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At The Edge Of Canada: Indigenous Research

Today our guest is set­tler schol­ar Dr. Michele Tana­ka, Assis­tant Pro­fes­sor of Edu­ca­tion­al Foun­da­tions and Teacher Edu­ca­tion in the Depart­ment of Cur­ricu­lum and Instruc­tion at the Uni­ver­si­ty of Vic­to­ria. We dis­cuss her newest book pub­lished via UBC Press: — Learn­ing and Teach­ing Togeth­er: Weav­ing indige­nous Ways of Know­ing into Edu­ca­tion –. As was report­ed last month, the province of Man­i­to­ba is fac­ing a crit­i­cal short­age of cer­ti­fied teach­ers in North­ern com­mu­ni­ties, specif­i­cal­ly FNMI comu­ni­ties. Fac­ing already large fis­cal and resource gaps in edu­ca­tion, FNMI com­mu­ni­ties are now strug­gling to find prop­er­ly trained teach­ers to deliv­er the basic lev­el of instruc­tion, nev­er­mind cul­tur­al­ly lit­er­a­tre teach­ers for Indige­nous learn­ers. Michele’s work pro­vides an essen­tial con­tri­bu­tion to the con­ver­sa­tion around Indige­nous ped­a­go­gies and teacher cer­ti­fi­ca­tion. — Learn­ing and Teach­ing Togeth­er — takes as its case study a group of pre-ser­vice teach­ers who enroll in an immer­sive Indige­nous meth­ods course titled Earth Fibres” at UVic. It becomes appar­ent quite quick­ly that indige­nous mod­els do not fit so neat­ly into the Euro-Cana­di­an edu­ca­tion tra­di­tion: class­es bleed out of the rooms into the halls and on to the land, learn­ing is reflec­tive and rela­tion­al rather than indi­vid­u­al­is­tic, eval­u­a­tion is devel­op­men­tal rather than hier­ar­chi­cal, and time moves in its own way. We cov­er pol­i­tics, cur­ricu­lum, eval­u­a­tion, and learn­ing, but we real­ly dig into time.