Respectful Practice (draft guide)
This page should explain important considerations when engaging Indigenous storytelling in educational settings. The goal is to encourage respectful, responsible, and community-aware approaches rather than simply using stories as classroom materials.
Writing guidance for authors: Emphasize respect, responsibility, and cultural context. Avoid presenting Indigenous stories as generic educational tools. This section should help readers understand that stories are connected to specific communities, relationships, and protocols.
Key ideas to highlight
Some stories are public, some are seasonal, and some are sacred or community-specific. Not every story is appropriate for classroom use.
- Stories belong to particular Nations and communities.
- Different communities have different storytelling protocols.
- Educators should approach stories with humility and responsibility.
- Learning about stories includes learning about relationships and context.
Planning questions
- Where is this story from (Nation/community), and who has the right to tell it?
- Is the story appropriate for public or classroom sharing?
- Is the story seasonal, sacred, or community-specific?
- Would it be more appropriate to invite a community storyteller or Knowledge Keeper?
- How can educators avoid stereotypes or oversimplified messages?
Low-risk approaches for educators
- Use contemporary Indigenous-authored picture books that are intended for public audiences.
- Highlight the author and illustrator to discuss who is telling the story.
- Focus on themes such as listening, relationships, community, and caring for the land.
- Acknowledge that stories come from specific cultural contexts.
Authors can later add local community guidance or protocols relevant to their region.
Suggested source type
Use 1–2 scholarly sources discussing Indigenous storywork, relational learning, or ethical engagement with Indigenous knowledge. Full citations should appear on the References page.