Defining Indigenous Pedagogy

Indigenous pedagogies stem from pre-colonial approaches to teaching and learning which emphasize: (1) the development of the learner as a whole person; (2) learning through experience; (3) learning through the land; and (4) recognizing the important role that Elders and Traditional Peoples have in passing on knowledge.

1. Personal and Holistic

An Indigenous pedagogical approach is holistic in nature, focusing on the four interrelated dimensions of human development. A learner’s intellectual proclivities, physical awareness, and emotional and spiritual growth are all equally valued, challenging dominant ideologies that specifically ignore the latter domain.

2. Experiential

Indigenous pedagogies emphasize learning by doing. Traditionally, young people learned how to participate effectively in their communities by practicing the skills they would need to perform later in life. In a contemporary context, students can learn through observation, action, reflection, and further action. For instructors, this means creating opportunities within courses for students to share and learn from direct experience.

3. Place-based learning

Indigenous pedagogies connect learning to a specific place, and thus knowledge is situated in relationship to a location, experience, and group of people. Students benefit when provided opportunities to explore, inquire, and learn on the land, and to be in a relationship with the land alongside others.

4. Intergenerational

In pre-contact societies, Elders had a vital role to play in passing on wisdom and knowledge to youth. That relationship is still honored today, as Elders remain the most respected educators in most Indigenous communities. Both Indigenous and non-Indigenous students can learn a great deal from Elders, and instructors can collaborate with them as experts in Indigenous pedagogy.

Reference: https://www.trentu.ca/teaching/integrating-indigenous-pedagogy-remote-courses

The Impact of Digital Technology on Indigenous Peoples

Currently, Indigenous peoples are utilizing tools such as video conferencing technology, digitization of documents, and radio broadcast over the Internet. The majority of these technologies are used to preserve and promote Indigenous culture, tradition, history, and human rights advocacy. Further, the Internet is used by indigenous groups for e-mailing, chat rooms, radio stations, video-conferencing, and simple information-gathering by looking at Web sites. Today, there are multiple organizations dedicated to the utilization of technology in Indigenous communities, such as educational programs promoting and addressing the technology needs of Indigenous peoples.

Reference: https://www.ethnosproject.org/the-impact-of-digital-technology-on-indigenous-peoples/

By thoughtfully integrating Indigenous pedagogy and technology in kindergartens, educators can provide culturally responsive educational experiences that promote language retention, cultural identity, and a sense of pride in Indigenous children. For example, we can use digital storytelling in kindergarten. This tool can be used as a means for indigenous children to share their experiences, stories, and perspectives. Children can use technology to create and present their own digital stories and strengthen their cultural identity and self-expression.