Indigenous pedagogy on childhood: A consultation with the two Anishinabeg communities of Long Point First Nation and Rapid Lake, Quebec

Abstract

Many Indigenous communities view children as sacred gifts deserving of love and respect, and as the ones who will carry their collective ways of life forward. However, Indigenous young people within Canada face disproportionate challenges to their health and well-being, partly a result of ongoing colonial practices within professional services. In response to the Truth and Reconciliation Commission’s Calls to Action regarding improvements to professional education and training, our team conducted an international scoping review which identified that Indigenous pedagogy is rarely included in curricular development. We completed this scoping review’s consultation phase in two Anishinabeg communities. In this consultation, we posed the following questions: What are Anishinaabe perspectives on and experiences of child-focused professional practices? How are child-focused professionals currently prepared to work with young Anishinabeg peoples? How should they be prepared? Participants highlighted the importance of professionals learning Indigenous history and Anishinaabe culture, having field-based education, and engaging children with hands-on activities. Professionals encountered little to no Indigenous-focused content in their formal education, with most exposure occurring in continuing education settings. Our results suggest Indigenous ways of knowing can and should be honored in child-focused professional education, thereby supporting the development of effective and culturally-safe relationships between professionals and Indigenous peoples.