Indigenous Ways of Knowing, Learning, and Doing in Social Emotional Curriculum
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Authors
Lewis, Jeanette
Issue Date
2023-05
Type
Capstone
Language
en
Keywords
social emotional learning , indigenous , counselling , world views , curriculum
Alternative Title
Abstract
This paper examines how school counsellors can best meet the needs of Indigenous students when implementing Social Emotional Learning curriculum. Indigenous students require an approach that is culturally and trauma responsive. It is the responsibility of educators to become informed in these areas. The literature review looks at research that supports the importance and benefits of Social Emotional Learning programs that are well-designed and implemented appropriately. By examining research, it becomes clear that quality Social Emotional Learning contributes to the overall mental health and well-being of children. The literature review also examines Indigenous worldviews compared to the western worldview, Two-Eyed Seeing as a theoretical framework, and the First Peoples Principles of learning as a guide for educators. By exploring these Indigenous concepts and belief systems, an overview of what Indigenous students might need to make learning culturally appropriate, trauma responsive and meaningful is proposed. Finally, there is an outline for educators and counsellors recommending how Social Emotional Learning can be approached with an Indigenous lens including a discussion of self-reflective practice, trauma-informed work, resources, and pedagogy.
Description
Citation
Publisher
License
Attribution-NonCommercial-NoDerivs 3.0 United States
openAccess
openAccess