The Findings
Decolonizing Teaching Approaches and Service Delivery Models
Critical Self-Examination. Self-examination within a decolonizing framework is something all Canadians could do to create a social atmosphere that challenges colonial practices and policies (Snelgrove et al., 2014). Self-examination is particularly important for educators motivated to address biases they may not even recognize (Cote-Meek, 2014). By engaging in critical self-examination, educators can challenge colonial narratives that may deeply shape thoughts and actions, and become open to imaginative new ideas, power-sharing practices, and transformation of social relationships (Christian & Freeman, 2010; Regan, 2010).
Holistic Assessment of Special Needs. To further address the disproportionate representation of Indigenous students receiving special education services, cultural and colonial biases in assessment must be addressed. Following a Response to Intervention model (Fuchs & Fuchs, 2006), our analysis suggests that formal psychological assessment should only take place after educators have explored decolonizing possibilities within the classroom, including classroom assessment (Philpott, 2007). Although there are few definitive examples of decolonizing assessment measures for classroom use, the literature generally talks about open-ended, formative assessment that attends to power dynamics and cultural contexts as being supportive of Indigenous students (Tan, 2012).
Decolonizing Teaching Approaches. Educators may explore decolonizing possibilities by emphasizing Indigenous perspectives as an integral part of inclusive classroom teaching. Building from that view, much of the literature emphasizes the importance of creating authentic and caring relationships as key for supporting Indigenous (and all) students, and as a teaching practice consistent with Indigenous approaches (Cajete, 1999; Castagno & Brayboy, 2008; Donald, 2009). According to the literature, Indigenous students may thrive where teachers use instructional approaches that sustain Indigenous cultures and languages, while critically addressing colonial worldviews (Castagno & Brayboy, 2008; Cote-Meek, 2014).
As a specific example, science instruction based on Indigenous relationships that extend to the land can powerfully support cultural connections and decolonizing potential in the classroom (Aikenhead & Michell, 2011; Barnhardt & Kawagley, 2005; Cajete, 1994). In this approach, Indigenous and Western paradigms may be presented in equal measure, challenging Eurocentric assumptions of what constitutes knowledge (Barnhardt & Kawagley, 2005). Although incorporating cultural and linguistic knowledge into the classroom offers tremendous decolonizing potential, caution should be exercised by non-Indigenous teachers who risk cultural appropriation, or errors in interpreting cultural practices and symbols (Haig-Brown, 2010). To ensure respect for cultural protocol involving intellectual property, programs with a focus on Indigenous knowledge need to be implemented by, or in humble collaboration with, Indigenous experts in the field (Castagno & Brayboy, 2008). Teachers may also consider using Indigenous literature or other resources to build on the contributions of Indigenous experts who visit the classroom (Grass, 2017; Whitley, 2014). Culturally responsive materials and stories provide an opportunity for Indigenous students to see themselves and their communities as having critical academic knowledge (Battiste, 2013; Kanu, 2011). Indigenous perspectives may present an alternative to colonial narratives and normalize the experience of Indigenous Peoples (Tuck & Yang, 2012). In addition, literature can be used with children to open hearts and minds to diverse experiences (Hargreaves, 2012). Expert Indigenous knowledge can thus be extended beyond isolated visits and integrated more deeply into classroom learning. Teachers can further cultivate a decolonizing lens by layering in critical perspectives and approaches, which examine the causes and consequences of power and privilege (Battiste, 2013; Castagno & Brayboy, 2008).
Decolonizing Service Delivery Models. As a first step toward (re)imagining a decolonized special education bureaucracy, districts and Indigenous communities might engage as equal partners in a process of co-constructing a common vision of education (Apthorp et al., 2002; Lamoureux, 2018; McGregor, 2019). Examples of this partnership can be found in BC at the provincial (Auditor General of British Columbia, 2019) and district levels (Kitchenham et al., 2016). A common vision can then inspire and guide people to enact relationships and practices that deepen the potential of decolonization throughout the system. The vision of education might be informed by literature that emphasizes the importance of relationships between communities, schools, families, and agencies as a way of providing critical supports for Indigenous (and all) students (Castagno & Brayboy, 2008; Demmert & Towner, 2003; Ledoux, 2006; McGregor, 2019). For example, Mallett (2008) describes a consultative-collaborative approach used by a Band school to support students with special needs. He emphasized the importance of creating rich interconnections between general and special education programming in an inclusive environment, along with high levels of collaboration among teachers, educational assistants, and administration (Mallett, 2008).
In addition, Mallett (2008) presented a conceptual framework for institutional development and recommends infusing Indigenous paradigms into government regulations to produce a hybrid model of administration. These kinds of initiatives can provide a jumping off point for administrators to consider decolonizing possibilities for special education, in relationship with Indigenous Peoples. Decolonizing special education systems is thus possible, but also involves several challenges. One requirement of Mallett’s (2008) approach is the establishment of respectful and reciprocal relationships with Indigenous communities, who may have different goals and ideas, or who may wish to pursue their own vision of education. Furthermore, the cooperation of various vertical and horizontal levels of bureaucracy is needed to move forward in a coordinated way. In this case, it is likely that significant transformation can only occur through deliberate and purposeful connections developed through patience and respect.
