In this module, we focused on Indigenous frameworks and perspectives on learning and development. In preceding modules, we focused on learning theories informed by Euro-Western perspectives. Although the Euro-Western perspectives are dominant, they are not the only ones that can inform educators’ ideas about the nature of learning. There are multiple ways to see, understand, and approach the world and learning. Worldview, culture, historical perspective, and lifestyle all impact the type of learning and teaching models that may be adopted and considered valuable and useful.
Create a graphic organizer that identifies the salient similar characteristics in Indigenous perspectives on learning, and compare those to salient characteristics in Euro-Western learning theories. Create your own graphic organizer or use a sample template
Blackstork, C. (2007). The breath of life versus the embodiment of life: Indigenous knowledge and western research . (Read pp. 2-3 & diagram on p.4)
Ministry of Education. New Zealand Government (2017). Te Whariki: Early Childhood Curriculum. (Read pp. 17-21)
Canadian Council on Learning. (2009). The State of Aboriginal Learning in Canada: Holistic Approach to Measuring Learning. (Read Chapter 1, pp. 10-13)
First Peoples (2020). Principles of Learning.
https://www.coursehero.com/study-guides/atd-bhcc-intropsych/observational-learning-modeling/
https://theconversation.com/comic-explainer-how-memory-works-64485
https://www.verywellmind.com/operant-conditioning-a2-2794863
https://www.verywellmind.com/what-is-the-zone-of-proximal-development-2796034
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