Integrating Indigenous perspectives: a study in elementary teacher practice
Subject
Abstract
This study explored the perceptions and experiences of elementary school teachers integrating Indigenous perspectives and content into their practice. Semistructured interview questions were used to collect data from six participants working in the Delta School District in British Columbia, Canada. Teachers were asked to share their understanding of Indigenous perspectives and to describe teaching experiences where they had felt successful with integrating Indigenous perspectives into their practice and what they believed had contributed to this feeling of success. They were also asked what types of resources they found useful in the classroom and what supports they believed teachers needed to strengthen their understanding of Indigenous perspectives. This study found that teachers are committed to incorporating Indigenous perspectives into their teaching practice, view this work as challenging and necessary, and see their learning and practice as a continuum of understanding. Further research is needed to verify the findings of this study.