Respect

 

 

“Respect is the need to recognize and apply Indigenous cultural norms and values into online learning appropriately. You need to tailor this to your local environment and community, as it is important to use locally appropriate resources relevant to the area you are occupying. For example, if you live in BC and work in SD61, you would use your local district’s Indigenous Education Department [website] as a resource for your learning. Most of these departments have their own website dedicated to cultural resources.”

               

                                        From: Facilitating online learning with the 5R’s by Joanna Lake and Hayley Atkins

 

Ways to support Relationship development  in online learning design

Guiding question

 

How can the online learning environment recognize and respect Indigenous cultural values and norms?

 

Practical ideas and tools

Visit the Respect chapter in Facilitating online learning with the 5R’s to discover digital tools and activities you can integrate into your course design to support relationship development.

These digital tools can support learning activities in your course that can address the 5Rs in your online learning environment:

 

       

      Padlet                 Snagit

Cross-Cutting Themes and Examples

Visit the following themes pages to discover how each can support respect development in online learning design:

+ Digital Storytelling

“Digital storytelling allows for creative expressions of Indigenous storied traditions through audio, video, and multimodal narrations, which can help foster pride and understanding among Indigenous educators and learners. Digital storytelling has thus become an important educational tool that gives space, voice, and agency to Indigenous people, especially as this mode of expression can support and uphold oral traditions” (Sam et al., 2021)

 Connecting with the 5Rs

  • Relevance: Are the digital stories that I am using relevant to Indigenous peoples, the context of the students and/or the land I am situated in?
  • Respect: Am I following protocols and practices that make me ready to share this story?
  • Reciprocity: How will sharing this story give back to the peoples/communities I am speaking of/for?
  • Responsibility: How is sharing this story committed to reconciliation, decolonization or/and Indigenous sovereignty?
  • Relationships: How will sharing this story connect the listeners to the experiences of Indigenous peoples in order to hold themselves accountable to their complicity in the continuous violence Indigenous peoples encounter?

Resources

+ Land-based-learning

“How can we take a land-based course and make it suitable for online or remote teaching? The answer to that question was equally obvious. We could not. Land-based education is, at its core, learning from the land. There is no substitute for that experience, and no way to replicate it online. We could, however, search for ways to modify, adjust, accommodate or replace teaching and learning activities we had used in the past to reach or at least approach some of the pedagogical goals of our land-based curriculum” (Wilson, 2021)

 Connecting with the 5Rs

  • Relevance: How is this learning relevant to the land you are situated in?
  • Respect: How is this learning holding reverence towards land and waters?
  • Reciprocity: How is this learning upholding the principal to give back what we take from the land?
  • Responsibility: How is this learning holding us accountable and deepening our understanding of why we must and how we can protect the land?
  • Relationships: How will this learning provide opportunities to engage and cultivate relations with the land regardless of being in an online setting?

Resources

+ Experiential Learning

“The first principle of Aboriginal learning is a preference for experiential knowledge. Indigenous pedagogy values a person's ability to learn independently by observing, listening, and participating with a minimum of intervention or instruction. This pattern of direct learning by seeing and doing, without asking questions, makes Aboriginal children diverse learners”  (Battiste, 2002, p. 15).

 Connecting with the 5Rs

  • Relevance: How is this experiential learning relevant to Indigenous ways of knowing and being?
  • Respect:Am I following protocols and practices that hold me accountable to facilitate this experiential learning?
  • Reciprocity: How is this experiential learning upholding principals of mutual accountability and solidarity?
  • Responsibility: What are the philosophical and spiritual traditions of this experiential learning? Where did it come from?
  • Relationships: How will this experiential learning provide opportunities to engage and cultivate relations?

Resources

+ Multimodal Learning

“The term multimodal literacy describes communication practices that use two or more modes of meaning…is dynamic and able to be modified by users, rather than being a static code." (Mills & Doyle, 2019 p. 521-522)

 Connecting with the 5Rs

  • Relevance: How is this multimodal learning relevant to Indigenous ways of knowing and being?
  • Respect: How is this multimodal learning in alignment with Indigenous ways of learning?
  • Reciprocity: How is this multimodal learning mutually beneficial to both the student and learning community?
  • Responsibility: How is this multimodal learning giving space for students to express their understanding in meaningful ways?
  • Relationships: How will this multimodal learning provide opportunities to engage and cultivate relations?

Resources

+ Intergenerational Learning

“Elders are gaining their rightful place as cultural teachers as they tell stories to students in band and public schools, to postsecondary students, and to adults". (Archibald, 2008, p. 67)

 Connecting with the 5Rs

  • Relevance: Is it relevant to bring intergenerational teachings to my lesson design?
  • Respect: Am I following protocols and practices to include intergenerational teachings in a good way?
  • Reciprocity: How is this intergenerational learning beneficial to both the student and community?
  • Responsibility: Have I created an ethical space where all are held accountable to receive intergenerational teachings in a good way?
  • Relationships: How will this learning provide opportunities to engage with and cultivate intergenerational relations?

