Grades: 5, 6, 7, 11, 12
Subject Areas: Social Studies
Artefact /Place/ Skill: Native Women’s Association of Canada (NWAC) & Indigenous Feminism
This is for my matrilineal line, and all the strong Indigenous women. I hope to one day further my curriculum research on Indigenous feminism to create a bright future for our upcoming Indigenous generations.
How might teachers prepare their students to work with this content? What background knowledge might be required?
- According to the Indigenous Knowledge and Perspectives: Social Studies K-12, students in Grade 7 can assess the significance of people, places, events, or developments at particular times and places. For example, identify specific examples of influences and contributions from ancient cultures (e.g., writing system, number system, philosophy, education, religion and spirituality, visual arts, drama, architecture, timekeeping) and assess their significance.
- It would be beneficial for the teacher to prepare their students to work with this curriculum by:
- Review of past and current policies and procedures that have affected the Indigenous women.
- Overview of the history of the Indigenous woman’s role.
How might non-Indigenous teachers sensitively work with this subject? What might they need to consider in their own positionality?
- Non-Indigenous teachers can sensitively work with this subject by being mindful of the fact that Indigenous students in the class are children of these Indigenous women so to approach the topic cautiously as there may be triggers within the lessons.
- The content isn’t a learned knowledge for some students but is their everyday life.
- It is important for teachers to allow themselves to also become a support for their students when approaching controversial content.
- After the lesson teachers can educate their students on health and wellness areas or host a talking circle to able their students to voice their emotions.
What can teachers do to find good supporting resources? How should they be cited, especially when it comes to Indigenous knowledges?
- When citing it is very important to remember that learned knowledge does not solely come from the internet, news, television, or literature. On topics pertaining to Indigenous matters it is important to talk to reliable sources which would be an Elder as they are the purest form of knowledge and can share that knowledge within the classroom through oral teaching and traditions.
- I would recommend that the teacher educates themselves on the First Nation in which their school is residing on. It would be extremely beneficial to create positive relationships with the surrounding nations as that opens doors for guest speakers and allows the class to be included in a substantial form of reconciliation.
BC Curriculum Connections
How does it relate to BC Curriculum?
Click on the subject area below to expand the section.
- The identities, worldviews, and languages of B.C. First Peoples are renewed, sustained, and transformed through their connection to the land.
- Cultural expressions convey the richness, diversity, and resiliency of B.C. First Peoples.
- Assess the significance of people, events, places, issues, or developments in the past and present (significance).
- Assess the connectedness or the reciprocal relationship between people and place (cause and consequence).
- Explain different perspectives on past and present people, places, issues, or events, and distinguish between worldviews of today and the past (perspective).
- Using appropriate protocols, interpret a variety of sources, including local stories or oral traditions, and Indigenous ways of knowing (holistic, experiential, reflective, and relational experiences, and memory) to contextualize different events in the past and present (evidence).
Concepts & Content:
- Traditional territories of the B.C. First Nations and relationships with the land.
- Role of oral tradition for B.C. First Peoples.
First Peoples’ Principles of Learning
Which First Peoples’ Principles of Learning apply?
- Learning involves patience and time.
- The First People’s Principles highlights the awareness that knowledge and understanding is built over time, often requiring a recursive approach to teaching and learning.
- The awareness of discrimination against Indigenous women has improved slightly but is still prevalent today through the representation of Indigenous women in the media, missing Indigenous women in Quesnel B.C, and the Highway of Tears. As more Indigenous knowledge is revealed to the general public the more compassion there is for the intergenerational cycle that was sent into motion as a result of colonization.
What is one way that teachers could work with community members for this project?
- Teachers could work with community members by contacting an individual within their school district such as head of Indigenous Education. Seeking assistance from a co-worker who has a connection to the local Indigenous groups is beneficial as you are able to acquire information and resources in a professional and non-invasive manner.
- Through the connection the incorporation of Elders and Knowledge Keepers would be beneficial to the lesson as the students are able to create the connection between people and content.
How does your lesson relate to decolonization or reconciliation of education?
The topic of the Native Women’s Association of Canada and its connection to Indigenous feminism relates to the decolonization and reconciliation of education.
- The education of the discriminatory history and current events surrounding Indigenous females is crucial to ending the stereotypes inflicted by media outlets that ultimately justifies violence against Indigenous women through lifestyle choices.
- Indigenous women are our matrilineal lines, daughters, friends, and our future. It is of great significance to ensure education to all groups of people to create not only a brighter, but a safer future for the upcoming generations.