First Peoples Principles of Learning

The Calls to Action of the Truth and Reconciliation Commission include the call to integrate Indigenous Knowledge and teaching methods into classrooms. To that end, the Teacher Education Competencies outlined above have been aligned with the First Peoples Principles of Learning with the understanding that cultural constructs and worldviews among Indigenous peoples could serve to enhance the public education system for all students (Chrona, 2016).

Legacy Poles carved by Henry Hunt and Tony Hunt Senior (Mu-pen-kim Kla-kwa dzee), University of Victoria
  • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
  • Learning is holistic, reflexive, reflective, experiential, and relational (focused on  connectedness, on reciprocal relationships, and a sense of place).
  • Learning involves recognizing the consequences of one’s actions.
  • Learning involves generational roles and responsibilities.
  • Learning recognizes the role of indigenous knowledge.
  • Learning is embedded in memory, history, and story.
  • Learning involves patience and time.
  • Learning requires exploration of one’s identity.
  • Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

Jo-Anne Chrona has developed a thorough description of each of the First Peoples Principles of Learning, its relation to other educational theories and implications for teaching. On her site you will also find resources and professional development activities. Connections between the Teacher Education Competencies and First Peoples Principles are identified throughout.