Miss Young’s Journey In Indigenous Education

Welcome to my journey in implementing Indigenous Education. Here, I will be exploring Indigenous worldviews to create inclusive classrooms that honour diversity and equity. 🌍✨ #InclusiveEducation #IndigenousKnowledge #EDI

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Welcome to My Journey: Exploring Indigenous Worldviews and Inclusive Education

Welcome to my space! 🌿✨ My name is Abbey, and I am an elementary school teacher with Métis heritage, passionate about creating inclusive classrooms where every voice is valued and every perspective has a place. 🌍

My journey in exploring inclusive education is rooted in imbedding Indigenous knowledge into classrooms. This exploration began with my curiosity about how traditional knowledge systems can be integrated into the Ontario curriculum and education system. This integration resonate with my personal identity and with my teaching philosophy.

Here, I will be sharing insights, reflections, and resources that bridge Indigenous knowledge systems with today's education system. I will be discussing the Misak community (Morales & Calvo, 2022) and relating it to Ontario Indigenous communities, to make the content relatable to my practice. The goal of this analysis and exploration is to inspire educators to create classrooms that honour Indigenous education, diversity, equity and inclusion.

Thank you for joining me on this journey—together, we can learn, grow, and empower each other to make education more inclusive.

💬 Let’s start a conversation! Drop your thoughts or questions in the comments. 😊

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Buen Vivir and Participatory Video: A Case for Inclusive Education

Morales & Calvo (2022) explores how the Misak community in Colombia uses the Indigenous philosophy of Buen Vivir to shape their worldview and educational practices. Buen Vivir, which emphasizes harmony with nature, collective well-being, and reciprocity, aligns with the core principles of inclusive education. The researchers introduced Participatory Video Research (PVR) as a tool for empowerment, enabling the community to document and share their cultural practices while gaining technical skills and self-confidence.

The findings demonstrate the potential of PVR to foster inclusion by giving marginalized voices control over their narratives. The Misak’s view of Buen Vivir, or Latá-Latá, highlights the importance of community-centered education rooted in respect for land, culture, and spiritual connections. This study offers valuable insights into how Indigenous knowledge systems can transform education to be more equitable and culturally responsive.

Below, I have attached the article and three PVR videos that were used in the data analysis. Feel free to explore and watch!

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Moving from Breaking to Bridging: Lessons from Buen Vivir and John Powell

Inclusive education often requires us to challenge narratives of division and "breaking" while fostering empathy through "bridging" (Ruttenberg-Rozen, 2024). Moving from breaking to bridging transforms education into a space of inclusivity. By integrating Indigenous worldviews, such as Buen Vivir, educators can teach students the value of connection, respect, and collective well-being. Buen Vivir aligns closely with john a. powell’s concept of bridging, which fosters understanding and empathy between diverse groups to address systemic issues like othering and inequality (Othering & Belonging Institute, 2017). Together, these ideas provide a powerful framework for creating inclusive education systems.

Breaking In Education

In education, breaking occurs when divisions are created between groups, creating "us vs. them" dynamics (Ruttenberg-Rozen, 2024).. This often leads to the exclusion or marginalization of certain voices, reinforcing systemic inequities (Ruttenberg-Rozen, 2024). For instance, Indigenous knowledge systems are frequently sidelined in favor of dominant narratives, perpetuating breaking (Morales & Calvo, 2022).

Bridging Through Indigenous Worldviews

Bridging, as described by John a. powell, is about fostering understanding and connection across differences (Othering & Belonging Institute, 2017). Buen Vivir, the Misak community's philosophy of harmony and reciprocity, exemplifies bridging by emphasizing balance and mutual respect (Morales & Calvo, 2022).

How Education Can Bridge:

Amplify Marginalized Voices: Incorporate Indigenous teachings like Latá-Latá into classroom practices.

Use Participatory Approaches: Tools like Participatory Video Research (PVR) enable students to collaborate and share their cultural stories, fostering mutual understanding.

Empathy-Driven Lessons: Create opportunities for students to engage with diverse worldviews and reflect on shared human values.

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Building Inclusive Education with Buen Vivir and Indigenous Perspectives

Felder (2018) emphasizes that true inclusion goes beyond shared physical spaces—it is about fostering active participation, belonging, and mutual recognition within a learning community. This aligns deeply with the Indigenous philosophy of Buen Vivir, as practiced by the Misak community, which focuses on harmony, reciprocity, and collective well-being (Morales & Calvo, 2022).

Key Connections:

Recognition as a Foundation: Inclusion thrives when individuals experience mutual respect and acknowledgment. Similarly, Buen Vivir is built on Latá-Latá, the Misak tradition of equality and reciprocity, ensuring every voice in the community is valued (Morales & Calvo, 2022; Felder, 2018).

Community-Centered Inclusion: Buen Vivir stresses collective well-being over individualism, much like Felder's argument that inclusion should center interpersonal connections and community bonds over mere physical proximity (Felder, 2018).

