Braiding Learning Framework

THE IMPACT OF GENERATIVE AI ON INDIGENOUS PEOPLES

Important

Please do not use generative AI with indigenous content.

Generative AI systems are trained using large amounts of online data, which can contain inaccurate, stereotypical, or incomplete information about Indigenous Communities. This leads to Generative AI potentially presenting bias, hallucinations, and wrong information, pan-Indigenizing information, creating inappropriate images, and misusing language. Further, Generative AI has negative impacts on the land including the building of data centres and intensive water use for cooling hardware, which is counter to many Indigenous perspectives on caring for the land. Scientist, professor and enrolled member of the Citizen Potawatomi Nation, Robin Wall Kimmerer, for example discusses the emotional connection with the land, and how we are meant to love and live in relationship with the land for ecological excellence.

Using Generative AI for Indigenous content, or for adding Indigenous perspectives into education, may cause unintended harm. To respect Indigenous cultures and Data Sovereignty on Turtle Island please do not use Generative AI when adding or creating Indigenous content, images or media for educational materials at Durham College.

To learn more visit:

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
    • Leanne 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:

  • Overview

    THE IMPACT OF GENERATIVE AI ON INDIGENOUS PEOPLES Important Please do not use generative AI with indigenous content. Generative AI systems are trained using...

  • Harmonizing Education

    THE IMPACT OF GENERATIVE AI ON INDIGENOUS PEOPLES Important Please do not use generative AI with indigenous content. Generative AI systems are trained using...

  • Circles to Restore Harmony

    THE IMPACT OF GENERATIVE AI ON INDIGENOUS PEOPLES Important Please do not use generative AI with indigenous content. Generative AI systems are trained using...

  • Moving Through the Framework

    THE IMPACT OF GENERATIVE AI ON INDIGENOUS PEOPLES Important Please do not use generative AI with indigenous content. Generative AI systems are trained using...

  • Held Together By

    THE IMPACT OF GENERATIVE AI ON INDIGENOUS PEOPLES Important Please do not use generative AI with indigenous content. Generative AI systems are trained using...

  • Conclusion

    THE IMPACT OF GENERATIVE AI ON INDIGENOUS PEOPLES Important Please do not use generative AI with indigenous content. Generative AI systems are trained using...