Based on the article:
Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research 78 (4), pp. 941-993.
By Castagno, Angelina, & Brayboy, Bryan McKinley Jones.
This article provids a wealth of information, tools and guides for Indigenizing the classroom. My takeaways included why it's important to Indigenous the classroom for students, and how to (Castagno, 2019):
Why it's important to Indigenous the classroom:
Helps to validate Indigenous students culture and language that helps them with self identity, and self-esteem.
Connects children to their learning. “Students who are taught in their preferred learning style are said to demonstrate higher levels of school achievement”.
Teaches history of Indigenous cultures so it builds understanding and perspective and will help break the cycle of stereotypes and racism.
The learning is taught to include relationship, connections and reciprocity so that learning is focused on collaboration and less competitive.
Learning is self directed.
Indigenous education contributes to empowering and engaging the community about their culture, and ways of knowing, and in turn builds sovereignty and self-determination of local Indigenous communities.
Is good for all students. Indigenous education has a wholistic view in learning and help all students learn the connections between everything.
Its is the ethical thing to do.
How can we Indigenous the classroom
Develop Trust. It is important to not only connect with the student, but also with their parents, community members and if possible the local Indigenous community and nation.
Develop caring relationships with students, parents and community members.
Incorporate the following teaching approaches:
Be aware of the “pacing” of activities within a time framework which may be rigid and inflexible.
Be aware of how questions are asked; think about the discussion style of your students.
Remember, some students do not like to be “spotlighted” in front of a group.
Provide time for practice before performance is expected; let children “save face,” but communicate that it is “okay” to make mistakes.
Be aware of proximity preferences; how close is comfortable.
Organize the classroom to meet the interactional needs of students; provide activities which encourage both independence and cooperation.
Provide feedback that is immediate and consistent; give praise that is specific.
Have a positive attitude and presence about understanding indigenous youth.
Learn about the local Indigenous community, invite community members and understand the local cultural issues that affect indigenous children.
Study and incorporate multiple perspectives, epistemologies and pedagogies into the education curriculum.
Find out how they learn about so that if applicable and appropriate implement them into the curriculum, like land based teachings.
Take a course to help with the teachers understanding.
I don’t think I have captured everything in the article but what this is great advice. I do wonder with all this information where to begin? I have spoken to colleagues and they mention to begin with talking local and reputable elders to start the process. In closing, I think this is a great article to help educators with their journey to Indigenizing the classroom.
References
Castagno, Angelina, & Brayboy, Bryan McKinley Jones. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research 78 (4), pp. 941-993. Available in your Course Readings.