Abstract:
Teachers become a community of practice through sharing their values, planning small steps of change, and taking actions to transform their teaching and hence the learning of children (Caldwell & Spinks, 2008). When teachers work with their Indigenous community in a two way process, then the education becomes based in the place. The place for Indigenous people incorporates their relationship with the land and the environment as well as families and culture. When schools dialogue with community then the funds of knowledge of the community become a part of the school education.