Becoming a holistic teacher: how we can respectfully blend Indigenous and Euro-Canadian pedagogies in rural communities

Abstract

In taking steps toward reconciliation, BC’s Ministry of Education, schools, and educators are responding to the call to blend Indigenous and Euro-Canadian pedagogies in the current K-12 curriculum in order to address the inequities in education systems, particularly for Indigenous students. However, many educators, particularly within the unique context of rural regions, are unsure how to effectively blend these differing learning models, and with that, how to best meet all their students’ needs. So how can rural teachers respectfully blend Indigenous and Euro-Canadian pedagogies into their practice? Based on the theoretical frameworks for blending Indigenous and Euro-Canadian pedagogies which are explored in the review of the literature in this document, I posit that one way this can be achieved is through becoming a Holistic Educator, which is the practice of teaching with a focus on interconnectedness and educating the whole learner rather than the sum of their parts. Given that many educators in rural contexts are unsure of how to blend these two pedagogies, I have developed a blog-style website called HolisticTeacher.ca. With the overarching intent of demonstrating what I have learned from the literature, including studies specifically in rural communities, it is designed for K-12 teachers and parents of young children to be able to use as a resource to gain inspiration and confidence to holistically lead their students in learning experiences that may help us decolonize education.