Understanding Indigenous Perspectives on Pedagogy for Child-Focused Professionals

Understanding Indigenous Perspectives on Pedagogy for Child-Focused Professionals 

What is this Research About?

This study is about trying to understand Indigenous pedagogy on childhood, largely to enhance how child-focused professionals are prepared for working alongside Indigenous children. This can include both content and teaching approaches. The general approaches might be transferable to teaching other subjects as well.  Importantly, this research sought to hear directly from Indigenous communities about their needs and preferences in these areas. This can have advantages over just reviewing other research studies, or just looking at other, broader cultural and historical sources about Indigenous pedagogy. 

What did the Researchers Do?

The researchers interviewed 42 individuals connected to two Anishinabeg First Nations communities in Quebec. This included 18 adults (elders, parents, etc.); as well as six Indigenous and nine non-Indigenous child-focused professionals, with six of the 15 professionals being non-locals. The researchers asked about experiences with professionals, professional experiences with training, and how professionals should be prepared. Results were analyzed using an inductive and deductive approach. This research was carried out largely for the consultation portion of a review about Indigenous pedagogy on childhood. It also informed development of a children’s nursing curriculum, although the study has a multidisciplinary perspective. 

What did the Researchers Find?

Results were described within three areas. (1) Anishinabeg participants described many strengths in their experiences with professionals, but there were also some negative experiences. (2) Professionals described receiving overall little Indigenous-specific content in their training. (3) Participants shared their perspectives on how professionals should be prepared. This included recognizing the crucial importance of knowledge of Indigenous history and Anishinabeg culture. Also, Anishinabeg child and adult participants recommended hands-on learning (e.g., practical and physical activities). Further, Anishinabeg adults and child-focused professionals recommended Indigenous-led activities. Finally, all participants recommended promoting respect, compassion, and transparency in interactions. 

→ How to Implement this Research in Your Classroom

To inform practices aligned with Indigenous pedagogy on childhood, it is valuable to consult with Indigenous communities. These researchers conducted interviews. Results provide insights on experiences with professionals and training, and ideal preparation for professionals. Postsecondary educators can use the results in multiple ways. They can integrate authentic cultural and historical content, such as Indigenous-language materials, translated texts, music, and more. Indigenous hands-on activities, like land-based inquiry, can be introduced. Also, harmonious interactions can be taught and modelled, like with land acknowledgments or asking elders questions. Finally, educators can promote Indigenous-led activities, such as talks by elders, or drum circles. 

→  Citation

Heck, C., Cobos, S., Carnevale, F., Macdonald, M. E., & Polson, P. P. (2023). Indigenous pedagogy on childhood: A consultation with the two Anishinabeg communities of Long Point First Nation and Rapid Lake, Quebec. International Journal of Indigenous Health, 18(1), 1–14. https://doi.org/10.32799/ijih.v18i1.39507 

→  Keywords

  • Indigenous Pedagogy
  • Pedagogy on Childhood
  • Community Consultation 

Creative Commons by logo This work is licensed under the Creative Commons Attribution 2.0 Canada License

Snapshot Writer: Max Carynnyk

Snapshot Publication Date: 2024

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