1.3 Indigenous Ways of Knowing and UDL
Challenge
Indigenization of teaching and learning in partnership with UDL recognizes the diversity amongst First Nation, Métis, and Inuit learners. There are opportunities for educators to approach learning with a holistic lens and enhance learning physically, emotionally, intellectually, and spiritually. With the primary goal of UDL being promotion of equity and inclusivity in design of courses and learning environments, Indigenous ways of seeing, being, and becoming can support the reduction of barriers for all learners.
Indigenous Ways of Knowing
Educators invested in Indigenization, decolonization, and reconciliation can begin the journey with an examination of how Indigenous ways of knowing, being, and doing can enhance curriculum, instruction, and assessment. This knowledge has been part of Indigenous identity since time immemorial and has begun to regain prominence as higher education commits to addressing the reality faced by Métis, First Nation, and Inuit learners. The colonial structure of traditional higher education has created barriers for many Indigenous learners and requires enhancement. Co-construction of curriculum, instruction, and assessment in partnership with Inuit, Métis, and First Nation community will reduce barriers and increase opportunities for success.
Indigenous Education is Relational
“You have to develop a relationship with Indigenous students. You can’t keep your distance. They want to know you; they want to connect with you. They need to have a sense of belonging.” (Goulet & Goulet, 2015, p. 105)
Partnerships in education are essential and are most beneficial when engagement is authentic. Educators who approach learners with a humble disposition and willing to learn with them will honour prior knowledge and create/protect space for learner voice. Building a successful relationship can foster a culture of collaboration where educators and learners co-create critical components of the course. Shared decision-making on instruction and assessment will empower learning and increase opportunities for student success, with increased impact for Indigenous learners.
Something to consider is providing formative assessment opportunities throughout the course with timely feedback. These low-risk learning opportunities can reduce anxiety for learners impacted by a colonial system. Traditional Western assessment systems can be adapted to better support First Nation, Inuit, and Métis learners, fostering equity and honoring their unique strengths and perspectives within education. The educator-learner conversations required with authentic feedback cycles builds independence in the learner, a key attribute of Indigenous ways of being.
Indigenous Education is Holistic
Kirkness and Barnhardt (2001) described how the 4 R’s (respect, relevance, reciprocity, responsibility) can support Indigenous learners in higher education. Educators who approach learning with understanding that Indigenous learners are whole persons and are impacted from all 4 R’s will increase learner opportunities. Key in all of this is recognition of maintaining balance in the four areas. Attention focused on one area more than others will create an imbalance and decrease chances of success for learners.
- Indigenous Education is respectful – Indigenous education pays respect to the generations of knowledge holders that come before them and held the knowledge with humility. The recognition that this knowledge is a gift to be shared is respectful of the education cycle. Indigenous knowledge looks at the whole picture and reflects on the relationship between the educator and learner.
- Indigenous Education is relevant – Indigenous education realizes the benefit of connecting the learning to everyday events. When the connection between education and the world around the learner are identified it increases the opportunity that they understand the impact on everyday life. This successful connection will support learner engagement and benefit the larger community.
- Indigenous Education is reciprocal – Indigenous education works to make certain that everyone involved in the learning benefits. Learning partnerships benefit both the educator and learner, particularly when the educator becomes the learner. Drawing upon the Indigenous learner experience will enrich the educator experience and reduce systemic barriers for the learner.
- Indigenous Education is responsible – Indigenous education is inclusive. Accepting that all learners have the right to a rich educational experience guides Indigenous education. Educators look to all members of the learning community to determine how they may contribute to the learning journey. Indigenous education carries the responsibility of learning with pride. There is a commitment to exploring all knowledge systems and sharing that knowledge respectfully.
