Applying FNMI knowledge survey
An online survey was conducted to gather the information used in this inquiry project. The critical inquiry question in which this research was rooted in is "How are Alberta elementary educators applying foundational knowledge about First Nations, Métis, and Inuit peoples in their classrooms?" This research was influenced by recent change with the Alberta Teaching Quality Standards, with the addition of TQS#5: A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.
Overall, there were 28 educators who participated in this research. Most of the educators teach in Southern Alberta.
Overall, there were 28 educators who participated in this research. Most of the educators teach in Southern Alberta.
Information about the participants
The teachers who participated in this survey have teaching experiences that ranged from Kindergarten to Grade 6. More specifically, there were three kindergarten, five Grade 1, twelve Grade 2, six Grade 3, twelve Grade 4, nine Grade 5, two Grade 6 teachers who participated in this survey.
Information about the participants years of teaching experience was also collected for this inquiry project. There were nine pre-service educators, five teachers with 1-5 years of teaching experience, two with 5-10 years of teaching experience, one with 10-15 years of teaching experience, three with 15-20 years of teaching experience, seven with 20 plus years of teaching experience and one retired educator.
Survey Questions and results
There are a variety of ways that teachers have incorporated indigenous knowledge across subject areas in their own respective classrooms. There are a variety of ways that teachers incorporate FNMI knowledge in their classrooms. This includes. acknowledging the Blackfoot Territory, implementing the seven sacred teachings (i.e. wisdom, honesty, courage etc.) and turtle time. Other ways that teachers incorporate FNMI knowledge in their classrooms is through art projects, read-alouds and oral storytelling.
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Some classroom strategies and activities that teachers have shared to implement this TQS in their classrooms are by reading FNMI literature, playing FNMI games, incorporating FNMI into their math activities and novel studies. Some teachers also felt that Orange Shirt Day and discussing its significance is usually a good starting point where thoughtful and critical conversations sprung organically.
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Professional Development that teachers have done to increase their knowledge about FNMI peoples:
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Putting it all together
Overall, most of the teachers that were surveyed are making efforts to incorporate FNMI perspectives into their own respective classrooms. The majority of the teachers surveyed are able to learn more on how to apply FNMI foundational knowledge through their own district's professional development sessions and/or through their division's 'Indigenous Champions.'