Introduction
Recently, two teachers discovered that they were in disagreement about the First Peoples Principles of Learning (FPPL) being based on sound pedagogy. Namely, teacher A has expressed an opinion that FPPL does not represent the ideals of rationality and does not promote collaboration, encouraging secrecy and superstitions instead.
Discussion
In turn, teacher B explained that FPPL facilitates self-reflection, contemplation, and vast opportunities for connecting learning to real-life experiences, which aligns with pedagogical canons. Moreover, teacher B argued that FPPL tries to provide the possibility for children to feel related to their ancestors, which is why some principles seem unconventional. Teacher A became defensive of the ideas of standard methodology and the necessity of one established way of educating.
The case study demonstrates an experience of cultural difference on the side of teacher A. Namely, the teacher denied another culture’s education methods and tried to find arguments to defend their position; hence, teacher A viewed FPPL in an ethnocentric manner (Bennett, 2021). However, teacher A can grow in her understanding through minimization, acceptance, adaptation, and integration. One of the solutions that could be proposed is for teacher B to explain that FPPL has incorporated Indigenous knowledge and ways of thinking into curricula in accurate and relevant ways. The teacher should mention that competent personnel, as well as Indigenous instructors and other professionals, examined the curriculum content to make it follow pedagogical standards.
Conclusion
Moreover, the teacher should emphasize that the BC curriculum highlights the importance of diversity and freedom to learn in accordance with one’s identity, which is achieved by FPPL (British Columbia, n.d.). Thus, teacher A would be able to rethink their beliefs and reevaluate FPPL from the proposed perspective.
References
Bennett, M. (2021). DMIS Model. IDRInstitute. Web.
British Columbia. (n.d.). Curriculum overview. Web.