IF Not Here, Then Where?

This week’s post is a reflection on the article “If not here, then where by Jo Chrona. You can find the article here. The article examined why it remains important to teach about Indigenous culture even when those students are not represented within one’s class. Many schools and educators default to teaching about the cultures of the students in their classes. This practice aims to foster equity in the school and to approach teaching and learning from multiple worldviews and models. Furthermore, this strategy allows students to see their own culture celebrated at school, helping them feel more accepted and represented within their community. This makes sense, as teachers aim to be inclusive and support the idea that Canada is a cultural mosaic (a place where people are free to celebrate unique cultures as well as being Canadian). So why then, when Indigenous students are not in our classes, are we mandated to consider FPPL? (First Peoples Principals of Learning) Jo asserts in her article that Indigenous education is mandated because it is tied to place, history, and land rather than demographic representation. I strongly agree with this stance, but wanted to dive a little deeper.

Teaching is not just responding to who is in the room.

Education is about creating functional adults who can think critically, analyze situations, and build deep connections in their communities, so they have the tools for self-discovery. As educators, we must understand that we are helping to mold the next generation and the lens through which they see the world. We are preparing citizens who can hopefully live harmoniously with one another and pass the torch onto the next generation. In this sense, curriculum is more than “what a student needs to know,” it’s an act of social responsibility. Because Indigenous communities have been the caretakers of this land since time immemorial, it is an obligation to pass on those teachings. Not only because these communities have valuable knowledge, but because that knowledge is place and context-based, as Jo said, “If not here then where.” Furthermore, regardless of who is in our class, those students will eventually become community members making decisions. Decisions that will impact the environment, food supply, carbon footprint, and water. All resources that are on unceded indigenous land. When the leaders of tomorrow make these choices, it’s our duty to ensure they are connected to the culture and teachings of their local Indigenous communities so that those choices remain equitable for the caretakers of this land.

Professional Discomfort as Part of Teaching Growth

The article featured a professional dialogue between Jo and a colleague. Rather than shutting down discourse, I appreciated that Jo framed her response first by saying, “I thought about this for a minute before responding. I knew that this was going to be a common question in the years to come.” This response created a space for the reader to understand that it is okay to have questions. The road to reconciliation is filled with them. It also highlighted a thoughtful moment of Jos’ own reflection and an understanding that having answers to these kinds of questions and keeping an open dialogue are what allow individuals to change their minds and become advocates for Indigenous education rather than bystanders. This part of the article highlighted the importance of not only identifying my own questions but also seeking answers. In my educational journey, I will continue to embrace the idea that personal growth is often propelled by stepping out of my comfort zone and continuing to challenge my ideas and biases. This idea and post perfectly encapsulate UVIC teacher competency number six, “practice respect for all learners from all cultures, including, specifically, Indigenous learners.”