Resources

+ Holistic Learning

“The interrelatedness between the intellectual, spiritual (metaphysical values and beliefs and the Creator), emotional, and physical (body and behaviour/action) realms to form a whole healthy person”  class="color_19">(Archibald, 2008, p. 11).

 Connecting with the 5Rs

  • Relevance: How is this holistic learning relevant to Indigenous ways of knowing and being?​
  • Respect: How does this holistic learning acknowledge Indigenous ways of learning and revere where the knowledge comes from?
  • Reciprocity: How is this holistic learning interrelated between the intellectual, spiritual, emotional and physical dimensions?
  • Responsibility: How is this holistic learning honoring Indigenous teachings and traditional practices?
  • Relationships:How will this holistic learning provide opportunities to create a harmonious healthy learning community?

Resources

+ Truth and Reconciliation

“A decolonizing place of encounter between settlers and Indigenous people …
by making space for collective critical dialogue – a public remembering embedded in ethical testimonial, ceremonial, and commemorative practices” (Regan, 2010, p. 12). “This entails a public truth telling in which settlers link critical reflection, enlightened vision, and positive action to confront the settler problem head-on. Truth as an act of hope nurtures peaceful yet radical socio-political change that is the necessary foundation of reconciliation” (Regan, 2010, p. 16).

 Connecting with the 5Rs

  • Relevance: How is this lesson relevant to the Truth and Reconciliation Commission of Canada: Calls to Action?​
  • Respect: How does this lesson acknowledge the impacts of settler-colonialism to Indigenous peoples and prioritize improved educational outcomes for Indigenous peoples?
  • Reciprocity: How is this lesson committed to truth telling and making space for collective critical dialogue?
  • Responsibility: How is this lesson rethinking practices and beliefs that influence what we teach and how we teach, allowing us to consider how we might better advance Indigenous ways of knowing in in educational spaces?
  • Relationships: How is this lesson providing opportunities to change and strengthen Indigenous-settler relations while addressing restitution and reparations for loss of land and Indigenous rights?

Resources

+ Learning with Community

“Community-based education begins with people and their immediate reality. Above all, it allows them to become meaningfully involved in shaping their own futures through the school and other agencies in their community” (Corson, 1998, p. 240).

 Connecting with the 5Rs

  • Relevance: How is this lesson relevant to local communities?
  • Respect: How is this lesson acknowledging the complexity and impact of historical educational approaches for community engagement?
  • Reciprocity: How is this learning giving back to the community we are learning from?
  • Responsibility: How is this lesson listening to and supporting communities’ priorities, as well as consulting and collaborating with them?​
  • Relationships: How is this lesson engaging in respectful relations and appropriate ways to support local communities?

Resources

           What is Community Engagement? by Dr. Jo-ann Archibald https://www.youtube.com/watch?v=H7EXQY1IUMI&list=PLy4A4Ijdin7ISv29CruVWgG71 MF41b7cA

+ Decolonization

“It is not converting Indigenous politics to a Western doctrine of liberation; it is not a philanthropic process of ‘helping’ the at-risk and alleviating suffering; it is not a generic term for struggle against oppressive conditions and outcomes. The broad umbrella of social justice may have room underneath for all of these efforts. By contrast, decolonization specifically requires the repatriation of Indigenous land and life. Decolonization is not a metonym for social justice” (Tuck & Yang, 2012, p. 21). 

 Connecting with the 5Rs

  • Relevance: How is this lesson relevant to decolonizing education?
  • Respect: How does this lesson acknowledging the complexity of decolonization and our complicity in impeding it?
  • Reciprocity: How is this learning committed to the repatriation of Indigenous land and life?
  • Responsibility: How is this lesson working towards Indigenous sovereignty and self-governance?​
  • Relationships: How is this lesson cultivating radical solidarity to support indigenous nations, as more than allies/accomplices to their cause?

Resources

Gesturing Towards Decolonial Futures https://decolonialfutures.net/

+ Oral Traditions

“The Elders would serve as mnemonic pegs to each other. They will be speaking individually uninterrupted in a circle one after another. When each Elder spoke they were conscious that other Elders would serve as ‘peer reviewer’ [and so] they did not delve into subject matter that would be questionable. They did joke with each other and they told stories, some true and some a bit exaggerated but in the end the result was a collective memory. This is the part which is exciting because when each Elder arrived they brought with them a piece of the knowledge puzzle. They had to reach back to the teachings of their parents, grandparents and even great-grandparents. These teachings were shared in the circle and these constituted a reconnaissance of collective memory and knowledge. In the end the Elders left with a knowledge that was built by the collectivity” (Stephen J. Augustine, 2008, p. 2-3).

 

 Connecting with the 5Rs

  • Relevance: How is this oral tradition relevant to Indigenous ways of knowing and being?​
  • Respect: Am I following protocols and practices that make me ready to share this oral tradition?
  • Reciprocity: How will sharing this oral tradition give back to the peoples/communities I am speaking of/for?
  • Responsibility: How is sharing this oral tradition committed to reconciliation, decolonization or/and Indigenous sovereignty?​
  • Relationships: How will sharing this oral tradition connect the listeners to the experiences of Indigenous peoples in order to hold themselves accountable to their complicity in the continuous violences Indigenous peoples encounter?

Resources

 

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