Indigenous Learning & Knowledge

Indigenous ways of knowing, being and doing are key components of transformation and system change.

Indigenous learning in simplest terms is “the study of Indigenous history, culture and values and strives to increase awareness/appreciation of the life experience of Indigenous Peoples with a view to creating an environment of understanding and trust amongst all Peoples.”¹.

Indigenous knowledge can be described in this way: “Indigenous ways of knowing (or Indigenous epistemology) are deeply linked to both Indigenous pedagogy and Indigenous research methods (Wilson (Cree), 2008). [..] Indigenous knowledges are diverse learning processes that come from living intimately with the land, working with resources surrounding that land base, and the relationships that it has fostered over time and place” (Dr. Marie Battiste (Mi’kmaw) 2013, p. 33)”²

The inclusion of Indigenous learning and knowledge is integral to the projects of the Oyateki Partnership. For example, the Building Intercultural Resilience Mentorship (BIRM) project, a program that pairs post-secondary students with high school students for the school year, includes “culture and Indigenous Ways of Knowing through events and educational experiences.” The description goes on to say: “Support and love are part of the programming delivered by the individuals organizing the project. Not only are the students participating in BIRM seeing Indigenous leaders in the project, but also exposed to elders, knowledge keepers, and community members mentoring and caring for them through engagement and education.”⁴

Resources on Indigenous Learning

To learn more on Indigenous ways and including them within teaching, learning, working and living, visit the resources below. Check back from time to time as more examples are added.

Indigenous Ways of Knowing and Being

BC CAMPUS OPEN PUBLISHING

Indigenous Ways of Knowing and Being – Pulling Together: A Guide for Front-Line Staff, Student Services, and Advisors

“While there is great diversity among Indigenous Peoples, there are also some commonalities in Indigenous worldviews and ways of being. Indigenous worldviews see the whole person (physical, emotional, spiritual, and intellectual) as interconnected to land and in relationship to others (family, communities, nations). This is called a holistic or wholistic view, which is an important aspect of supporting Indigenous students. The Canadian Council of Learning produced State of Aboriginal Learning in Canada: A holistic approach to measuring success [PDF]^[1]to support diversity of Indigenous knowledges from First Nations, Métis, and Inuit perspectives. Across all three of these perspectives, relationships and connections guide the work of supporting Indigenous students.”

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Indigenous Learning

LAKEHEAD UNIVERSITY

Indigenous Learning | Lakehead University

“Indigenous Learning is the study of Indigenous history, culture and values and strives to increase awareness/appreciation of the life experience of Indigenous Peoples with a view to creating an environment of understanding and trust amongst all Peoples.”

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Indigenizing and Decolonizing Teaching and Learning

UNIVERSITY OF ALBERTA

Indigenizing and Decolonizing Teaching and Learning | Centre for Teaching and Learning

“Indigenization seeks not only relevant programs and support services, but also a fundamental shift in the ways that institutions:

Include Indigenous perspectives, values, and cultural understandings in policies and daily practices.
Position Indigenous ways of knowing at the heart of the institution, which then informs all the work that we do.
Include cultural protocols and practices in the operations of our institutions.”

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Indigenous Peoples in Canada

THE CANADIAN ENCYCLOPEDIA

Indigenous Peoples in Canada | The Canadian Encyclopedia

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The National Centre for Collaborative Indigenous Education

(NCCIE)

National Centre for Collaboration in Indigenous Education – NCCIE

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Media Attributions
‍1. “Indigenous learning” (n.d.) www.lakeheadu.ca/programs/departments/indigenous-learning
2. “Indigenous knowledge and pedagogy” www.lib.sfu.ca/help/academic-integrity/indigenous-initiatives/icrc/indigenous-knowledge
3. Dr. Angela Jaime, Foreword, 2021/2022 BIRMAnnual Report, pg 4