Decolonizing education by implementing Indigenous curated place-based learning: the benefits and the barriers

Historically place-based education has not been taught and created by Indigenous people, thus leaving Indigenous students feeling underrepresented in the curriculum in the public education system (Hare & Pidgeon, 2011). In 2022 the Ministry of Education offered First Nations Bands the opportunity to provide an External Credential Credit (ECC) that students can use as credits towards graduation. This study aims to determine the potential benefits of First Nations Bands implementing their own ECC in their community. An Indigenous storytelling approach was utilized in qualitative interviews with three Okanagan-Indigenous Educators to hear about their experiences in education and their recommendations and thoughts on the ECC. This study's findings with themes of connection to culture, land-based learning, and language along with local representation in the school system and decolonization help to show the importance of Indigenous students learning from Indigenous educators and learning about their pedagogy in a culturally safe space. Building a local ECC fastened in local Indigenous pedagogy should be done in partnership with the Ministry of Education and Child Care offering financial aid to First Nations Bands, so they do not carry the burden of funding. By funding the ECC it shows reverence for local Indigenous knowledges in the K-12 system.