Decolonization: Content, Assessment, and Practice
It has only been within the last couple of decades that we (educators, administrators, etc.) have seriously considered the truth these historical and pedagogical injustices and the impact they have on the present-day lived experiences of our students. Furthermore, it has only been within the last couple of years (2022/2023) that we have come to the realization and understanding that these knowledges and ways of knowing and learning cannot be optional/elective or left to the periphery of units of study that still privilege Western Eurocentric knowledge and history. It was in response to this necessity that the BC Ministry of Education revised the graduation requirements for BC students to include at least one Indigenous-Focused course at the Grade 10-12 level (a change that I whole-heartedly support).
In addition to decolonizing the content of my courses, I have committed to decolonizing my approaches in how I teach (including assessment, classroom management, and establishing maintaining positive relationships with my students) through the consistent and purposeful use of Indigenous-informed tools and frameworks such as the First Peoples Principles of Learning and the Circle of Courage. I find that these practices serve the best interest of my students (Indigenous and non-Indigenous) and ensure their success in their future personal and professional lives.
In addition to decolonizing the content of my courses, I have committed to decolonizing my approaches in how I teach (including assessment, classroom management, and establishing maintaining positive relationships with my students) through the consistent and purposeful use of Indigenous-informed tools and frameworks such as the First Peoples Principles of Learning and the Circle of Courage. I find that these practices serve the best interest of my students (Indigenous and non-Indigenous) and ensure their success in their future personal and professional lives.
First Peoples Principles of Learning
Designed by the First Nations Education Steering Committee (with the support of Indigenous Elders, scholars, and knowledge keepers), the First Peoples Principles of Learning "represent an attempt to identify common elements in the varied teaching and learning approaches that prevail within particular First Nations societies" that can serve as a framework to support Indigenous and non-Indigenous learners in our classrooms.
This principles include references to Indigenous ontologies and epistemologies on the tacit and contextual meanings of knowledge as well as pedagogical principles on best practices to support learning.
The application of these principles is most predominant in how I approach "the practice of teaching" through how I design my assessments, manage my classroom, and maintain positive professional relationships with my students.
For example, I use "backwards design" principles when developing my assessments and my units of study, with formative assessments clearly designed as "stepping stones" leading towards more substantive projects at the end of each unit. Furthermore, the skills that I introduce and develop in earlier units (close reading, annotating, citations, etc.) are reinforced in consecutive units of study. This provides a "holistic, reflexive, reflective, experiential, and relational" learning experience for my students.
I also utilize a policy on deadlines for assignments. Formative Assessments can be submitted and resubmitted as many times as necessary until the end of a unit of study (and I will give students a week's notice when the end of the unit and that "hard deadline" is approaching). Students quickly find that when they submit their assignments as close to the original deadline as possible have time to make multiple revisions to their work as needed. Alternatively, students who wait until that "week's notice" to submit their work will have fewer opportunities to make revisions because there simply isn't as much time as they would have had if they had submitted their work earlier. For Summative Assessments, students can ask for an extension of up to an additional week after the initial deadline (no questions asked). However, students who ask for extensions are given no additional opportunities to make revisions to their work after it has been marked (while students who submit their work "on time" can make revisions to improve their grade up to 73% if necessary). This policy allows students to "recognize the consequences of their actions" and take more responsibility for their learning and ownership of their work (submitting it when is ready rather than to meet an arbitrary deadline). It also allows students to appreciate the value of "patience and time" when it comes to their learning--that it may take a couple of tries to become proficient at a skill or concept, but time is also finite (so deadlines do eventually matter, depending on whether they need more time to make revisions, or more opportunities for feedback on work they have already completed).
For an example of how I facilitate learning that "ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors" in BC First Peoples 12, please refer to: Collaboration and Connections with 21 Things You May Not Know About the Indian Act.
This principles include references to Indigenous ontologies and epistemologies on the tacit and contextual meanings of knowledge as well as pedagogical principles on best practices to support learning.
The application of these principles is most predominant in how I approach "the practice of teaching" through how I design my assessments, manage my classroom, and maintain positive professional relationships with my students.
