Indigenous Knowledge and Representation in Canadian Curricula: Translating Curricula Into Action and Building Settler Capacity For Treaty Partnership

Laura B Pasquariello
Indigenous Knowledge and Representation in

Canadian Curricula: Translating Curricula into
Action and Building Settler Capacity for Treaty
Partnership
FIRST EDITION
Author
Laura B Pasquariello
Editors
Roman Ebadi
Husayn Jamal
Kitchener, ON, Canada

2021
1
Copyright © 2021 Federation of Canadian Secondary Students / Fédération des élèves du

secondaire au Canada (FCSS-FESC) and the Author.
NOTICE & DISCLAIMER: All rights reserved. No part of this publication may be reproduced in any
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FESC and all persons involved in the creation of this publication disclaim any warranty as to the
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publication, or for any errors or omissions contained in the publication. Nothing in this
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Federation of Canadian Secondary Students / Fédération des élèves du secondaire au Canada

(FCSS-FESC)
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Kitchener, ON N2N 3S1
https://fcss-fesc.ca/
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+1 (289) 408-8600
Library and Archives Canada Cataloguing in Publication
Title: Indigenous knowledge and representation in Canadian curricula : translating curricula into
action and building settler capacity for treaty partnership / author, Laura B. Pasquariello ;
editors, Roman Ebadi, Husayn Jamal.
Names: Pasquariello, Laura B., author. | Ebadi, Roman, editor. | Jamal, Husayn, editor.
Description: First edition. | Includes bibliographical references.
Identifiers: Canadiana 20210319658 | ISBN 9781777894405 (PDF) | ISBN 9781777894412 (HTML)
Subjects: LCSH: Multicultural education—Canada. | LCSH: Culturally relevant pedagogy—
Canada. | LCSH: Critical pedagogy—Canada. | LCSH: Indigenous peoples—Social life and
customs—Study and teaching (Secondary)—Canada. | LCSH: Curriculum change—Canada. |
LCSH: Curriculum planning—Canada. | LCSH: Reconciliation. | LCSH: Canada—Race relations
—Study and teaching (Secondary)
Classification: LCC LC1099.5.C3 P37 2021 | DDC 370.1170971—dc23
2
3
Table of Contents
04 CONTEXT AND RATIONALE
06 WHAT IS INDIGENOUS RECONCILIATION?
08
CULTURALLY-RELEVANT
TRAUMA-INFORMED GENDER BASED
ANALYSIS (CRTIGBA) FRAMEWORK
10
CROSS-CURRICULA ANALYSIS OF
SECONDARY SCHOOL EDUCATION IN
CANADIAN PROVINCES AND TERRITORIES
25
GOING BEYOND INDIGENOUS
ALLYSHIP AND BECOMING
RESPONSIBLE TREATY PARTNERS
27 RESOURCES FOR SELF-EDUCATION
30 REFERENCES
4
5
Context and Rationale
The Federation of Canadian Secondary Students / Fédération des élèves
du secondaire au Canada is a youth-led nonpartisan charity that provides
opportunities for secondary and CÉGEP students in Canada to become active
stakeholders and advocates for positive change and radical social justice
within the education system. Engaging in justice, equity, decolonization, and
inclusion in collaboration with Indigenous peoples in Canada is one of the
most crucial aspects of substantive reconciliation and requires immediate
action from every level of government and all citizens.
Historically, curriculums
Indigenous peoples and across Canada have:
identities have been used erased, excluded,
and misrepresented
in Canadian curricula to: Indigenous peoples,
inform public memory history, and culture
establish the legitimacy of been used as a tool to
the white-settler state legitimize the physical
exclude Indigenous and emotional violence
identities from the perpetrated against
national narrative Indigenous people
placed Indigeneity in
contrast to modernity
Recently, in part due to both the calls to action from the Truth and
Reconciliation Commission (TRC) and the calls to justice from the National
Inquiry into Missing and Murdered Indigenous Women and Girls (NIMMIWG),
educators and researchers are recognizing the important role that
Indigenous knowledge, language, and culture play in academic achievement,
cultural survival, and wellbeing, and are beginning to implement this within
their respective curriculums (Putnam, et al., 2011).
To address the TRC’s call for Ministries of Education to develop and

