[ Nabanita Deshmukh ]
Indigenous pedagogies? What on earth are they?
The term ‘indigenous pedagogy’ signifies teaching methods based on indigenous culture, ethos and traditions. Indigenous pedagogies focus primarily on native communities but could very well be adopted by others to enhance teaching and learning experiences in classrooms.
It is, however, sad when schools in indigenous areas adopt a curriculum that is out of sync with native values. This short-sightedness creates problems in classrooms, and students become demotivated to learn.
Indigenous pedagogies therefore need to be introduced for creating a more relevant and inclusive learning environment that could include the following modes:
Tell me a story
Storytelling is not merely entertainment but also a powerful teaching tool. It was and is still used by indigenous people to convey knowledge about their world through folklores.
Stories, whether they be folktales or other genres, are effective means for transmitting knowledge about traditions, culture and values of indigenous people. When used in classrooms, they make learning fun, meaningful and engaging and help learners better understand complex ethical and cultural concepts. Here are some ideas on how to use storytelling creatively in class:
# Select stories to introduce new topics or to revise older ones. Start with an indigenous folktale about specific animals if you are teaching students about fauna. ‘The First House’ folktale of the Singpho tribe talks of living in harmony, and sharing and cooperation among human beings and animals. This important idea is conveyed through the theme of building an eco-friendly house by heeding the advice of different mammals, reptiles and fish.
# However, to cater to the new generation’s interest in digital resources, AniBooks or animated stories with same language subtitling (SLS) and synchronised narration could also be used. AniBooks help learners listen to and read stories, songs and lullabies in indigenous tongues and other languages.
# Community elders and storytellers could be sometimes invited to schools to share their stories and experiences with students. This would give the learners direct access to people who are the ‘keepers of indigenous knowledge and wisdom’.
# Students could be encouraged to narrate their own stories related to what they’re learning and experiencing in their day to day lives as well. Teachers should focus more on the knowledge students share and less on whether they are following a rigid story structure often copied from the internet.
The land is my teacher
Indigenous cultures have deep connections with their ancestral lands. Nature, for them is a great teacher and home to numerous spirits and entities, both benevolent and malefic. Students residing in indigenous areas can learn a great deal about native flora and fauna by using the outdoors as their classrooms. To make that happen, here are some ideas:
# Take students outside whenever possible. Teachers could help them observe and study the flora, fauna, and weather patterns in the area they live in.
# A school garden could be started where learners explore how plants grow and then take care of them to learn more about the environment and how to protect it.
# Students could also study local medicinal plants and their uses for various ailments.
# The ancestral lands of indigenous people are not only connected to nature but are also linked to the language and the culture of people. Encourage students to learn their mother tongues and other indigenous languages to develop a deeper connection with their land and its people.
Nurturing relationships
In indigenous cultures, both grownups and children learn by taking part in communal activities. Relationships are built and nurtured by living and working together. To make this happen, teachers could do the following:
# Plan community projects for students. Farming is a good example where students take part in agricultural activities like sowing, planting and harvesting. Or, students could volunteer and help out during festivals and thereby learn about native culture, folklore and art.
# Encourage students to share their ideas and work with other students, and also listen and respond to their classmates’ queries. This helps in building a sense of ‘community in the classroom’.
# Connect with different communities and invite some of its members to take part in school activities. On World Indigenous Day, for example, weavers could display their creations and workshops on basketry and woodwork could be organised. Perhaps an exhibition on handicrafts could later be organised.
Learning by hand
Indigenous pedagogies prioritise learning by doing. Hands-on activities help learners understand and remember better what they learn in class compared to mere listening, reading and writing exercises. To make hands-on activities a part of classroom teaching, here are a few suggestions:
# Plan and create projects and activities that require learners to build, create, paint, draw and experiment.
# Make use of music, games, arts and crafts to teach students different subjects. Learners in a geography class, for example can create models of volcanoes by using wheat flour dough, baking soda, red ink and vinegar to represent lava flow and mountains.
# Conduct activities that develop indigenous skills such as basketry, weaving, beadwork, or cooking traditional food. These activities are excellent means for connecting students to local communities.
Giving living things their due
Indigenous philosophy promotes respect for all living organisms, including plants, animals, and people. Teachers could make use of this tenet to create a more compassionate classroom. Here are some ideas to make that happen.
# Encourage activities that foster respect, such as thanking the earth for its resources, being kind to peers, taking care of pets etc.
# Discuss the idea of ‘interconnectedness’ and explain how all living things are connected and how our deeds and words affect others. The activity ‘Web of Life’ done with strings and word labels is a good way to demonstrate the interconnectedness of living things.
Small steps
Incorporating elements of indigenous pedagogies into mainstream school programmes and curricula would certainly enhance students’ learning experiences.
Teachers who are just starting out need to learn to be patient. Changes will take time and results may be slow. However, by making use of indigenous pedagogy, teaching styles will improve and learning will become joyful and relevant for students, more in tune with their cultural heritage and values. (The contributor is facilitator, Billion Readers Project, Arunachal Pradesh)
