Beyond Strategies: Incorporating Empathy and Indigenous Approaches in the Elementary Classroom

Rebeka Ly

Introduction of Study
!! This

study looks into what happens when teachers move away from potentially superficial and isolated uses of strategies to strive for deep, meaningful connections with students through Indigenous and empathetic approaches.

Purpose of Study
!! The

purpose for the research is to tell the personal stories of elementary teachers who implement and foster empathetic and Indigenous approaches in their classroom.

Background of Researcher
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One of the things Im most passionate about is empathy. Have been involved in teaching and teaching related activities for 15 years in different parts of Ontario, Quebec, overseas to Banaue, Philllipines and 2 years in Bangkok, Thailand empathy is everywhere and needed everywhere. Indigenous studies have inspired and broadened my worldview.

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Main and Sub-Questions

!! What

can we learn from the personal stories of elementary teachers who purposely create opportunity for empathy through Indigenous approaches?

In what ways do Indigenous approaches compliment and encourage empathy? !! Can empathy be seen as an entrance point and avenue for teachers to incorporate and infuse Indigenous teachings?
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Methodology
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Qualitative Literature review:

empathy Indigenous holistic Non-Aboriginals teaching Aboriginal Perspectives Empathetic Teachers

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Interviews

Three participants Face-to-face interviews

Participants
!! Criteria
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Be currently teaching or have taught in Canada for at least four years Value empathy and see it as one of their main teaching focuses Incorporate Indigenous knowledges in their class in a consistent manner

!! Participants ! Luke: Caucasian male, teaches Gr. 2-6 in a rurual school in Quesnel, British Columbia
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Peter: Aboriginal male, teaches Ojibwe in an urban school in Toronto River: Caucasian female teaches in an outdoor kindergarten in an urban school in Toronto

Findings
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#1 A belief and importance placed on the practice of creating deep and meaningful connections and relationships with ourselves and others #2 Opportunities for meaningful connections were both sought after and encouraged #3 Empathetic and Indigenous practices seen as daily and foundational practices, not add-ons #4 Teach who you are empathetic and Indigenous approaches came naturally to these three teachers because it was a part of who they were as people

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Finding #1
!! #1

A belief and importance placed on the practice of creating deep and meaningful connections and relationships with ourselves and others

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I always stress the fact about knowing yourselfthats what Aboriginal education is. - Peter Kids need to be activated learners and have pride and confidence in themselves and where they come from instead of shame and guilt Luke if you know what you have to offer then you can understand another person who has something to offer. - River

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Finding #2
!! Opportunities

meaningful connections were both sought after and encouraged

for

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We do a lot of readings, we do a lot of readings about residential schools and those kinds of things and we do a lot of talking and discussion. - Peter I work a lot one-on-one with kids, the classroom is smaller, spend a lot of time in circles, a lot of time with food, all the things that help the medicine go down. Luke We do a lot of storytelling we tell stories everyday. - River

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Finding #3
!! Empathetic

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Indigenous practices seen as daily and foundational practices, not addons

and

And thats everyday. Everyday. I have six groups you know and everyday Im referring to Indigenous Knowledge or an Indigenous way of learning. Peter Empathyits not something we sit down, ok twenty minutes for empathy for today, it starts from the very beginning of the day. Throughout the day, all day long. Luke

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Its just so part of the curriculumyou can say the whole curriculum, our whole outdoor curriculum can be based on Indigenous approachits hard to trace the beginning. - River

Finding #4
!! Teach

who you are empathy and Indigenous approaches come naturally to these teachers because it is a part of who they are as people

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as far as fostering empathy in my classroom, what had led me, I am empathetic to my students because thats who I am you know, those little kids, those little Native kids are me, so I am empathetic to those kids because I know exactly what its like for them because Ive already been in those shoes. - Peter I think that ultimately empathy is something kind of part of who you are right? If youre seeking to be empathetic, I dont know, I certainly cant turn it off, its a part of what I do throughout the day... - Luke I just dont know any other way so River

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Limitations
!! Small !! Lack

sample size of student perspective

Future Studies?
!! Look

deeper into how teachers develop and continue to develop their empathetic and Indigenous approaches. !! Empowering non-Aboriginal teachers to incorporate Indigenous perspectives in their classroom. !! Empathy as an avenue and entrance point for teachers to incorporate and infuse Indigenous teachings in their classroom.

Thank you!