideas and suggestions that can be applied in whole or in part to incorporate First Peoples content into K-3 classrooms. By following the suggestions provided here and remaining open to respectful dialogue and consultation with members of the local First Peoples communities, teachers will benefit their students and expand their own comfort with this material. And while mistakes will inevitably occur (as in any undertaking), no mistake arising from application of the suggestions provided here will prove as serious as the mistake of failing to work toward a more accurate portrayal of First People realities in the classroom or a pedagogy that is more inclusive of Aboriginal learners.