Indigenous Education is Experiential
“We need the experiential along with the book knowledge if we want balance. Students need that integration.” (Elder Norma Jean Byrd quoted in Goulet & Goulet, 2015, p.195)
Providing learners opportunity to experience learning based on real life examples has proven supportive Indigenous learners. Experiential learning and First Nation, Inuit, and Métis culture and identity connect to a way of life that allows for practice and skill development. Experiential learning will lead to increased retention and retention of crucial learning needed in academic skill development (Goulet & Goulet, 2015). Experiential learning can take on a variety of forms and across curriculums. The four essential elements of EL that support competency in applying knowledge: doing, context, feedback, and reflection, align strongly to Indigenous ways of knowing, being, and doing.
- Doing – Engaging as an active learner with potentially unpredictable factors requires decision-making akin to how parents, grandparents, aunties, and uncles interact with children in Indigenous community. It is not uncommon for the adult figures to be observers of the learner, only intervening to maintain safety. Learner questions are met with thoughtful questions to grow a nature of inquiry and spur thinking.
- Context – Indigenous learners are presented with real-life examples to maintain authenticity and relevance in learning. The scale of the learning will vary with age but will most always connect to an occurrence they will or have experienced. Often, the learners will be presented with situations that will be solved individually or in a group setting. These will build additional skills and relationships when appropriate.
- Feedback – This element is of the utmost importance and can be informal and formal. The learner will receive feedback immediately from the problem or event they are experiencing. This feedback will have significant impact and support learning. Additional feedback will come from those around the learner, within their peer group and from adults in their circle of influence. All the feedback will contribute to their learning and an adjustment of actions to show evidence of their learning.
- Reflection – The reflective learner takes opportunity to consider how EL supported their learning. They recognize the successes and where improvement would benefit them in the future. They also can go further and look for how their lived experience impacted their learning. This impact could express itself in both positive and negative ways. The reflective learner will take the opportunity to determine the impact and prepare for future learning.
Indigenous Way of Knowing and UDL Connections
Educators invested in supporting Indigenous education may search for ways to honour Métis, Inuit, and First Nation pedagogy. Building authentic connections between UDL and Indigenous ways of seeing, being, and becoming will support this endeavour. Dr. Gabrielle Lindstrom, PhD (2023) shared that
“Indigenous pedagogy is learner-centered and based in relationality. Instructors need to be aware of their own power, and make those power dynamics transparent to students. The goal of Indigenous education is movement towards being the ultimate person that the Creator meant us to be.”
Exploring opportunities for equitable learning through UDL models a disposition of reciprocity. Educators and learners can support one another on the learning journey. Together a culture of inclusiveness will be fostered for First Nation, Inuit, and Métis learners.
First Peoples Principles of Learning
When considering the connection between UDL and Indigenous ways of seeing, being, and becoming, the First Peoples Principles of Learning can support educators. This journey needs to consider the rich diversity of Métis, First Nation, and Inuit nations across the land. While the pedagogy will have similarities, approaching learning through a holistic lens for example, there will be differences nationally.
The principles are as follows:
- Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
- Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
- Learning involves recognizing the consequences of one‘s actions.
- Learning involves generational roles and responsibilities.
- Learning recognizes the role of Indigenous knowledge.
- Learning is embedded in memory, history, and story.
- Learning involves patience and time.
- Learning requires exploration of one‘s identity.
- Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations. (First Nations Education Steering Committee, n.d.)
These principles can be found on the First Nation Education Steering Committee website.
Design Multiple Means of Engagement (or the “why” of learning) is articulated in the principles in recognizing the role of Indigenous knowledge. Inuit, Métis and First Nation learners have struggled to see themselves in Western systems of curriculum, instruction, and assessment. Authentic inclusion of Indigenous knowledge and content can increase motivation for Indigenous learners. Non-Indigenous learners will benefit from unlearning when UDL and Indigenization work together to reduce misconception about Indigenous ways of seeing, being, and becoming.
Design Multiple Means of Representation (or the “what” of learning”) connects to the principle articulating that learning is holistic, reflexive, reflective, experiential, and relational. This principle provides opportunity for Indigenous ways of knowing and doing to be present. Understanding that transfer of knowledge for First Nation, Inuit, and Métis learners can be enhanced with flexibility in representation of resources is imperative for learner success. During course design, educators must consider strategies connected to ways of knowing founded on oral traditions and experiential learning.
