Provide In-Class Support

A student presents to three other students while an Elder looks on. A table holds a smoking smudging stick in a shell.

“We are there — in the space and in the moment — with the student.”
—Elder Barb Hulme

“Students are finding their voice and standing strong against the feeling of not being good enough, smart enough … Racism is insidious as repeated phrases are then ingrained in our being.”
—Elder Darlene McIntosh

“We will love and honour all of our children, families, and all of our relatives.”
—Elder Amelia Washington

Reflection Questions

Elders attend classes to support and lift up students, and their gentle presence creates a safer space in the classroom. They also attend classes to share their knowledge, wisdom, and insight, which helps students build relationships with Indigenous people and communities. All students became more culturally competent as a result of the Elders’ teachings.

  1. What steps can you take to bring Elders into the classroom to enrich teaching methodology and integrate local history?
  2. What can you do to support bringing traditional medicines (such as smudging or brushing) into the classroom?
  3. What can you do as an instructor to prepare yourself to share this booklet or Indigenous knowledges and histories in your classroom?
  4. What are some similarities or differences in your cultural practices in relation to Indigenous practices and ceremonies?


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Nanihtsulyaz ‘int’en (Do things gently) ʔes zuminstwáx kt (We take care of one another) Copyright © by Taylor Devine; Marlene Erickson; Barb Hulme; Darlene McIntosh; Amelia Washington; and Carina Nilsson (illustrator) is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, except where otherwise noted.

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