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| Image source: https://upload.wikimedia.org/wikipedia/commons/thumb/8/80/Totem_poles_in_Prince_Rupert_2.jpg/220px-Totem_poles_in_Prince_Rupert_2.jpg |
Here are the slides for Amrit's and my inquiry project:
https://docs.google.com/presentation/d/1-reZ5v1zqvOBf-ijZqi2-QvIw1j9RFKeBb3mE_-J62w/edit#slide=id.p
Through the course of researching this topic, I was met with quite a few surprises. First of all, I hadn't realized how many teachers were using the FNESC textbook. Because it has been a short amount of time since the book was published, I anticipated not being able to collect a lot of information on the effectiveness of its usage. However, I hadn't thought about looking into Indigenous knowledge implementation from around the world until we started doing our research.
We discovered that a lot of similarities between the struggles Indigenous students faced here and in places like Australia and Africa. Through reading on the strategies used in other parts of the world, we were able to find methods that would help us in our own classrooms. In addition to this, we did find some instances of successful integration of Indigenous Perspectives in Canadian classrooms as well as what we should avoid (or what is less effective). I am glad that we were able to find a lot of resources and starting places for integrating Indigenous Perspectives into our classrooms and I hope to delve deeper into them through the continuation of our Inquiry project.
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