Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 26 Teachers to Help Our Kids": Recruitment and Retention Strategies for Teacher Education Programs to Increase the Number of Indigenous Teachers in Canada and Abroad. Second, the value of supporting teacher cultural competency is emphasized, for example, in Oskineegish and Berger's (2013) article The role of the non-Native teacher in remote First Nations communities, which provides a first-hand account of the importance of culturally relevant education for First Nations students, how First Nations people are best placed to provide that education, and how non–First Nations teachers can benefit from learning from their First Nations counterparts. Webb and Mashford-Pringle (2022) similarly emphasize the critical role teachers play in advancing efforts to incorporate Indigenous content and support the decolonization of education, highlighting that training and capacity-building are essential for culturally informed and respectful practice. These sentiments are echoed in research by Papp and Cottrell (2021), and Fowler and McDermott (2020) that is specific to Indigenous peoples in Canada, and by Sleeter (2011a), in reference to the broader context. One important aspect of culturally competent pedagogy is recognizing the diversity of Indigenous peoples and tailoring instruction accordingly (see, e.g., Castagno and Brayboy, 2008 10 ). This principle is central to Connected North's approach, as reflected in its training materials for Content Providers, which, for example, recommend beginning sessions with a map showing both the students' location and the provider's location in relation to them; and encouraging providers to consider local contexts in their choice of examples, etc. In Indigenous Content in Curriculum: The Challenge (2020), Wilson discusses this issue, stressing the importance of recognizing the diversity of Indigenous cultures and cautions against "pan- Indigenous" assumptions that overlook local histories, traditions, and protocols. Treating cultures as interchangeable, Wilson argues, can undermine both relevance and respect. At the same time, Harris et al. (2020) describe how culturally competent pedagogy includes intercultural communication, another key feature of the Connected North model. Citing previous research, Harris et al. conclude that "classrooms that embrace culturally responsive teaching offer a conduit through which students can appreciate their own culture as well as the cultures of others 11 " (2020, p. 12585). The article describes other elements of culturally competent pedagogy that are observed in the design of Connected North, including establishing a safe, cooperative learning space and "using students' lived experiences as a context for course content and activities." 10 Beyond the sphere of education, the importance of acknowledging that diversity of Indigenous peoples in Canada is extremely well-established, from the Government of Canada's Principles respecting the Government of Canada's relationship with Indigenous peoples (2018) highlighting the importance of a distinctions-based approach to relationships with First Nations, Inuit, and Métis; to the Tri-Council Policy Statement on Ethical Conduct for Research Involving Humans (2022), Chapter 9 of which emphasizes the diverse cultures and histories of Indigenous peoples in Canada and how research and engagement should be tailored accordingly. 11 Notably, the literature search did not yield studies that specifically spoke to the importance or benefits of Indigenous students from one community having the opportunity to engage with those from other communities. However, research on supporting Indigenous communities and identity (e.g., Maracle, 2021) highlighted how Indigenous peoples in Canada from diverse backgrounds come together to form communities based on common Indigenous values.