Okiskinwahamâkew: Reflecting on teaching, learning and assessment
This paper looks at assessment views held by Alberta Education in regards to teaching and learning for educators in Alberta. The standardization model of teaching and assessment excludes Indigenous thought systems articulated through rigorous thought processes in the nehiyaw mâmitoneyihcikan – the C...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-01-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.719107/full |
| _version_ | 1797961804016517120 |
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| author | Patricia J. Steinhauer |
| author_facet | Patricia J. Steinhauer |
| author_sort | Patricia J. Steinhauer |
| collection | DOAJ |
| description | This paper looks at assessment views held by Alberta Education in regards to teaching and learning for educators in Alberta. The standardization model of teaching and assessment excludes Indigenous thought systems articulated through rigorous thought processes in the nehiyaw mâmitoneyihcikan – the Cree mind and intelligences. Infusion, integration, indigenization models that privilege the dominant educational design continue to perpetuate an invisible colliding space that impacts the Indigenous thinker and learner. Privileging Indigenous language thought systems that are rich in multidimensional processes are presented to address current notions of teaching and assessment. Looking through the lens of the Indigenous language system and addressing the politics of literacy uncovers nehiyaw mâmitoneyihcikan – the Cree mind. This rich thought system reveals a sophisticated system that operates omni and multidimensionally from and within a compassionate mind – a value based way of seeing and engaging. Honoring nehiyaw thought systems, processes of coming to know and respecting Indigenous understandings of teaching and learning, lead to considering the rigorous nehiyaw understanding of okiskinwahamâkew – Indigenous informed teaching guide. |
| first_indexed | 2024-04-11T01:03:29Z |
| format | Article |
| id | doaj.art-bb5b16179695428f844c7adf22f887b6 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-11T01:03:29Z |
| publishDate | 2023-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-bb5b16179695428f844c7adf22f887b62023-01-04T14:56:15ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-01-01710.3389/feduc.2022.719107719107Okiskinwahamâkew: Reflecting on teaching, learning and assessmentPatricia J. SteinhauerThis paper looks at assessment views held by Alberta Education in regards to teaching and learning for educators in Alberta. The standardization model of teaching and assessment excludes Indigenous thought systems articulated through rigorous thought processes in the nehiyaw mâmitoneyihcikan – the Cree mind and intelligences. Infusion, integration, indigenization models that privilege the dominant educational design continue to perpetuate an invisible colliding space that impacts the Indigenous thinker and learner. Privileging Indigenous language thought systems that are rich in multidimensional processes are presented to address current notions of teaching and assessment. Looking through the lens of the Indigenous language system and addressing the politics of literacy uncovers nehiyaw mâmitoneyihcikan – the Cree mind. This rich thought system reveals a sophisticated system that operates omni and multidimensionally from and within a compassionate mind – a value based way of seeing and engaging. Honoring nehiyaw thought systems, processes of coming to know and respecting Indigenous understandings of teaching and learning, lead to considering the rigorous nehiyaw understanding of okiskinwahamâkew – Indigenous informed teaching guide.https://www.frontiersin.org/articles/10.3389/feduc.2022.719107/fullIndigenous educationIndigenous knowledge thoughtokiskinwahamâkewinnehiyaw thought systemsIndigenous pedagogyIndigenous assessment |
| spellingShingle | Patricia J. Steinhauer Okiskinwahamâkew: Reflecting on teaching, learning and assessment Frontiers in Education Indigenous education Indigenous knowledge thought okiskinwahamâkewin nehiyaw thought systems Indigenous pedagogy Indigenous assessment |
| title | Okiskinwahamâkew: Reflecting on teaching, learning and assessment |
| title_full | Okiskinwahamâkew: Reflecting on teaching, learning and assessment |
| title_fullStr | Okiskinwahamâkew: Reflecting on teaching, learning and assessment |
| title_full_unstemmed | Okiskinwahamâkew: Reflecting on teaching, learning and assessment |
| title_short | Okiskinwahamâkew: Reflecting on teaching, learning and assessment |
| title_sort | okiskinwahamakew reflecting on teaching learning and assessment |
| topic | Indigenous education Indigenous knowledge thought okiskinwahamâkewin nehiyaw thought systems Indigenous pedagogy Indigenous assessment |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.719107/full |
| work_keys_str_mv | AT patriciajsteinhauer okiskinwahamakewreflectingonteachinglearningandassessment |