A principal's journey: A study into the impact of weaving Indigenous knowledges alongside students in an elementary school setting

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  • According to the 94 Calls to Action, it is vital that educators learn and apply foundational knowledge of First Nations, Métis, and Inuit knowledge systems and perspectives in schools. Thus, students and teachers must have ample opportunities to learn about Indigenous culture from Elders, Knowledge Keepers, and communities. Moreover, Alberta's Leadership Quality Standard outlines the responsibility of teacher leaders/administrators to lead a professional learning community to ensure the application of foundational knowledge of Indigenous peoples is established within the school culture and community. As we think about our responsibilities as teacher leaders, what role do we have in students’ learning to ensure deeper understandings? This study shares my journey as a principal coming alongside my elementary school community which is unique in many ways. With the guidance of a Knowledge Keeper on staff to support teachers, students, and families, we have been able to provide intentional teachings and opportunities to engage in Indigenous programming over the past six years. Through holding focus group conversations with 20 children in grades 4, 5, and 6 during the 2021-2022 school year, this research highlights the impact of Indigenous teachings on these children's experiences and learning. By attending to the experiences of the children, this research provides deeper insights into the importance of continually reflecting on our practices and learning as teacher leaders as well as creating spaces for meaningful learning alongside children, families, Knowledge Keepers, Elders, teachers, and the community.

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  • Type of Item
    Research Material
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  • License
    Attribution-NonCommercial 4.0 International