Design Multiple Means of Action & Expression (or the “how’ of learning) is articulated in the principle of how learning is embedded in memory, history, and story. By providing appropriate support—such as modeling, guided practice, and opportunities for independent practice—educators create scaffolds that honor students’ unique learning paths. Encouraging students to demonstrate independence and share their knowledge not only builds confidence but also respects the autonomy inherent in many Indigenous teaching practices. Additionally, when learners are supported in self-monitoring, self-correcting, and self-reflection to assess their progress, they are empowered to take ownership of their learning journey in ways that honor their identities and experiences. These practices collectively create a learning environment where all students can thrive.
UDL & Reconciliation
The University of Saskatchewan ohpahotân | oohpaahotaan Indigenous Strategy defines reconciliation as:
“the journey…; to repair, redress and heal relationships; and nurture an ethical space in which we can explore how we relate to each other through the lenses of history, culture, and lived experience.” (ohpahotân oohpaahotaan, n.d., p. 36)
The importance of this statement is echoed in the principles of UDL. Education has a history of placing the responsibility for change on Métis, First Nation, and Inuit learners. Thoughtful reflection by educators on “how to design courses and learning environments that promote equity and inclusivity” will work toward achieving reconciliation.
Reconciliation in teaching and learning, enhanced with UDL, requires an understanding of the diversity of Indigenous identity present in the classroom, university, and community. Increased understanding of “who” Indigenous learners are can begin to reframe the existing narrative of ‘fixing the learner’. A thoughtful, critical examination of teaching systems will present opportunities for Indigenization and decolonization of curriculum, instruction, and assessment. Transitioning from teaching about Inuit, Métis, and First Nation to teaching with First Nation, Inuit, and Métis is a first step on the journey to UDL and reconciliation. The knowledge inherent in elders and knowledge holders will enhance engagement, representation, action, and expression. A by-product of this, done in a good way, is education recognizing the strengths of Indigenous culture and practice.
Moving Forward
Equity, Diversity and Inclusion (EDI) and Indigenization, Decolonization and Reconciliation are distinct yet interconnected complex initiatives, each with unique and shared features. From the ohpahotân | oohpaahotaan Indigenous Strategy, gifted to USask by Elders and Knowledge Holders:
“Decolonization practices contest divisive and demeaning actions, policies, programming, and frameworks. Indigenization is the healing, balancing force . . . Indigenization challenges us to amplify the forces of decolonization. Indigenization strengthens the fabric of the University. It involves the respectful, meaningful, ethical weaving of First Nations, Métis, and Inuit knowledges, lived experiences, worldviews, and stories into teaching, learning, and research. Indigenization is a gift that benefits every member of our community . . . Reconciliation [aims] to repair, redress and heal relationships; and nurture an ethical space in which we can explore how we relate to each other through the lenses of history, culture, and lived experience.” (ohpahotân oohpaahotaan, n.d., p. 36)
Both decolonization and Indigenization are deeply tied to the histories and interactions between First Peoples and settlers. Indigenous Peoples have unique and distinctive rights in Canada as recognized in Section 35 of The Constitution Act, 1982. The fight for sovereignty and self-governance on ancestral Indigenous lands and the fight against systemic racism and assimilation is different than the battles of marginalized groups for equity and inclusion.
In contrast, EDI aims to promote equity, diversity, and inclusion, centring the needs of marginalized groups to ensure fairness and a sense of belonging, rather than encouraging everyone to ascribe to the same norms.
Web Resources
Here are suggestions for supporting UDL and Indigenization in your courses.
Reflection: One Small Step
- Looking at the environment of your classroom, what values are present?
- How might you change your practice to reflect Indigenous values of humility, cooperation, deep learning, and respect for the natural world?
- Reflecting on how USask defines reconciliation, how can educators use this knowledge to enhance learning experiences for Métis, First Nation, and Inuit learners?
