First Nation pedagogical emphasis on imitation and making the stuff of life: Canadian lessons for indigenizing Forest Schools

Abstract

Canadian Forest Schools are in the early stages of incorporating First Nations’ pedagogies as part of a countrywide effort to decolonize and indigenize educational practices. This paper explores the importance of learning through imitation as traditionally practiced by First Nation peoples in Canada. It examines the ability of educators today to offer young children the opportunity to observe adults involved in complex hand work. Specific attention is given to First Nations’ use of cradleboards and tethering straps as an initial way to nurture the sensory awareness and focusing ability of toddlers. Research, outlining the degree to which young children are capable of identifying skilled Elders that they deem worthy of imitation, is used to support a greater emphasis on role modeling complex hand skills around children. Decolonizing conventional practices in early childhood education, and indigenizing the curriculum to a place, requires that Canadian Forest School educators examine and create role modeling opportunities as historically practiced by First Nation cultures. These activities demonstrate the skillful use of the body, while engaging with recognizable place-based materials in the construction of functional items—the stuff of ‘life.’