See here for Part One of this Series
Reflections and Experiences
The Footbridge Framework was honestly quite natural to follow. Having applied this framework with my classes, I appreciate that it encourages self-reflection on my own position as a settler. As educators, we are all on our own journey of refining our practices. This framework stood out to me because it allows us to identify learning and unlearning that is needed without judgment. Since this learning series, I have spent the time reviewing the author’s narrative to share with students, first as an appreciation, and then discussing the reason the text was written. This has helped my students build key critical literacy skills, and add more depth to their responses to the common question “What is the purpose of this text? Why did the author write it?”. As the number of resources available to educators increases, I value that framework emphasizes the careful consideration that must be given to the authenticity and the contexts in which the resource might be used. Additionally, this framework aligns with the TRC’s calls to action:
“We call upon the Council of Ministers of Education, Canada to maintain an annual commitment to Aboriginal education issues, including: Developing and implementing Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.Truth and Reconciliation Commission delivered its Calls to Action” TRC # 63,
I highly recommend all educators to review this resource as part of professional learning, as a means to equip themselves with the tools to bring FNMI voices respectfully in their classroom.
M’lot, C., & Adamov Ferguson, K. (2022). Resurgence: Indigenous narratives and expressions in the classroom. Portage & Main Press.
