“The First Peoples Principles of Learning describes a set of learning principles specific to First Peoples. These were articulated by Indigenous Elders, scholars and knowledge keepers to guide the development of the curriculum and teaching of the English First Peoples course created by the BC Ministry of Education and First Nations Education Steering Committee in 2006/2007.
The Principles are as follows:
Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
Learning involves recognizing the consequences of one‘s actions.
Learning involves generational roles and responsibilities.
Learning recognizes the role of Indigenous knowledge.
Learning is embedded in memory, history, and story.
Learning involves patience and time.
Learning requires exploration of one‘s identity.
Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.
They represent an attempt to identify common elements in the varied teaching and learning approaches that prevail within particular First Nations societies. It must be recognized that they do not capture the full reality of the approach used in any single First Peoples’ society.”
When I think about the First People’s Principles of Learning, I think about my action plan for the year. My action plan is to use the Zones of Regulation, while incorporating the Dakelh language into the daily routines and morning circles in my classroom. I want to begin each day in my classroom with a morning circle. This activity incorporates the nine “R’s” that were derived from the scholarly works of Kirkness and Barnhardt (1991) (Dr. Tina Fraser – EDUC 446). The first “R” is respect. By creating a shared space that is open to diversity, that embodies inclusion and trust, I want to create a sense of community that recognizes and respects cultural safety. The second “R” is for relationships. Morning circles give the students a safe space to check-in with their peers and let each other know how they are doing. This safe space also respects the students right to pass, or to not share, if they do not feel comfortable sharing. By having open communication with your students, as well as creating a culture of trust and safety, you can help create and foster relationships.
The third “R” represents responsibilities. I have responsibilities to my students to create a safe space for learning and teaching, where I can role-model responsible communication skills and respectful sharing of ideas and feelings. The fourth “R” is for reciprocity. Reciprocity means “honouring student voice and choice by creating equitable relationships” (Hart). By creating a safe space that honours student voice and choice, you can therefore create equitable relationships that both honour and respect Indigenous ways of knowing and being. The fifth “R” is for relevance. Morning circles recognize identity and create a community that respects cultural traditions and personal experiences. The Zones of Regulation help to create empathy and understanding for students that may have experienced trauma. By teaching with a trauma informed lens, we can create a safe space that is both respectful and caring of cultural and personal experiences and traditions. The sixth “R” is for reverence. By incorporating the Dakelh language into daily routine we are respecting Indigenous ways of knowing and being, as well as celebrating indigenous culture and language. The seventh “R” is for reclamation.
The goal of Indigenous language revitalization in my classroom is to strive to reclaim Indigenous ways of knowing and being. By having morning circles that incorporate Indigenous language, I hope to create a safe space that celebrates Indigenous culture and traditions. The eighth “R” is for reconciliation. It is our moral and contractual obligation to foster reconciliation in our classrooms. By incorporating Indigenous language into morning circles and daily routines, we can rejuvenate and celebrate Indigenous culture and create an environment of reconciliation and trust. The ninth and final “R” represents reflexivity. Each student will have different beliefs and cultural practices, but it is our responsibility as educators to create an environment of inclusion that both respects diversity and celebrates it.