implement a curriculum that builds capacity for understanding, empathy, and
mutual respect between Indigenous and non-Indigenous students,
Indigenous voices need to be meaningfully centred by accounting for and
recognizing the systemic intergenerational trauma perpetuated by historical
colonial institutions and contemporary settler interests that continue to
devalue and dispossess Indigenous peoples of their identities, cultures,
traditional knowledge and right to self-determination.
Our cross-national study of Canadian secondary school curricula

identified many gaps within the curriculum of every province and territory. In
this report, we will outline our findings for each province and territory
individually as well as share resources for secondary students in Canada to
become treaty partners with Indigenous peoples across Turtle Island.
6
75
What is Reconciliation?
According to the Truth

and Reconciliation Commission,
"Reconciliation is establishing and maintaining a
mutually respectful relationship between Aboriginal
and non-Aboriginal peoples in this country. In order
for that to happen, there has to be awareness of
the past, an acknowledgement of the harm
that has been inflicted, atonement for
the causes, and action to
change behaviour.”

A resource from the
Assembly of First Nations titled
'Environmental Stewardship: Respecting
and Protecting Mother Earth' states:

“Indigenous peoples around the world have become

concerned about the unlicensed used by non-
Indigenous groups of traditional knowledge.
The principles of ownership, control, access and
possessions (OCAP), give First Nations a
means to control the collection of data,
including traditional knowledge,
thereby protecting access to and
use of such information.”
It is essential that non-Indigenous Canadians become aware

of the atrocities that have been perpetrated against Indigenous
people in the past and that continue to be perpetuated by
historical, colonial institutions and contemporary settler
interests which continue to devalue and dispossess Indigenous
peoples of their identities, knowledge, and right to self-
determination.
Moreover, it is of the utmost importance that non-Indigenous

Canadians reflect on the individual and collective healing that is
required for a substantive, decolonial form of decolonization to
occur. This includes changing institutional and social power
structures, including curriculum and education (Simpson,
Dancing 22-24, as cited in Wyile, 2019).
In this resource, we will concern ourselves, as settlers,

with identifying gaps in institutional reconciliation and provide
resources from Indigenous groups and organizations who
highlight the ways that Canadians can engage in responsible
and respectful Indigenous reconciliation.
8
9
CRTIGBA Framework
This investigation into the availability and effectiveness of
Indigenous Curricula in Canada utilizes a culturally relevant gender-
based analysis (CRGBA) approach. According to the Native Women’s
Association of Canada, “conducting a CRGBA means undertaking the
process of unpacking long-held beliefs about Indigenous Peoples, as
well as addressing privilege and countering internalized colonial and
patriarchal values (NWAC, 2020, p.10). We build on this framework by
also incorporating the National Inquiry Into Missing and Murdered
Indigenous Women and Girls' calls to justice which appeals to
governments to educate citizens about racism, sexism, homophobia,
and transphobia, while simultaneously using a critical approach that
confronts these issues (Buller, et al., 2019). In this way, we
incorporate a trauma lens into our analysis, which we will now refer to
as a culturally relevant, trauma-informed gender-based analysis
(CRTIGBA). In utilizing this approach, we hope to minimize the
perpetuation of further marginalization, oppression, and/or violence
against Indigenous peoples in Canada. The analysis considers the
following questions:
“Does the program or policy recognize and account for the distinct lived experiences
between and among First Nations (both on-reserve and off-reserve, both status and
non-status), Inuit (land claim beneficiary or not, living in Inuit Nunangat or not),
and Métis (urban or rural) individuals?” (NWAC, 2020, p.11)

