Educators respect and value the history of First Nations, Inuit and Métis in Canada and the impact of the past on the present and the future. Educators contribute towards truth and reconciliation and healing. Educators foster a deeper understanding of ways of knowing and being, histories, and cultures of First Nations, Inuit and Métis.
Educators critically examine their own biases, attitudes, beliefs, values and practices to facilitate change. Educators value and respect the language, heritage, cultures, and ways of knowing and being of First Nations, Inuit and Métis. Educators understand the power of focusing on connectedness and relationships to oneself, family, community, and the natural world. Educators integrate First Nations, Inuit, and Métis worldviews and perspectives into learning environments.
https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teacher-regulation/standards-for-educators/edu_standards.pdf
This is a standard that is really important to me because Indigenous knowledge, culture, and history wasn’t talked about much during my elementary and secondary school years. I want to ensure that I am able to educate my students on this history and create a space that honours and celebrates Indigenous cultures. For teachers to incorporate Indigenous history and ways of knowing and being they have to first educate themselves, this can seem daunting since there is a lot to learn. I am blessed to be getting my education degree in a time where a lot of this knowledge is being taught to teacher candidates.
This standard was recently introduced and, although it was due time, not all educators were happy about this change. Before even starting the education program, I found myself in an intensive conversation with a seasoned teacher about their frustrations regarding this standard. After leaving that conversation, I felt a little frustrated toward this person but even more frustrated towards myself; I found myself empathizing with them. In a time where so much is asked of our educators, this was another hoop to jump through. The fact that I felt empathy in this conversation frustrated me because I believe that this standard is a positive change. The school system was made to colonize First Nations, Inuit and Métis people. Making space for them was the least we could do.
To say I had a lot of conflicting feelings was an understatement. I felt empathy for the seasoned teachers that have so much to do already, anger that not everyone sees the damage the school system has done, passion for wanting to educate the next generation on these issues, and uncertainty that I wanted to be in this community for the rest of my career. Would I be able to handle having this conversation time and time again? Would I be able to embrace this standard in a community that may not completely agree with it?
Luckily, when I started the education program I found myself with like-minded individuals that wanted to create positive change and make space for all students in education, this decreased my concerns considerably. After visiting multiple schools and getting to know the community, I came to the realization that the point of views I was worried about were few and far between. Although I’m sure my beliefs and values will continue to be challenged, I believe this to be for the best since it will help me continually grow and examine my own biases, attitudes, beliefs, and values.