Incorporating First Nations pedagogy in Forest Schools in Canada requires an appreciation of imitative learning

This theoretical/conceptual paper highlights the importance of incorporating Indigenous practices – especially practices involving complex hand work -- in the development of Forest Schools in Canada. While the author is a non-native Canadian, she has considerable experience working with and living with First Nations people. Additionally, she has focused her academic studies and research activities for more than 30 years on First Nations pedagogy. In this paper, she calls attention to concerns relating to the way Forest Schools (FS) are implemented in Canada.

Two ideas associated with First Nations pedagogy are emphasized: freedom from structured play and an emphasis on observing and imitating as a path to learning. Forest Schools in general, as well as FS in Canada, tend to use a pedagogy that incorporates play and child-directed learning in nature. This approach contrasts with the author's First Nations experiences with regard to respecting Elders. Learning through imitation of the Elders is one of the primary components of First Nations pedagogy. This approach is not in opposition to play, as the First Nation's culture respects a child's freedom to choose what to imitate when playing. Opportunities for observing adults engaged in meaningful “making activities” can influence and enrich children's play choices.

First Nations' use of cradleboards and tethering straps are offered as examples of practices thought to nurture the sensory awareness and focusing ability of toddlers. Both practices are believed to support a First Nations child's cognitive development and sense of capability by providing continual exposure to functional activities worthy of imitation.

The author maintains that for Forest Schools in Canada to incorporate First Nations pedagogy, they need to acknowledge the influence of imitative learning. Children need greater exposure to adults engaged in traditional cultural activities, especially those that emphasize the practical handling of material from the land. First Nations' pedagogy can help children become capable adults with a strong sense of self in relation to their landscape. First Nations' pedagogy can promote FS goals while also positively impacting society as a whole. Incorporating First Nations pedagogy in FS in Canada can make an important contribution to the country's effort to decolonize educational practices.