BC's Indigenous Public Post-Secondary Institute

EDUC-460 - Storytelling for the Translation of Knowledge - 3.00 Credits

EDUC-460 - Storytelling for the Translation of Knowledge - 3.00 Credits

Course Details
This course introduces learners to Indigenous oral storytelling as a valid methodology and holistic way of teaching and learning with Indigenous peoples. Learners will consider how storytelling sustains cultural knowledge and practices for Indigenous nations and ensures the translation of knowledge. Oral storytelling and Indigenous wellness models will be explored to identify how Indigenous belief systems align with the four areas of development, including mental, emotional, physical, and spiritual realms.
Part of the:
  • Available/Required in the following Programs:
  • Building Indigenous Theory Micro-Credential - Micro-Credentiaal Completion Plan
  • Indigenous Adult Instructor Diploma - Certificate Completion Plan
  • Prerequisites : ENGL-060 , English 12 or English Studies 12 or English First Peoples 12 or equivalent or permission of the instructor.
    Course Outline
    Instructors Qualifications: Relevant Master's Degree
    Office Hours: 1.5 per week
    Contact Hours: 35
    Student Evaluation
    Assignments 50-70%, Final 30-50%, Total 100%. Grading procedures follow NVIT policy.
    Learning Outcomes:

    Upon successful completion of this course learners should be able to:

    • share about the role of storytelling in Indigenous adult education;

    • identify ways to include storytelling in curriculum development and lesson plans;

    • discuss oral storytelling as one of the primary forms of communication for passing on knowledge, values, belief systems, and ways of knowing from generation to generation;

    • discuss how Indigenous stories are part of a living system that provides guidance for implementing life principles;

    • identify Indigenous stories that provide direction on how to govern systems, support communities, protect the environment and maintain balance for sustainability;

    • analyze Indigenous wellness models that align with holistic learning;

    • outline distinct differences in Indigenous peoples’ worldviews; and

    • articulate the value of Indigenous knowledge as ecological, holistic, relational, pluralistic, experiential, communal, oral and narrative-based.

    Text and Materials:
    Other Resources:
    Transfer Credits: For more information visit: www.bctransferguide.ca
    Other Information: