2 From the Editors

Introduction

Our intent in working on this resource project is to help effectively engage with Indigenous teaching and learning resources as educators. Throughout this process, we have learned that teaching Indigenous content can be intimidating, but with keeping an open heart and the will to acquire the necessary prior knowledge educators can respectfully learn how to do their part in overcoming the colonial tactics of assimilation.

The European colonial project undermined and aimed to abolish Indigeneity. Truth and Reconciliation aims to incorporate the truths of Indigenous identity and the effects of settler colonialism and includes Indigenous knowledge and cultures within educational institutions. Approaching Indigenous subject matter is delicate, luckily there is a growing body of resources that educators can draw on. Through this resource curation project, we have enhanced our understanding of many important topics such as Indigenous languages, scientific approaches, mathematical concepts, Residential schools, first contact, storytelling, and settler colonialism. In addition to the content, the resources also demonstrate how to respectfully incorporate Indigenous elements into curricular core competencies from Kindergarten to Grade 12 (K-12).

We think that there are few resources that are fundamental to understanding the context of Indigenous Knowledges, these include The Truth and Reconciliation: Final Summary Report and the First Peoples Principles of Learning (see links in the foundational resources section). In short, these resources highlight the important elements of colonialism and our steps towards healing and reconciliation.

We would like to highlight the importance of reaching out to Indigenous support workers, such as Aboriginal Support Workers or Indigenous Education Liaisons in school districts. Before planning an activity based on an Indigenous resource or theme, it is of the utmost importance to get well informed feedback. Although well-intentioned, some activities prove to be disrespectful – they appropriate, assimilate, and promote Indigenous erasure for the benefit of a colonial agenda. A professional opinion is needed before beginning any activity in the classroom. It is also important to vet the resources. In this collection, we drew on resources that are available for public use and recommended by Indigenous Peoples.

Most importantly we have learned that in order to successfully incorporate Indigenous Knowledges in a classroom an educator must keep an open mind, research, and reach out. Learning about Indigenous Knowledges is an ongoing process, as it is cumulative and progressive. It demands both engagement with Indigenous epistemologies and pedagogies and willingness to unpack Western colonialism.

Curation and Reflection

We would like to begin by saying how very thankful we are to Dr. Lilach Marom and Rachel Chong for allowing us to collaborate with them on this extraordinary resource project. They have taught us so much and have been a delight to work with making us feel valued, heard, and supported. Our sincerest gratitude for your guiding hands and wealth of knowledge throughout the creation of this project. We would also like to thank our classmates for allowing us to use their work in this Pressbook.

We are grateful to be given this opportunity to reflect upon the curation process of this resource. We, Michelle and Katelyn, have developed a dynamic rapport with one another since meeting four years ago through Kwantlen Polytechnic University. We have established both a personal and professional harmonious relationship, built upon our aspirations of becoming Elementary school teachers who will promote the Indigenization of the curriculum. Our experience as Special Education Assistants have shown us that educational establishments contribute to Indigenous miseducation.

To create this Pressbook, we began by gathering consent from participants enrolled in EDUC 4210: Best Practices in Education facilitated and taught by Lilach Marom. The first core main assignment in this course, titled “Indigenous Learning Resource Planning” entailed students to “seek out an Aboriginal/ Indigenous education resource that draws on Indigenous perspectives, content, ways of knowing, or pedagogies that would be appropriate for use in the classroom or community learning” (Marom, 2021, p.7). This assignment allowed participants the opportunity to work alone or in pairs. As seen in the Pressbook, one resource may hold various authors, as many some students used the same resources or worked in pairs.

Rachel Chong, Kwantlen Polytechnic’s Indigenous Librarian, was gracious enough to hold an online resource planning informative session with the participants in EDUC 4210: Best Practices in Education this course. Rachel outlined Indigenous resources that are accessible through the Kwantlen Polytechnic University (KPU) online database. Furthermore, Rachel navigated students through the KPU database and also offered participants further support in completing this project to identify and choose suitable resources.

We incessantly emailed our classmates, assembled consent forms, and reviewed them to ensure they were complete. We wanted to offer wide participation in the creation of an open resource while ensuring proper consent. Finally, we collaborated through email, video conferences, and Microsoft Teams in order to organize the forms, biographies, and indicate which students were participating as well as those who did not wish to contribute. After we had assembled our classmates’ projects, we began the editing process. The projects had various formats. For some, we were able to edit a word document. With others, we had to view a PowerPoint or Kaltura presentation, pause it periodically, transcribe it, then begin the editing. Our goal was to take the hard work of our classmates and give the various resources one consistent voice.

Since we both have prior Indigenous Knowledge, we also ensured that the correct and consistent terminology was followed. In some cases, we had to edit entire sections that were unintentionally appropriating Indigenous culture. Thankfully, we had Rachel and Lilach guiding us to help point out things we had missed and to answer questions. We also reached out to other professors, and they were gracious enough to give us input and contribute to this project. The book took many minds, perspectives, and much insight. We wanted to help create something that we and our classmates could be proud of.