Reflection (draft guide)
This page should encourage reflection on what educators may learn from Indigenous approaches to storytelling and what responsibilities come with engaging these approaches in educational settings.
Writing guidance for authors: Keep this page reflective rather than descriptive. Focus on what this topic means for educators, how it may challenge common teaching assumptions, and what responsibilities arise when working with Indigenous stories, knowledge, and pedagogies.
What this page should include
- Reflection on what educators can learn from storytelling as pedagogy.
- Consideration of relationship, listening, respect, and responsibility.
- Questions about how teachers can engage Indigenous perspectives thoughtfully.
- Brief implications for classroom practice and ongoing professional learning.
Questions for reflection
For educators
- How can teaching move beyond delivering information toward building relationships?
- What does it mean to listen carefully and respectfully in learning contexts?
- How can educators avoid treating Indigenous stories as simple classroom materials?
For practice
- How can learning environments support reflection, dialogue, and meaning-making?
- What responsibilities do non-Indigenous educators have when engaging Indigenous perspectives?
- How can educators continue learning from local communities and guidance?
Suggested source type
Use 1–2 scholarly sources that support reflective discussion about Indigenous pedagogy, relational responsibility, or educator learning. Full citations should appear on the References page.