Active Participation: Both frameworks advocate for active involvement. The Misak used Participatory Video Research (PVR) to document their culture and address challenges collaboratively, showcasing inclusion as an active, dynamic process (Morales & Calvo, 2022).

Freedom Through Inclusion: Felder highlights how freedom and inclusion are interconnected—people need to feel they belong to express themselves fully. Buen Vivir ensures this through shared decision-making, reflecting how inclusive practices empower both students and educators.

What Can Educators Do?

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Buen Vivir and Latá-Latá: Teachings from the Misak Community for Inclusive Education

Buen Vivir (Living Well) is an Indigenous philosophy about harmony, reciprocity, and collective well-being (Morales & Calvo, 2022). For the Misak community, it’s lived through Latá-Latá, which means balance between people, nature, and spiritual life (Morales & Calvo, 2022). These ideas offer powerful lessons for education, emphasizing sustainability, equity, and cultural respect.

Educational Value:

Connection to Nature: The Misak view the environment as sacred. Teaching through land-based activities can help students learn sustainability and respect for nature (Morales & Calvo, 2022).

Latá-Latá in Classrooms: This practice encourages balance and equality. Teachers can foster collaboration and community through group projects and discussions on shared responsibility (Morales & Calvo, 2022).

Buen Vivir in Education: It shifts the focus from individual success to collective well-being, teaching students to value community and shared goals (Morales & Calvo, 2022).

By integrating these ideas, we can create inclusive, culturally responsive classrooms that respect Indigenous perspectives.

Below, I have attached an infographic that displays this information. Please feel free to post it in staterooms to encourage your colleagues to imbed Indigenous knowledge systems into their classroom. 🌿📚✨

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Connecting Buen Vivir and Ontario Indigenous Teachings

As someone residing in Ontario and identifying as Métis, I constantly explore ways to connect my personal identity with my teaching practices. One of the ways I do this is by studying Indigenous philosophies like Buen Vivir, practiced by the Misak community in Colombia, and relating it to the Indigenous values and practices here in Ontario.

This comparison helps me reflect on my own identity and practices as a Métis teacher in Ontario. By understanding these parallels, I can bring both global and local Indigenous perspectives into my classroom, creating an inclusive and respectful learning environment.

Connections to Ontario Indigenous Values

Applying This in Teaching:

Respect for Land = Land-Based Learning

Collective Well-Being = Collaborative Projects and Reflecting on the Seven Grandfather Teachings

Reciprocity and Responsibility = Community Involvement and Sustainability

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Professional Development Workshop Ideas

Professional Development is Key to Supporting Educators! Below, I’ve created and attached a sample email announcement for an Indigenous Education Professional Development workshop. I hope this resource is helpful in promoting meaningful learning opportunities for educators! 🌿✨

Email Template:

Are you ready to transform your teaching and create more inclusive classrooms? We thrilled to introduce our upcoming Professional Development Workshop designed to help educators integrate Indigenous worldviews, such as Buen Vivir and Ontario Indigenous teachings, into their practice.

This full-day workshop will explore:

Land-based learning and its role in fostering respect for nature.

Collaborative storytelling using tools like Participatory Video Research (PVR).

How Indigenous philosophies, like the Medicine Wheel and Dish with One Spoon, align with Ontario’s curriculum.

Practical strategies for designing culturally responsive lesson plans.

💡 Why Attend? You will leave with useful tools, fresh ideas, and a deeper understanding of how to honour Indigenous perspectives in your classroom.

🕒 When: [Insert Date] 📍 Where: [Insert Location]

Attached below is the full itinerary for the workshop—check it out to see the exciting sessions planned!

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Weaving Indigenous Ways of Knowing into Classroom Practices

Weaving Ways: Indigenous Ways of Knowing in Classrooms and Schools (2018) provides a framework to help embed Indigenous knowledge into everyday learning. Based on Weaving Ways: Indigenous Ways of Knowing in Classrooms and Schools (2018), here are four key ways educators can incorporate these Indigenous perspectives into their classrooms:

1. Cultures of Belonging

Creating a classroom that fosters belonging involves embracing the Indigenous idea of wholeness, where every individual is connected and valued. This approach emphasizes mutual respect and inclusion, helping all students feel seen and supported.

Classroom Tip:

Introduce a "Circle of Courage" model, inspired by the medicine wheel, to teach balance and harmony. Engage students in activities like traditional games to explore relationships and cultural connections.

2. Instructional Design

Culturally responsive instructional design incorporates Indigenous and Western ways of knowing to create meaningful learning experiences. It promotes reconciliation by respecting multiple perspectives and deepening student engagement.

Classroom Tip:

Students research Indigenous community members' understanding of a learning outcome, such as sustainability. They then present their findings through storytelling or art, blending cultural insights with curriculum goals.

