From Acknowledgement to Relationship and Action

1. Position myself before I teach

Why I selected it: I selected this because I am a newcomer to British Columbia and an internationally educated teacher. My own background affects what I notice, what I assume, and what I still need to learn.

What I learned: Positioning means naming where I come from, the relationships and communities that shape me, and the lands where I now live. It does not make the introduction about me; it helps others understand the standpoint from which I am speaking and reminds me that I am accountable for gaps in my knowledge.

Transfer to practice: I will begin courses and important learning sequences with a brief, honest positioning statement. I will invite students to introduce themselves in multimodal and voluntary ways, without requiring them to disclose family, culture, identity, or experiences they want to keep private.

2. Respect self-identification and the power of terminology

Why I selected it: I selected this because language is my teaching field. The module showed me that accuracy and respect are connected to histories of power, not only to grammar or style.

What I learned: Broad terms can be useful, but they can also erase distinctions among First Nations, Métis, Inuit, and specific Nations and communities. The best practice is to use community names and spellings when known, respect self-identification, avoid possessive language, and remain open to correction as terminology evolves (Queen’s University, Office of Indigenous Initiatives, n.d.; University of British Columbia, 2021).

Transfer to practice: I will audit the language in resources and assignments, teach students to ask who has the authority to name, cite community-specific sources, and model how to correct a mistake without defensiveness.

3. Connect land acknowledgements to learning and action

Why I selected it: I selected this because I hear land acknowledgements often, but I had not always asked what should happen after the words are spoken.

What I learned: A meaningful acknowledgement identifies place and continuing Indigenous presence, but it also positions the speaker and points toward responsibility. Repetition can become empty when it replaces the harder work of learning local histories, building relationships, and changing practice (Vowel, 2016).

Transfer to practice: I will personalize my delivery, connect it to the specific gathering or lesson, verify local names and pronunciation, and pair it with sustained actions such as using authentic local resources and learning from district and community guidance.

4. Use the First Peoples Principles of Learning as a framework, not a checklist

Why I selected it: I selected this because many principles connect with my existing commitment to relationships, identity, reflection, and multilingual learners, but the module warned against turning them into disconnected activities.

What I learned: The FPPL describe learning as holistic, relational, experiential, reflective, connected to place and identity, and requiring patience and responsibility. Context is essential, and some knowledge is sacred or shared only with permission (First Nations Education Steering Committee, n.d.).

Transfer to practice: I will use the principles as questions when I plan: Whose relationships are being strengthened? How does place matter? What choices support identity and reflection? What knowledge or protocol is outside my authority? If a student or a resource brings sacred knowledge into a discussion, I will not ask the student to explain more or treat it as regular classroom content. I will pause, respect what was shared, and seek guidance from Indigenous education staff or the appropriate community contact before continuing. I will not record, share, or assess sacred knowledge without clear permission. I will also give students more time for discussion, reflection, revision, and different ways of showing their learning.

5. Move from good intentions to allyship and witnessing

Why I selected it: I selected this because both ideas connect learning with responsibility. They challenge the belief that respectful feelings or passive listening are enough.

What I learned: Allyship is not self-appointed; it is shown through continuing action, relationships, humility, and willingness to challenge oppression. Witnessing involves deep listening, faithful remembering, and carrying learning forward rather than replacing another person's truth with one's own interpretation (Lickers, n.d.; Sutherland, 2022; Swiftwolfe, n.d.).

Transfer to practice: I will challenge harmful language, use and credit resources created by Indigenous Peoples, and follow protocols and permissions. I also understand that classroom resources alone are not enough. When appropriate, I will seek guidance from local Indigenous education staff about learning from an Elder or Knowledge Keeper. I will follow local and school district protocols and make sure their time and knowledge are properly respected. I will also explore a respectful witnessing practice in ELA or ELL that is open-ended, voluntary, and never used as a quiz.