Learning is holistic, reflexive, reflective, experiential and relational

Indigenous learning is always more profound when it is put into the context of how it will affect learners’ lives, help their families, and improve their community. Students may not want to be involved in a program but just talk to them. Ask them what they need in the short term and long term, and how you can help in the process. Create opportunities to get to know them and what is important to them. Students are more motivated to attend programming if they feel it will benefit their families and community.

An Elder once pointed out that sometimes we hide behind our role as a teacher.

If we see a learner as a member of our family, how would we react to a learning situation differently?
Are we always a teacher in a situation? Are we learners in any given situation?
What factors are influencing a student’s learning in any given situation?

Another concept of a learner is the holistic and relational. A person, according to the Medicine Wheel teachings, is made up of physical, mental, emotional, and spiritual components, and teaching them acknowledges the reflection of all components of an individual. This may seem too overwhelming for many Non-Indigenous people to absorb, but if you think of a student as your niece or nephew, you naturally see the dynamic and changing interaction of influences that reflects the student’s ability to learn.

Sharing Circles

The sharing circle is a simple practice that is significant in most Indigenous cultures in Alberta. It is a process that confirms the importance of community and the importance of each member. It also demonstrates some of the most important differences between communication styles of the Indigenous community and European community. Any group member can lead a sharing circle if you have been taught the process. It is acceptable for a Non-Indigenous person to lead one. Each person in the group has the same right to speak. This emphasizes the egalitarian nature of Indigenous cultures. All people have a role and are important to the community, and the circle is a symbol of that community.

The process of a sharing circle is very symbolic of the way community is formed and maintained:

1. The person who leads the circle holds an object, a “talking stick” is common, but any object can be used. It is customary to have an object that has some importance to the group to emphasize the importance of the process, but is not necessary. The “leader” speaks first. This person will have time to speak, and may offer parameters for sharing, such as a topic or suggestions for input.

2. You move clockwise in the group.

3. The “leader” always emphasizes that you can pass rather than share in the group.

4. Stress the importance of the confidentiality of the group.

5. Each person is given uninterrupted time to speak. Talking when someone else is speaking is not acceptable. Interrupting is considered rude.

6. Feedback or advice on what anyone has said in the circle is not acceptable. In fact, advice giving, unless it is requested, is always considered inappropriate in and out of the circle.

7. Some people will take more time and some will take less, but stopping someone from talking is done reluctantly and very gently. As a facilitator or participant in the circle it is appropriate to share honestly, but make the length of time you speak appropriate so that you are modeling not being too wordy. Take the process seriously and honour its intent while modeling a length that will not be too much for the whole group.

Sharing circles are a very good way to debrief if you have had an emotional or challenging day. It gives participants a way to share their feelings. When dealing with issues having to do with colonialism, Canadian history, residential schools, etc., there is a very high chance that students will be triggered. Honour that. Also, don’t take it personally if a student is triggered by you as a European teacher. Residential school survivors can have very emotional responses. Honour that they feel safe enough to react.

Reflections Worksheet: Relationships and Learning

Relationship Building Strategies

Many Indigenous people have little reason to trust the Non-Indigenous community. Some suggestions we can give you:

Welcome discomfort. If you are unsure or off balance because you don’t feel like you fit in, sit back and watch, listen, and be compassionate. Allow yourself to feel discomfort and then unpack it.
Create connections in the Indigenous community. Sometimes people will say, “talk to an Elder,” as if this is an easy process. However, if we assume that knowledge is sacred, we must gain trust before we get it. Whom individuals consider ‘Elders’ is sacred and they will protect those precious members of their community. So, start with the members of the community you know. Build that relationship, gain their trust and move slowly. When they trust you enough for the next step, thank them for their wisdom. Tobacco is never considered an insult.
“Slip in behind Kokum.” If an Elder or Knowledge Keeper asks for your attendance at a meeting or wants to see what you are doing, welcome them. Thank them. Move gently and slowly.
Bring food. Breaking bread is considered an honour in any culture.
Welcome discomfort. If you do something wrong and ask for wisdom on how to do it right in the future, then you are honouring their culture and the rules that guide their community.
Each community has different rules, each person has their own rules. Ask what the expectations are.
Be authentic in your story; people want to know what is important to you and why you care about the people around you. They want to know why they should trust you. Don’t hide behind walls if you want a relationship.
Be prepared to feel uneasy. See your culture as a set of rules you have accepted, sometimes without conscious thought. Those unconscious thoughts and assumptions are going to be challenged as we build bridges between our communities. We will feel off balance and uncomfortable if we are to make that bridge work.
Laugh a lot, be authentic, and welcome being off balance. Whether Indigenous or Non-Indigenous, we all have our story. Honour the wisdom, experience, and resilience that is demonstrated in that story