Indigenous Transitions
Cohort 3

Indigenous Transitions Cohort 3 Teams Page

Welcome to Cohort 3’s Indigenous Transitions Study page. Here you will find important dates, deadlines, recommended resources and more. For general information regarding the NOIIE Indigenous Transitions Studies, click here.

Important Information/Dates/


Cultivating Joy, Healing, and Wellness in Learning by Robyn Corelitz, Foluke N. Beveridge, and Gholnecsar Muhammad

If you have time, we encourage you to read the lovely article, “Cultivating Joy, Healing, and Wellness in Learning“, and reflect on how “educators cultivate and embrace ‘Joy!’ (yes, it is deliberately capitalized and exclaimed!) in their classrooms and schools so that students can begin to ‘uplift beauty, aesthetics, truth, ease, wonder, wellness, solutions to the problems of the world, and personal fulfillment’ (Muhammad, 2023, p. 17)” and how “we create spaces for learning that are authentic, ­purposeful, and joyful”.

‘Sand Talk’ by Tyson Yunkaporta

Click here for more information on this book and how Indigenous thinking can influence systems thinking.

‘The Power of Story’ by Harold Johnson

Click here for more information on this book and how stories have the power to help or harm, and that our narratives become our reality.

‘Heart Wisdom’ by Ilarion “Larry” Merculieff (Unangan, Aleut)

Click here to read about ‘Heart Wisdom’ as the wisdom arising from the awareness of the profound interconnectedness between the natural and human worlds that “keeps us in right relationship with all life”, ensuring an individual and collective wellbeing.

Truth and Reconciliation: Authenticity, Accountability and Humility by Lori Burger

In this poetic and candid exploration of Truth and Reconciliation, Lori Burger offers a model for truth and reconciliation that invites both an inward and an outward journey. Click here to read article.

Welcoming Indigenous Ways of Knowing by Dr. Leyton Schnellert, Dr. Sara Florence Davidson, Dr. Nikki Yee, and Bonny-Lynn Donovan

This is a valuable resource we would like to draw your attention to, called “Welcoming Indigenous Ways of Knowing”. This work speaks to the concept of “education change networks” just like the work that you are all doing with NOIIE. The authors suggest ideas for effectiveness which are great advice for teams utilizing the spirals and focusing on transitions for Indigenous learners. See the article link below:

Circle Works by Fyre Jean Graveline

This book is a classic, and it was first published in 1998. I love the references of foundational Indigenous scholars and knowledge holders. In this text, Fyre Jean Graveline reminds us to be aware of our interconnected relationships with our learners, colleagues, community, and the land. How we interact with these elements of our world will have a variety of impacts and outcomes. Indigenous perspectives often emphasize the significance of developing a deep awareness of our Self-In-Relation – an understanding of our identity, values, perspectives, and responsibilities and how they inform the way we “balance and harmonize” relationships with the many facets of our environments and the world. Dr. Graveline asks educators to consider themselves In-Relation to their students, their colleagues, and the communities they serve. She reminds us to care about the “total person” and to “awaken the inspiration of each learner to be open to what they each need to know to achieve balance and interconnectedness in their own lives and work”. 

This text has inspired me to think deeply about what it means for me to In-Relation in my own setting. How do I nurture relationships, encourage balance and interconnectedness, and demonstrate compassion and care for the “total persons” in my school setting? I’m curious about how a Self-In-Relation way of being would benefit educators, learners, and our communities.  


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Wayi Wah: Indigenous Pedagogies by Jo Chrona

We are absolutely thrilled about Jo’s book that was released this month. This is a book we strongly recommend for every BC educator as they engage in reconciliation and anti-racism work. We’ve attached an excerpt from Jo’s book that emphasizes the importance of situating ourselves in our life and in our work. In this way, we practice becoming aware of our relationships in our settings and how they shape us. We also become mindful of how our relationships have impacts in the way we connect and interact with others. Being aware of and maintaining our relationships helps us work together in a “good way”. As the students and staff arrive in our schools and we intuitively scan our settings to determine “What is going on for our learners, our staff, and our community?”, let us also take some time to scan ourselves with a lens on our relationships and how they influence our thinking and doing. Situating ourselves is an enriching activity and we hope this process of knowing and becoming is beneficial for you.


Get your own copy here!

Lori has shared this great article that provides rationale and suggestions for how to engage with families as a way of cultivating equity in our schools. “The articles, written by a diverse selection of educators and experts, describe specific practices, structural changes, and mindset shifts that school leaders and educators can use to better connect with, support, and learn from students’ families. They focus in particular on strengthening relationships with families from racial and socio-economic groups that have tended to be discounted or out-influenced in schools. They also illuminate the critical, though often neglected, links between effective family engagement and student growth.”

* The header image – Orange Hearts – is used with the permission of Kwalikum Secondary School (SD69).