The journey to walk alongside is ongoing and circular; collaborative and expansive.
It involves your own process of reflecting, relating, understanding and doing and expands outward in your teaching practice. Competency 15 asks Quebec teachers to “value and promote Indigenous knowledge, worldviews, culture, and history” (First Nations Education Council, 2023). How can you begin to do that today?
The Walking Alongside circle
The Walking Alongside circle is informed by Teaching by the Medicine Wheel by Dr. Nicole Bell.
Vision
My Positionality/My role as a Teacher
The journey begins in the East where you consider your vision of teaching, learning and walking alongside. In this section you are asked to reflect on your values and teaching philosophy. How does your own positionality inform your values and ways of doing as a teacher? What biases might you bring to the classroom?
To continue on the wheel turn to the NORTH.
This counterclockwise direction aligns with Kanien'kehá:ka protocol of the territory where this site was created, in Tiohtiá:ke (Montreal).
Relationships
Land & People of the Territories of Quebec
Walking Alongside means acknowledging, knowing, and honouring the nations, communities and territories where you live and teach, and building respectful relationships. This section gives you an opportunity to learn about the land and people of the territory known as Quebec, and consider what your role as an ally can be.
To continue on the wheel turn to the WEST.
Knowledge
History, Context, Contemporary Realities
Deepen your understanding of Indigenous communities across Canada- and the critical, enduring issues confronted by Indigenous peoples that require commitment from Canadians to help address those same issues. It is important to know the history, context, and contemporary realities that have come from that history, so that you better understand how to educate and navigate these topics in your classroom.
To continue on the wheel turn to the SOUTH.
Movement
Putting Into Practice
Bring your knowledge into the classroom, create an inclusive and supportive space for discussion, and invite your students to walk alongside with you. What contexts concerning Indigenous people’s lives and experiences do you need to understand in order to do this? This section is all about what it looks like to put what you've learned into practice and start making changes.