3. Sharing Through Story

Storytelling is valuable of Indigenous teaching, providing a way to pass knowledge through generations. Stories create connections to content and encourage students to share their experiences, fostering deeper engagement.

Classroom Tip:

Read the poem "Footprints in the Snow" by Nichola Batzel to explore kinship and roles within families. Invite students to reflect on their own family roles through writing or discussion.

4. Pedagogy

Indigenous pedagogy values Two-Eyed Seeing, which combines Indigenous and Western perspectives for a holistic learning approach. This method encourages co-learning and collaboration, fostering respect for diverse ways of knowing.

Classroom Tip:

Combine ideas to expose students to varied ideas and opinions to clarify understanding to broaden perspectives.

(Weaving Ways: Indigenous Ways of Knowing in Classrooms and Schools, 2018)

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How My Journey with Indigenous Knowledge Transformed My Teaching

My ongoing exploration of Indigenous worldviews and their integration into education has been impactful and informative. As an educator with Métis heritage, this journey has been personal. For me it is not just about bringing Indigenous perspectives into the classroom—it is about aligning my teaching pedagogy with values that resonate with my identity and beliefs.

What I Have Learned

The Power of Belonging: Learning about concepts like Buen Vivir reminded me that education is not just about gaining knowledge but about creating a community where students feel connected, valued, and included.

The Role of Stories: Stories are at the heart of Indigenous education, and incorporating them into my teaching opens up new ways to engage students.

Interconnectedness and Reciprocity: Indigenous worldviews, like Latá-Latá from the Misak community, emphasize balance and shared responsibility. This has inspired me to design lessons that teach students to care for the Earth and to care for each other.

A Commitment to Bridging, Not Breaking: Reflecting on john powell’s concept of bridging, I have become more aware of the ways traditional education systems "break" connections between students and their cultural identities. By embedding Indigenous perspectives, I strive to bridge gaps and create classrooms that honour all voices.

How This Has Changed My Pedagogy

Holistic Learning: My teaching now goes beyond academics to address the whole child—their emotional, social, physical, and spiritual well-being.

Collaborative Practices: I have implemented collaborative projects that empower students to take ownership of their learning and tell their own stories.

Culturally Responsive Curriculum: I actively incorporate Indigenous teachings, into subjects like science, social studies, and literacy.

Reflective Teaching: While lesson planning, I always begin with a reflection: How will this lesson contribute to inclusion, respect, and reconciliation?

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Thank You for Joining Me on This Journey

I hope these posts have been more to you than just about teaching. For me, this journey has been about creating classrooms where every student feels a true sense of belonging and connection. 🌍💞

I am curious to hear from you! Let me know how you bring Indigenous perspectives into your teaching!

Here’s to continued learning and growth—thank you again for joining me on my exploration! 🌿✨

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References

the Alberta Regional Professional Development Consortium. (2018, September). Weaving Ways Indigenous Ways Of Knowing In Classrooms and Schools. Empowering the Spirit. https://empoweringthespirit.ca/wp-content/uploads/2018/09/Weaving-Ways-Introductory-Document-10-09.pdf 

Felder, F. (2018). The Value of Inclusion. Journal of Philosophy of Education, 52(1), 54–70. https://doi.org/10.1111/1467-9752.12280

Impact Story Channel. (2018). Bartering: Past or Future?. YouTube. https://youtu.be/lxVVIWO0bTY?feature=shared 

Impact Story Channel. (2018). Different approaches to wellbeing: Buen Vivir in Colombia. YouTube. https://youtu.be/lxVVIWO0bTY?feature=shared 

Impact Story Channel. (2018). Land ownership and cooperativism, a different strategy for indigenous empowerment. YouTube. https://youtu.be/lxVVIWO0bTY?feature=shared 

Joseph, B. (2020, May 24). What is an indigenous medicine wheel?. Indigenous Corporate Training Inc. https://www.ictinc.ca/blog/what-is-an-indigenous-medicine-wheel 

John A. Powell on how bridging creates conditions to solve problems. Othering & Belonging Institute. (2017, November 2). https://belonging.berkeley.edu/john-powell-how-bridging-creates-conditions-solve-problems 

The Legislative Assembly of Ontario. (n.d.). The Seven grandfather teachings. The Legislative Assembly of Ontario. https://www.ola.org/sites/default/files/common/pdf/Seven Grandfather Teachings WEB Eng .pdf 

Morales, A., & Calvo, S. (2022). Indigenous worldviews and inclusive education: insights into participatory video and the practice of Buen Vivir of the Misak community. International Journal of Inclusive Education, ahead-of-print(ahead-of-print), 1–20. https://doi.org/10.1080/13603116.2022.2127499

Ruttenberg-Rozen, R. (2024, October 22). Inclusive Pedagogical Spaces Class 7. Inclusive Pedagogical Spaces. Virtual; Zoom.