{"id":46,"date":"2018-06-21T15:54:48","date_gmt":"2018-06-21T15:54:48","guid":{"rendered":"https:\/\/books.twu.ca\/indigenizationinstructors\/chapter\/relevance-of-indigenous-worldviews\/"},"modified":"2018-11-12T18:16:03","modified_gmt":"2018-11-12T18:16:03","slug":"relevance-of-indigenous-worldviews","status":"publish","type":"chapter","link":"https:\/\/books.twu.ca\/indigenizationinstructors\/chapter\/relevance-of-indigenous-worldviews\/","title":{"rendered":"Relevance of Indigenous Worldviews"},"content":{"raw":"A realm that most Indigenous worldviews recognize and affirm is the circles of influence of individual well-being. Through interactions and connections with the world, community or nation, and family, an individual gains strength to form a healthy identity and a place within culture. Indigenous worldviews recognize that the strength of and support for an individual contribute to the wellness of communities, nations, and the land. For educators, a strengths-based approach acknowledges interconnections and intersections of knowledge and practice:\n\n&nbsp;\n\n<blockquote>In addition to knowing their students as individuals and configuring instruction to connect with their interests and build on their strengths, teachers who espouse a learner-centred approach typically adopt an outlook characterized by: a willingness to see themselves as facilitators of students\u2019 learning rather than autonomous classroom managers; a focus on \u201csetting the bar ever higher\u201d with respect to what students can do rather than on magnifying their awareness of what they cannot yet do (i.e., a deficit focus); an emphasis on promoting student self-regulation and student initiative with respect to their own learning; the more extensive and frequent use of student self-assessment activities; and the ability to nurture reflective learning (including the use of student-generated criteria for assessment).\n\n\u2013 Province of British Columbia (2015, p. 48)\n\n<\/blockquote>While the above quote relates to the role of teachers in K\u201312 education, it applies to post-secondary education as well. Indigenous worldviews should not only be part of the content that is taught, but be part of a relevant and responsive assessment process as well.\n\n","rendered":"<p>A realm that most Indigenous worldviews recognize and affirm is the circles of influence of individual well-being. Through interactions and connections with the world, community or nation, and family, an individual gains strength to form a healthy identity and a place within culture. Indigenous worldviews recognize that the strength of and support for an individual contribute to the wellness of communities, nations, and the land. For educators, a strengths-based approach acknowledges interconnections and intersections of knowledge and practice:<\/p>\n<p>&nbsp;<\/p>\n<blockquote><p>In addition to knowing their students as individuals and configuring instruction to connect with their interests and build on their strengths, teachers who espouse a learner-centred approach typically adopt an outlook characterized by: a willingness to see themselves as facilitators of students\u2019 learning rather than autonomous classroom managers; a focus on \u201csetting the bar ever higher\u201d with respect to what students can do rather than on magnifying their awareness of what they cannot yet do (i.e., a deficit focus); an emphasis on promoting student self-regulation and student initiative with respect to their own learning; the more extensive and frequent use of student self-assessment activities; and the ability to nurture reflective learning (including the use of student-generated criteria for assessment).<\/p>\n<p>\u2013 Province of British Columbia (2015, p. 48)<\/p>\n<\/blockquote>\n<p>While the above quote relates to the role of teachers in K\u201312 education, it applies to post-secondary education as well. Indigenous worldviews should not only be part of the content that is taught, but be part of a relevant and responsive assessment process as well.<\/p>\n","protected":false},"author":2,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"part":41,"_links":{"self":[{"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/pressbooks\/v2\/chapters\/46"}],"collection":[{"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":1,"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/pressbooks\/v2\/chapters\/46\/revisions"}],"predecessor-version":[{"id":47,"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/pressbooks\/v2\/chapters\/46\/revisions\/47"}],"part":[{"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/pressbooks\/v2\/parts\/41"}],"metadata":[{"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/pressbooks\/v2\/chapters\/46\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/wp\/v2\/media?parent=46"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/pressbooks\/v2\/chapter-type?post=46"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/wp\/v2\/contributor?post=46"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/books.twu.ca\/indigenizationinstructors\/wp-json\/wp\/v2\/license?post=46"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}