Inclusive learning in cosmic education: towards a convergence of Montessori pedagogy and Indigenous epistemology

Abstract

In response to the Calls of Action of the Truth and Reconciliation Commission Report (2015) it is essential that teachers and administrators of post-secondary and K-12 schools from across Canada, in both the public and independent sectors, develop programming and curriculum inclusive of Indigenous Knowledges and cultural content. Decolonizing education is a significant part of reconciliation and must be undertaken before meaningful engagement with an Indigenized curriculum is possible. A complex and involved process, decolonization rejects traditional narratives and learning systems that perpetuate misrepresentations of Indigenous Peoples and their histories. Indigenization involves the assertion of Indigenous Knowledges and practices into educational experiences for both Indigenous and non- Indigenous learners. As an internationally respected pedagogical method, Montessori education is based on a holistic and experiential child-centred teaching philosophy that is widely adaptable to diverse settings and cultural contexts. This thesis aims to identify how Cosmic Education, the Montessori program and curriculum developed for primary school-aged students (6-12), can support and encourage inclusive learning strategies specific to Indigenous learning needs. It is an attempt at laying a framework for integrating key characteristics of Indigenous Knowledge with core Montessori pedagogical principles.