“Is the program or policy gender-inclusive and non-binary, recognizing that

gender, sex, and sexuality are spectrums?” (NWAC, 2020, p.11)
“Does the program or policy account for intersecting identities as the foundation
rather than as a matter of inclusion?” (NWAC, 2020, p.11)
“Does the program or policy place value on non-Western ways of knowing and
transmitting knowledge, such as storytelling, ceremonies, sharing circles, or
land-based learning?” (NWAC, 2020, p.12)
“Does the program or policy place value on Indigenous women’s

ways of knowing?” (NWAC, 2020, p.12)
Does the program or policy account for the unique and

distinct identities of diverse Indigenous communities?
Does the program or policy meaningfully center Indigenous voices by accounting for
the systemic intergenerational trauma perpetuated by historical colonial institutions
and contemporary settler interests that continue to devalue and dispossess Indigenous
peoples of their identities, cultures, knowledge, and right to self-determination?
10
11
Yukon integrates Indigenous

language, history, culture and ways
of knowing into all subjects and
Yukon grade levels, recognizes the legacy

of residential schools, and consults
with Indigenous peoples to
meaningfully integrate traditional
knowledge into the curriculum.
STRENGTHS
Recognizes the distinct lived experiences among Indigenous nations across
Turtle Island (both on-reserve and off-reserve, both status and non-status).
Values Indigenous women's ways of knowing and the important roles that
women play within Indigenous cultures and communities.
Appreciates the value of non-Western ways of knowing and transmitting

knowledge, through storytelling, ceremonies, or land-based learning.
LIMITATIONS
Does not meaningfully acknowledges the systemic intergenerational trauma
perpetuated by historical colonial institutions and contemporary settler
interests that continue to devalue and dispossess Indigenous peoples of their
identities, cultures, traditional knowledge and right to self-determination.
Does not account for intersecting identities as the foundation for inclusion (ie
sex, gender, sexual orientation, race, ethnicity, culture, religion, class, etc.).
Is not inclusive of gender, sex, and sexuality in the way that the curriculum
appreciates that these all have their own respective spectrums.
12
“Both Aboriginal and non-Aboriginal
peoples need to be part of those
conversations. Land claims, treaties, a
Northwest
sustainable Northern economy, residential
schools – these are not ‘Aboriginal’ issues;
Territories
they are issues that are vital for both
Aboriginal and non-Aboriginal young people
to be deeply grounded in and to wrestle
with. If Canada dreams of being a ‘fair
country’, the North may, in fact, be the best
place, and Northern Studies the best
vehicle, for bringing that dream to reality”
(NWT, 2015, p. 15).
STRENGTHS

LIMITATIONS
Does not meaningfully acknowledge the systemic intergenerational trauma
Does not account for intersecting identities as the foundation for inclusion (i.e.,
13
Nunavut outlines a regionally specific

curriculum that is organized into 4 cross-
curricular strands. These strands are
Aulajaaqtut which focuses on wellness, safety
Nunavut and belonging; Iqqaqqaukkaringniq which

focuses on ways to describe and improve the
world; Nunavusiutit which focuses on
heritage, culture, and social sciences;
Uqausilirini which focuses on relationships in
communication and language development;
(“Curriculum: Nunavut Curriculum and
Resources K-12,” n.d.).
STRENGTHS

LIMITATIONS
14
British Columbia is in the process of

redesigning its curriculum. The province
has committed to improving school
British
success for all Indigenous students by
having the voice of Indigenous people be
Columbia
heard in all aspects of the education
system; the presence of Indigenous
languages, cultures, and histories will be
increased in provincial curricula; and
leadership and informed practise will be
provided (“Curriculum Overview,” n.d.).
STRENGTHS

LIMITATIONS
Does not value Indigenous women's ways of knowing and the important roles
that women play within Indigenous cultures and communities.
15
Alberta seeks to enhance

accountability and strengthen public
Alberta
assurance about Indigenous
reconciliation by consulting with
Indigenous peoples to meaningfully
integrate traditional knowledge into
the social science and Indigenous
language curriculums (“Education for
Reconciliation,” 2021).
STRENGTHS
LIMITATIONS
Does not place value on non-Western ways of knowing and transmitting

