"Fuzzy Feet and The Skunk": Connecting Western and Indigenous Theories of Development and Learning Through Story





Indigenous education, educational psychology, inclusive education, storytelling methodology


This article looks at how Indigenous and Western perspectives on learning and development are interwoven and come into dialogue with one another to create supportive and inclusive classrooms for Indigenous (and all) students. We use a storytelling methodology to address this focus and offer a holistic approach to our analysis. Specifically, we provide a fictional story followed by an in-depth analysis to tease out how Indigenous students continue to experience racism and colonialism in schools and what theories of learning and development may offer in addressing these challenges. This article offers insight about how both practising teachers and teacher educators can build upon the wisdom of Indigenous ways of learning and Western educational practices to re-imagine inclusive classrooms that can support Indigenous (and all) learners.

Author Biographies

Alicia D. Hiebert, University of the Fraser Valley

Currently, Alicia Hiebert is an undergraduate student at the University of the Fraser Valley, Abbotsford B.C. She also works as as an Aboriginal Support Worker for the School District of Langley #35.

Nikki Yee, University of the Fraser Valley

Nikki Yee is an assistant professor of teacher education at the University of the Fraser Valley, Abbotsford Campus. She is passionate about building from the strength of diversity to support inclusive student learning.


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31-12-2023 — Updated on 01-01-2024


How to Cite

Hiebert, A., & Yee, N. (2024). "Fuzzy Feet and The Skunk": Connecting Western and Indigenous Theories of Development and Learning Through Story. Journal of the Canadian Association for Curriculum Studies, 20(2-3), 11–26. https://doi.org/10.25071/1916-4467.40795 (Original work published December 31, 2023)