Respectful Practice

Stories Belong to Nations and Communities

Indigenous stories belong to specific Nations and communities, and not all stories are meant to be shared publicly. Some may be sacred, seasonal, or shared only by certain individuals such as Elders or Knowledge Keepers. Educators should not assume that all stories can be used in the same way. Instead, respectful practice involves asking important questions before using a story:

• Where is this story from?
• Which Nation or community is connected to it?
• Who has the right to share this story?
• Is it appropriate for classroom use?

These questions reflect the relational nature of Indigenous knowledge, which is inseparable from the people and places it comes from (Kinzel, 2020; see References). Taking time to consider context helps educators avoid using stories in ways that may be inappropriate or taken out of context.

Storytelling and oral traditions come from many specific Indigenous Peoples and communities, and stories help affirm what it means to belong to particular Nations, villages, and ways of life (Martinez, 2024; see References).

Example: Before sharing a story, an educator might briefly explain where the story comes from, name the Nation or community connected to it when appropriate, and acknowledge that stories come from specific peoples and places.

Cultural Humility in Practice

Respectful storytelling also involves cultural humility. Educators are not experts in Indigenous knowledge, but learners who must remain open, reflective, and willing to listen. This includes being aware of power, privilege, and the ongoing impacts of colonial histories, while creating space for authentic voices rather than speaking on behalf of communities (Mitchell et al., 2018; see References).

In this way, the role of the educator shifts from authority to co-learner. Learning becomes a shared process grounded in relationships, respect, and responsibility, rather than the transmission of fixed knowledge (Kinzel, 2020; see References).

Research also highlights the importance of approaching stories with care, humility, and responsibility. In many Indigenous contexts, silence, listening, and slowing down are meaningful practices that create space for reflection, observation, and deeper understanding (Flemming, 2023; see References).

When educators model humility, children are also encouraged to approach stories with care, curiosity, and respect rather than assuming quick or simple answers.

Example: An educator might say, “I am still learning too,” and invite children to wonder together rather than presenting themselves as the final authority on the meaning of a story.

Stories Are Connected to Context

Indigenous stories are closely connected to land, language, and lived experiences. They cannot be separated from the communities they come from without losing meaning. Resources such as FirstVoices demonstrate how language and storytelling are tied to specific communities and cultural knowledge (First Peoples’ Cultural Council, n.d.; see References).

Acknowledging context helps children understand that stories are part of real relationships and cultures, rather than abstract or universal content. This supports deeper and more meaningful learning.

Meaning may depend on listeners, time, and place. This reminds educators that stories are not fixed objects to be extracted from context, but living teachings whose meanings are shaped through relationship, setting, and cultural understanding (Flemming, 2023; see References).

Example: When introducing a story, an educator might note the language, territory, or community connected to it and encourage children to notice that stories are rooted in place and identity.

Permission, Attribution, and Protocols

Respectful practice also involves careful attention to permission, attribution, and cultural protocols. When educators choose to share or retell Indigenous stories, it is important to follow established guidance about how stories are introduced and represented. This includes obtaining permission when needed, acknowledging the source of the story, and clearly naming where the story comes from (Rusk, 2023; see References).

Educators should avoid altering stories in ways that change their central themes or teachings. Respectful storytelling means honouring the integrity of the story rather than adapting it freely for convenience or entertainment. In some Nations, certain ancestral stories are also shared only at particular times of year, which means that cultural and seasonal protocols must be respected (Rusk, 2023; see References).

These considerations help educators recognize that stories are not simply texts to be used at will. They are connected to relationships, responsibilities, and knowledge systems that deserve care and accountability.

Example: An educator might introduce a story by naming the Nation it comes from, the author, Elder, or Knowledge Keeper connected to it, and the book or source where it was found, while avoiding changes to the story’s key teachings.

Avoiding Tokenism and Misrepresentation

Educators must also be mindful of avoiding tokenism, stereotypes, and oversimplification. Including Indigenous perspectives in surface-level ways can become performative if not approached thoughtfully. Storytelling should not be used as a one-time activity or an add-on, but integrated in ways that reflect authentic voices and lived experiences (Mitchell et al., 2018; see References).

This matters because children build understandings from repeated experiences. When stories are presented with care and continuity, children are more likely to develop thoughtful, respectful understandings rather than simplified impressions.

Stories carry values, beliefs, and practices that help Indigenous Peoples understand who they are, why they are here, and how they are responsible to all their relations (Martinez, 2024; see References).

Example: Instead of using an Indigenous story only during a themed week or special event, educators might revisit the story over time and connect it to ongoing learning about land, relationships, and community.

Low-Risk and Respectful Approaches

One way educators can engage in respectful storytelling is by using Indigenous-authored books that are intended for public audiences. These texts are created to share knowledge in appropriate and respectful ways. When using these materials, educators should acknowledge the author, cultural context, and community connections of each story (Kinzel, 2020; see References). For examples of how these books can be used in practice, see the Applications page.

This offers children an accessible and meaningful entry point into storytelling while still reinforcing that stories come from real authors, communities, and cultural contexts.

Example: An educator might introduce the author and illustrator before reading, then invite children to reflect on what they noticed about relationships, land, or community in the story.

Responsibility and Reciprocity

Respectful practice also involves responsibility and ethical decision-making. In some cases, it may be more appropriate to invite an Elder, storyteller, or community member to share knowledge rather than presenting it independently. This reflects a relational approach to learning based on reciprocity, where educators consider how they can build meaningful connections and give back to communities (Mitchell et al., 2018; see References).

The teaching “Hands back… Hands forward” emphasizes learning from those who came before and carrying teachings forward responsibly. This image of receiving and passing on knowledge helps illustrate that storytelling is relational work, not simply the use of content (Archibald, n.d.; see References).

This reminds children that knowledge is shared through relationships and that learning involves responsibility, not just access.

Example: If possible, an educator might learn from a local Knowledge Keeper or community member and consider how classroom learning can be grounded in ongoing relationships rather than one-time use of Indigenous content.

Reflection Questions

These questions can help educators pause and reflect before using a story in the classroom:

• Where is this story from, and which Nation or community is connected to it?
• Who has the right to tell or share this story?
• Is the story appropriate for classroom use?
• Could the story be seasonal, sacred, or community-specific?
• Has the source of the story been clearly acknowledged?
• Would it be more appropriate to learn from a Knowledge Keeper or Elder?
• How can I avoid stereotypes, oversimplification, or taking stories out of context?

Returning to questions such as these can help ensure that storytelling remains thoughtful, relational, and grounded in respect.