By Su Chang, Indigenous student and community outreach teacher, traditional, ancestral, unceded, and shared lands of the Stó:lō people of Sq’éwlets, Leq’á:mel, Sema:th, Matheqwí, and Qwó:ltl’el First Nations

Some teachers face barriers when trying to infuse Indigenous perspectives and content into the classroom. If you have acknowledged the importance of doing this work, then you have already faced your first challenge! Some of the major barriers that many face are not knowing Indigenous-based languages and being unfamiliar with new vocabulary words introduced as a part of this content.

In anything new that we do in our classrooms, there is always a learning curve. Whether it is math, science, foods, or a PHE class, there are unfamiliar words and language that are new to you and your students. Language can be incredibly intimidating, as language does hold power in our society: the power to engage or the power to cause harm.

Sometimes educators are afraid of saying the wrong thing or upsetting people if they do not get things right the first time. We need to allow ourselves time to reflect and make changes. Our teaching practice does not have to be perfect the first time we try something new. It’s important we create time and space to reflect on what worked and what didn’t; this is a major part of teaching.

When infusing Indigenous knowledge and content into our classrooms, there are tons of resources available to help us. Students and Indigenous communities expect us to be open, try our best, and experience humility in our practice. Teachers are encouraged to be courageous with BC’s new curriculum.

If you are worried about teaching a lesson that is new to you, there are some steps that you can take to feel more confident about what you are teaching:

• Start small: try something that is being practised by other teachers so you have a model to follow, e.g., Indigenous land acknowledgments.
• Research and learn about the ancestral land where you teach.
• Focus on not causing harm. One way to do this is by making sure you are not continuing with out-of-date narratives.
• Get in touch with someone from your Indigenous education department and ask them for support.
• Contact an Elder or Knowledge Keeper to see if you could share your ideas and get some pointers. You may also want to ask the Elder or Knowledge Keeper to come into your classroom to do an activity with your students.
• Watch videos of other teachers and how they infuse Indigenous content into their classes.
• Look for another teacher who is already doing this work and ask them to mentor you as you begin this journey in your classroom.
• Look for BCTF or Ministry of Education resources to support your work infusing Indigenous content into the classroom. TeachBC and the BCTF’s Aboriginal Education webpage (both accessible on bctf.ca) have several resources that can support your work.
• Read an Indigenous-authored book to your students. This way, the language you use is not your own, but is shared with them through an Indigenous person’s voice.
• Show an Indigenous-based movie or documentary to your students.
• Avoid language that “pan-Indigenizes” the information you are sharing with your students. For example, phrases like “all Indigenous Peoples” or “every nation” do not acknowledge the different perspectives, experiences, and diversities that exist between different nations.
• Share traditional art, stories, and text with your students and ask them what they think.

As a part of our commitment to reconciliation, it is important to take steps forward and begin the journey of introducing Indigenous perspectives into the classroom. It is every BC teacher’s responsibility to commit to the work, and to align our classrooms with the United Nations Declaration on the Rights of Indigenous Peoples and the Truth and Reconciliation Commission of Canada.

We have a great opportunity now to participate in teacher inquiry and create board-approved Indigenous courses in the subjects that we love to teach. It’s time to collaborate with local First Nations in BC and put into action our visions for the future. The new graduation requirements begin in September 2023, which allow us to offer students many ways to participate in learning Indigenous perspectives and content. You are empowered and supported to engage in Indigenous vocabulary and language, and to feel competent with infusing it into everything you do in your classroom.