A Reflective Revisit of The Standard Model of Indigenous Learning (SMIL): Turning a Theoretical Model Into Application

Abstract

Academic support is a necessity for Indigenous and non-Indigenous learners, whether that be curriculum, theory, instructional design models, or resources. Western educational systems, by keeping European-American curriculum and pedagogies while disregarding Indigenous methodologies, have tragically failed Indigenous learners. Published in 2013, the Standard Model of Indigenous Learning (SMIL) was introduced as a theoretical framework to support Indigenous learners, teachers, curriculum developers, instructional designers, and researchers. This paper revisits the SMIL and meticulously examines it by reflective practice, practical experiences, evidence-based research, and applications of the model. Based on pre-contract learning and Indigenous values, the model has five threads: place, storytelling, intergenerational interaction, experience, and interconnectedness. As the only Indigenous instructional design model, the SMIL provides a robust framework for housing content and is applicable to any subject area and grade level in the academic arena across various platforms of delivery. Indigenous ways of knowing, worldviews, and methodologies such as the SMIL are needed in the Western educational systems. If systemic barriers such as academic resistance to culturally responsive teaching and assessments, white comfort, educational variation, and power are not addressed, Indigenous learners will continue to face inherent academic hurdles.