Working with Indigenous Learners
Submitted by Georgina Supernault
Submitted by Georgina Supernault
On June 2 and 3, I had the privilege of facilitating a training session in Grande Prairie titled Creating Safer Spaces: Indigenous Learning in the CALP Model. The room was filled with dedicated and enthusiastic participants eager to learn how to make their learning environments more welcoming and supportive for Indigenous learners, while also exploring ways to improve learner retention within their programs.
I was especially grateful to have Elder Dave Matilpi and Elder Esther Johnston join me for this training. Their knowledge, wisdom, and lived experiences were invaluable in helping participants gain a deeper understanding of Indigenous perspectives and the importance of cultural awareness in educational settings. Their teachings brought authenticity and meaning to the conversations, creating a powerful learning experience for everyone in attendance.
When working with Indigenous learners, many organizations genuinely want to be inclusive but may not always be aware of the cultural considerations that can impact a learner's experience. Historical and intergenerational trauma, experiences with residential schools, systemic barriers, and cultural misunderstandings can all influence how Indigenous learners engage with educational programs. As educators and program providers, it is important that we take the time to understand these realities and reflect on how our own practices may either support or hinder learner success.
The Creating Safer Spaces: Indigenous Learning in the CALP Model training provides participants with practical tools and guidelines to help them examine their learning environments through a cultural lens. It encourages organizations to look beyond physical spaces and consider how policies, communication styles, teaching approaches, and relationships can contribute to creating a sense of belonging and safety for Indigenous learners.
Throughout the two days, participants engaged in meaningful discussions, self-reflection, and collaborative learning. Together, we explored strategies for building trust, incorporating Indigenous ways of knowing, fostering respectful relationships, and creating environments where Indigenous learners feel valued, respected, and supported.
What stood out most was the genuine commitment of those in attendance. The willingness to learn, ask questions, and challenge existing practices demonstrated a shared desire to improve educational experiences for Indigenous learners across Alberta. This openness is an important step toward reconciliation and creating learning environments where everyone has the opportunity to succeed.
Creating Safer Spaces is not a one-time activity—it is an ongoing journey of learning, reflection, and action. By continuing to listen to Indigenous voices, seek guidance from Elders and Knowledge Keepers, and examine our own practices, we can create programs that are not only inclusive but truly welcoming and culturally responsive.
With this in mind, CLN has a microlearning that contains the training content. This is a great resource for anyone who wants to begin or continue their learning journey.
Creating Safer Spaces: Indigenous Learning invites CALP staff to reflect on how Indigenous and Western ways of knowing, learning, and communicating shape our relationships with learners and communities. Through this e-learning, you will deepen your understanding of Indigenous perspectives and practical ways to apply them within CALP programs. You’ll learn to:
- Recognize differences and connections between Indigenous and Western models of learning and communication
- Build relationships that honour community, culture, and identity
- Follow appropriate protocols when engaging Elders and communities
- Apply Indigenous Learning Principles in adult foundational learning contexts
- Reflect on holistic approaches to learning through the Medicine Wheel teachings
By the end of this e-learning, you’ll have greater awareness and practical strategies to support safer, more culturally responsive learning spaces where all learners feel respected and included.
I would like to extend my sincere thanks to Elder Dave Matilpi, Elder Esther Johnston, and all participants who contributed to the success of this training. Your commitment to supporting Indigenous learners and creating meaningful change in the CALP community is inspiring and deeply appreciated.
All my relations, Georgina Supernault