For example, I use "backwards design" principles when developing my assessments and my units of study, with formative assessments clearly designed as "stepping stones" leading towards more substantive projects at the end of each unit. Furthermore, the skills that I introduce and develop in earlier units (close reading, annotating, citations, etc.) are reinforced in consecutive units of study. This provides a "holistic, reflexive, reflective, experiential, and relational" learning experience for my students.
I also utilize a policy on deadlines for assignments. Formative Assessments can be submitted and resubmitted as many times as necessary until the end of a unit of study (and I will give students a week's notice when the end of the unit and that "hard deadline" is approaching). Students quickly find that when they submit their assignments as close to the original deadline as possible have time to make multiple revisions to their work as needed. Alternatively, students who wait until that "week's notice" to submit their work will have fewer opportunities to make revisions because there simply isn't as much time as they would have had if they had submitted their work earlier. For Summative Assessments, students can ask for an extension of up to an additional week after the initial deadline (no questions asked). However, students who ask for extensions are given no additional opportunities to make revisions to their work after it has been marked (while students who submit their work "on time" can make revisions to improve their grade up to 73% if necessary). This policy allows students to "recognize the consequences of their actions" and take more responsibility for their learning and ownership of their work (submitting it when is ready rather than to meet an arbitrary deadline). It also allows students to appreciate the value of "patience and time" when it comes to their learning--that it may take a couple of tries to become proficient at a skill or concept, but time is also finite (so deadlines do eventually matter, depending on whether they need more time to make revisions, or more opportunities for feedback on work they have already completed).
For an example of how I facilitate learning that "ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors" in BC First Peoples 12, please refer to: Collaboration and Connections with 21 Things You May Not Know About the Indian Act.
The Circle of Courage
One of the ways I try to prioritize the "role of Indigenous knowledges" in my teaching practice is through the use of the Circle of Courage. First published in Reclaiming Youth At Risk, by Larry Brendtro, Martin Brokenleg, and Steve Van Bockern, the Circle of Courage "is a model of positive youth development based on the principle of universal needs for emotionally healthy youth including a sense of belonging, mastery, independence and generosity" and "integrates the cultural wisdom of tribal peoples, the practice[d] wisdom of professional pioneers with troubled youth, and findings of modern youth development and research."
The basic principle is that all people need opportunities to experience and express healthy feelings of belonging, mastery, independence and generosity, and these needs become more complex and profound as we get older (which is why this framework is specifically designed with adolescents in mind). It is a common and accepted understanding that "behaviour is communication." In this regard, a behaviour (positive or negative) can be understood as communication of these either being fulfilled or neglected. In my day-to-day teaching practice, if I witness a negative behaviour, I find that it is most helpful to consider which of the four needs (belonging, mastery, independence, generosity) is being communicated through that behaviour and then considering how that need can be met in more positive ways.
Aside from a framework for classroom management, I have also used the Circle of Courage as a framework in different units of study with my students.
To learn more about how I have used the Circle of Courage in my Career-Life Education classes, please refer to: Circle of Courage: A Model for Wellness and Self-Care.
To learn more about how I have used the Circle of Courage in my English classes, please refer to: Circle of Courage: A Framework for Literary Analysis.
The basic principle is that all people need opportunities to experience and express healthy feelings of belonging, mastery, independence and generosity, and these needs become more complex and profound as we get older (which is why this framework is specifically designed with adolescents in mind). It is a common and accepted understanding that "behaviour is communication." In this regard, a behaviour (positive or negative) can be understood as communication of these either being fulfilled or neglected. In my day-to-day teaching practice, if I witness a negative behaviour, I find that it is most helpful to consider which of the four needs (belonging, mastery, independence, generosity) is being communicated through that behaviour and then considering how that need can be met in more positive ways.
Aside from a framework for classroom management, I have also used the Circle of Courage as a framework in different units of study with my students.
To learn more about how I have used the Circle of Courage in my Career-Life Education classes, please refer to: Circle of Courage: A Model for Wellness and Self-Care.
To learn more about how I have used the Circle of Courage in my English classes, please refer to: Circle of Courage: A Framework for Literary Analysis.