I am deeply committed to embedding the First Peoples Principles of Learning into my teaching practice as a reflection of my dedication to fostering inclusive, respectful, and meaningful learning experiences. These principles guide me in creating a classroom environment that values interconnectedness, holistic approaches, and the diverse ways of knowing and being. By incorporating themes such as learning is rooted in relationships, culture and community, as well as recognizing the importance of place and land, I strive to honor the wisdom of Indigenous knowledge through story, ensuring that all students see their identities and histories reflected in their education. This approach not only enriches my practice but also supports reconciliation and encourages learners to engage with the world through empathy, respect, and shared understanding.
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.