Indigenous Ways of Knowing
Indigenous Ways of Knowing
In reviewing the First Peoples Principles of Learning, we see some resonances with the inquiry-based learning (IBL) model. Reflective and experiential learning are typically embedded in IBL. Also, time and patience are required, as IBL has greater impact in the long-term, rather than as a one-off activity. Finally, Indigenous ways of teaching and IBL are student-centered and holistic in their approaches, meaning they consider learners as whole beings with prior knowledge and experience, strengths and biases, and (ideally) including the physical, emotional and spiritual aspects. IBL can be stretched here, and better engage in decolonial work by moving beyond knowledge acquisition as the sole (or even primary) goal.
Although conventionally situated in science education, IBL can be focused on exploring one’s identity, responsibilities of active citizenry, and addressing the consequences of our actions. These First Peoples Principles of Learning can be done alongside scientific, artistic, or the content area and learning outcomes of any discipline. Alternatively, identity exploration, storytelling, considering our generational roles, and/or taking ownership of our actions have the potential to be powerful inquiry-based projects unto themselves.
If we consider the six pathways connected to the xéʔelɬ KPU Pathway to Systemic Transformation, we also find inspiration for facilitating inquiry-based learning. The first pathway, Reflecting Upon Our Own Biases, should ground any inquiry—Indigenous, scientific, or otherwise. The second pathway, Open to the Community, reminds us of the importance of sharing our experiences and findings with the world, which is often the capstone of inquiry-based learning projects. The fourth pathway, Holistic Learning and Wellbeing, highlights the importance of community collaboration and respectful inclusion of traditional knowledge. The sixth pathway, Thought Meets Action, underscores the need to translate the conceptual phase of IBL into concrete communication and action.