Jennifer Crosson~Integrating Aboriginal teaching and values into the

classroom

What is context/argument being explored? 

Toulouse’s (2017), inquiry explores ways to incorporate aboriginal study into curriculum
by investigating research of the cultural frame work of living teachers Ojibwe
perspective. Toulouse (2017), says including aboriginal culture, language and views of
the aboriginal student is imperative to raise their esteem thereby, ensuring their success
in school. She claims schools must include meaningful representations that include
aboriginal contributions, innovations and inventions to further aid in the success of
aboriginal students (Toulouse, 2017). She draws upon the framework of the Ojibwe
people of positive interconnection between the physical , emotional-mental, intellectual
and spiritual realms of aboriginal culture offering and understanding of these
perspectives and applies them to a frame that educators can use to aid in their
practises.
Toulouse (2017), asserts that research indicates that classrooms that honour
aboriginal culture show genuine caring for aboriginal students and have high
expectations of them that contributes to over all self efficacy. Presenting material
through practises that reflect differentiated instruction and evaluation such as holistic,
visual/hands on material, collaboration and refection not only contribute to all students
understandings but specifically contribute to higher esteem in aboriginal students
(Toulouse, 2017). She believes a strong partnership with aboriginal communities to
discuss ways to further increase self esteem will also aid in academic achievement. She
also believes that discussions by stakeholders on strategies that are presently being
used will point to areas of further work and that these evolving practises will insure
continued change in education practises to met the needs of aboriginal students. The
seven principles that Toulouse (2017), draws upon include; respect, love, bravery,
wisdom, humility, honesty and truth. By applying the principles and practises of
pedagogy to the seven principles of the Ojibwe culture Toulouse feels educators will be
able to incorporate indigenous ways of learning into their practise thereby honouring
indigenous culture which will lead to the success of indigenous students.
 

How do the ideas/arguments relate to your understanding of innovation in

teaching and learning?

Toulouse’s work highlights the need of educators to be aware of all learners cultural
perspectives and that we can honour them by including differentiated lessons and by
means of presenting their understanding. Her work further points out that educators
need to foster safe classroom environments for students to be proud of showcasing
their heritage and to discuss and explore challenging cultural perceptions that may
contribute to limited understandings. Through commitment to the evolution of
understanding of cultural perspective in a global world, I can offer lessons for students
of varying cultures to help them connect while promoting critical evaluation. I
 What questions do you have of the author(s) after having read the article?

-How can we be respectful of prevailing challenges that exits within our nation and
aboriginal cultures?

-How can we facilitate “getting real” (Toulouse, 2017) conversations with aboriginal
parents and community that will allow for challenging conversations regarding beliefs to
happen without either becoming offended, so we can move us forward in our
understandings?

-At the high school level do you see senior courses of instruction solely on aboriginal
discourse as being equitable?

-Do you see the 7 principles as being a frame work for all learners of varying cultures?

What are the implications for your own practice?

I believe being aware of challenges that cause inequity of all cultures insures equity in
education in Canadian schools. However, finding ways to look at and included them in
curriculum is a challenge. Understanding perspectives of cultures can come from my
limited knowledge and through study and critical evaluation with students we can both
learn and come to new understandings. Including lessons to encourage cross curricular
and cultural practises, for an example, homework that might include using technology
that students can use to interact to complete group assignments may also help all
cultures expand their perspectives. Developing lessons that require all cultural
perspectives thereby fostering risk in working with others from other cultures will further
the endeavour of culture sensitivity. Developing lessons that encourage critical
evaluation of one’s own culture in relation to another culture may perhaps foster
understanding and help the student realize that perhaps we as in humans are more
similar that different. Working in a multicultural district and community I would like to
further my understanding of how to foster a multicultural school culture of all
stakeholders to further a community understanding of cultural perspectives.

Toulouse, P. R. (2008). Integrating Aboriginal teaching and values into the classroom. What
Works? Research into Practice(Research monograph #11).