This video was created for FNMI specialist AQ from Queens University 2020.
As I think about how to effectively describe the differences between Colonized vs. decolonized teaching I am reminded of the story of “Quaslametko and Yetko: Two Grandmother Models for Contemporary Native Education Pedagogy” by Shirley Sterling, pp. 113–123 in First Nations Education in Canada: The Circle Unfolds.
In this story you are faced with two grandmothers who are opposite in their approaches and perspectives. Below you can decide which which grandmother you connect with and reflect on the outcomes you would like for your own children or students.
Colonized Approach - Quaslametko
Examples of Teaching Methods
Authoritarian and accusatory - structured (hierarchical), need for control and obedience in order to be trained ie. speaking in a mean voice, use of threats *follows the methods of residential school, cultural genocide
Learning Atmosphere
Tense due to instilling fear, guilt and control over children to make them obedient.
*lack of connection to land, was about learning through drills, memorization, mastery and subjects were seen as separate
Probable Learning Outcomes
Positive outcome - importance of hard work, ability to measure level of understanding and knowledge
Negative - self to world connection not made, dislike for school/subject due to negative experience
Decolonized Approach - Yetko
Examples of Teaching Methods
Egalitarian Style - open climate of trust and acceptance free to experiment ie. teaching medicine wheel and symbol of the circle *follows more culturally relevant and responsive teaching methods that encompass genuine, respectful and empathy towards others without judgement
Learning Atmosphere
Accepting, open and exciting with connections and relationship building through sharing.
*connection to land and environment - show and tell ie. picking of plant and berries explaining and helping see and understand connections to all/many areas
Probable Learning Outcomes
Positive outcome - life long learner, because ability to capture the wonder and curiosity in children
Negative - lack of structure or measure of acquisition of knowledge and understanding
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