Braiding Learning Framework

Indigenous people at the Indigenous Heritage Celebration

Acknowledgements

Traditional Indigenous stories and knowledge have been passed from generation to generation, with elders, traditional knowledge keepers and teachers consistently recognized and honoured for their gifts and sharing. In this way, we would like to begin by honouring the educators who have shared their knowledge on Indigenous Pedagogical Practices and Traditions, which are foundational to this framework. Their contributions and willingness to share their expertise have been indispensable to the development of this framework. Without their scholarly work this framework would not have been possible.

The knowledge within this framework comes from the hard work of many generations passing down knowledge and shared by the following educators and scholars within their written or oral insights:

    • Richard Wagamese
    • Leane Simpson
    • Jo-Ann Archibald
    • Nicole Bell
    • Sara Florence Davidson & Robert Davidson
    • James Vukelich
    • Margaret Noodin
    • Albert Marshall
    • Shawn Wilson
    • Elder Lillian Pitawanakwat
    • Dr. Pamela Rose Toulouse

We would like to thank the following Indigenous circles for their support and feedback during the creation of the framework, and their ongoing contributions to quality assured, wholistic, Indigenous Education:

    • First Peoples Indigenous Centre: Suswaaning Endaajig (Nest away from home)
    • Durham College Indigenous Curriculum Development Committee
    • Ontario College Indigegogy Circle

For Bernie, Our Teacher and Friend

We pay special tribute to Bernie (Bernard) Leroux for his invaluable contributions to the development of Braiding Learning. Bernie was pivotal in the creation of this framework, ensuring that Indigenous perspectives remained at its core. His teachings on ceremony, cedar, and circular, wholistic learning have profoundly enriched the Centre for Teaching and Learning. This is for you, Bernie.

Though Durham College (DC) has harmonized these practices, the traditional knowledge stays with and belongs to community. This is an open knowledge source and can be utilized with proper respect for the scholars referenced and the communities who have passed down their knowledge for generations. For more information, please see the bibliography at the end of this segment.

Important

Before moving through this framework, if you have not already done so, please see the Indigenous Histories & Reconciliation modules, DC's Indigenization Statement (which is directly connected to the Indigenous Education Protocol), and become familiar with the Truth and Reconciliation Commission.

Reconciliation is the work of everybody.

For more information please visit: Colonization Road Ontario: A Timeline | Learning and Teaching Services (LTS).

Braiding Learning: A Teaching Framework Reimagined

The Braiding Learning Framework draws inspiration from the teachings of the Two-Row Wampum (Gaswéñdah), Two-Eyed Seeing, and traditional concepts of peace and harmony. Reflecting the rich diversity of the education community, this framework is designed to integrate and harmonize various pedagogical practices, fostering an inclusive, engaging, and empowering learning environment for all. By weaving together different ways of knowing, the framework supports the creation of safer and more collaborative educational spaces that honours both cultural and academic excellence within lifelong learning.

The Framework is built from knowledge which engages the Potlach as Pedagogy: Learning through Ceremony, sk’ad’a Principles, the Science of Learning, the four “R”s, Bloom’s Taxonomy, and is held together by the Wholistic Medicine wheel, the four Medicines (Tobacco, Sweetgrass, Sage, Cedar), and the Seven Grandfather Teachings, intertwined with lessons from the land such as circular learning and teachings from Richard Wagamese about the Sacred Breath, and Water.

Braiding Learning is a framework created to support DC’s participation in reconciliation and the integration of pedagogical evidence-based practices. Its intent is to support DC by braiding together inclusive practices in all areas of education. The aim is for it to be versatile and adaptable for various uses to create meaningful and diverse learning environments which are trauma-informed, inclusive and wholistic, keeping student wellness at the centre.

We challenge you to reflect on how this model can play a part in your role at DC.

Tip

If you have any questions, please reach out to the CTL or register for one of the upcoming Professional Development sessions.

Important

You will see multiple spellings of “Anishnaabe” to acknowledge the authenticity of both the land DC resides on and the authors which this Framework quotes. Spelling may change according to the community:

  • Circles to Restore Harmony

    Teachings from Richard Wagamese, along with principles of Circular Learning and Wholistic approaches to education, are deeply interwoven with each ring of the framework....

  • Conclusion

    As we leave you with the shared knowledge of the Braiding Learning Framework, we encourage you to reflect on your experiences and how your...

  • Harmonizing Education

    The Braiding Learning Framework draws on the teachings and principles of the Two-Row Wampum and the Theory of Harmony, emphasizing co-existence, mutual respect, and...

  • Held Together By

    In this section The Four Medicines The Seven Grandfather Teachings How do the Seven Grandfather's Teachings fit into the Rings? The Four Medicines  ...

  • Moving Through the Framework

    Entering the Framework, you will begin in the center with the “Self.” This is an opportunity for inner reflection and setting intentions for your...

  • Overview

    Braiding Learning: A Teaching Framework Reimagined The Braiding Learning Framework draws inspiration from the teachings of the Two-Row Wampum (Gaswéñdah), Two-Eyed Seeing, and traditional...