16
First Nations and Métis ways of
knowing, content and perspectives are
an integral part of Saskatchewa
curricula, in all classrooms, at all grade
levels. They are not an add-on or
intended just for classrooms with
Saskatchewan significant numbers of First Nations and

Métis students. This approach to
curriculum is based on the belief that
incorporation of First Nations and Métis
Ways of Knowing, Content and
Perspectives promotes in all students
understanding and positive attitudes
toward First Nations and Métis peoples.
STRENGTHS

LIMITATIONS
17
In Manitoba “the goals of integrating

Aboriginal perspectives for non-
Aboriginal students are: to develop an
Manitoba
understanding of and respect for the
histories, cultures, and traditional
knowledge of Aboriginal peoples; to
develop informed opinion on matters
relating to Aboriginal peoples” (Labelle
& Peden, 2003, p. 2).
STRENGTHS

LIMITATIONS
18
Ontario offers particular classes, in

the social sciences which highlight
Indigenous knowledge and language,
Ontario
however, the majority of this
inclusion depends on individual
teachers to find resources and
decide whether they will be
incorporating the knowledge into
their classrooms.
STRENGTHS
LIMITATIONS

19
"Aboriginal Education: Both Sides of

the River" seeks to create dialogue
between Indigenous and nont-
Québec Indigenous communities by

recognizing the racism that exists in
Québec towards Indigenous peoples
("Indigenous Education: Walking on
Both Sides of the River, 2017").
STRENGTHS
LIMITATIONS

20
Newfoundland Newfoundland's curricula refers broadly
& to the importance of being inclusive of

diverse ethnocultural backgrounds
Labrador however there is very little incorporation
of Indigenous knowledge, or the
importance of reconciliation.
LIMITATIONS
Does not recognize the distinct lived experiences among Indigenous nations
across Turtle Island (both on-reserve & off-reserve, both status & non-status).


21
Prince Edward Island includes
Prince Edward
Indigenous history into the
social science curricula
Island
however there is little
incorporation of knowledge or
the importance of
reconciliation.
STRENGTHS
LIMITATIONS

22
Nova Scotia provides regionally
Nova
specific inclusion of Indigenous
perspectives into the social science
curricula and seeks to enable
Scotia students to achieve a greater

understanding of, and respect for,
both Mi’kmaw society and Mi’kmaw
contributions to Canadian society.
STRENGTHS

LIMITATIONS
23
New
New Brunswick provides regionally
specific inclusion of Indigenous
Brunswick perspectives into the social science

curricula and offers Indigenous
language classes as an elective to
students.
STRENGTHS

LIMITATIONS
23
Provincial and
Territorial Report Card
The curriculum moderately meets

B+ the criteria outlined in the
CRTIGBA approach.
CRTIGBA approach.
CRTIGBA approach.
C+ some of the criteria outlined in the
CRTIGBA approach.
C+ some of the criteria outlined in the
CRTIGBA approach.
The curriculum meets some
C of the criteria outlined in the
CRTIGBA approach.
The curriculum moderately meets a
C- few of the criteria outlined in the
CRTIGBA approach.
The curriculum moderately meets a
C- few of the criteria outlined in the
CRTIGBA approach.
The curriculum meets
D+ little of the criteria outlined
in the CRTIGBA approach.
The curriculum meets very
D- little of the criteria outlined
The curriculum meets none
F of the criteria outlined in the
CRTIGBA approach.
25
26
FROM ALLY TO TREATY PARTNER
A treaty is a living agreement

between Indigenous peoples and
What is the difference the Crown for the benefit of
between allyship and all who live on treaty territory.
However, treaties have still been
treaty partnership? violated through discriminating
policies and practices.
Allyship is the process of

learning and unlearning, of
making a commitment to using one's What does it mean
own privilege to center voices that to be a "responsible
have been silenced or oppressed,
to support and stand in solidarity treaty partner"?
with oppressed communities.
Being a responsible treaty partner means being aware of and understanding

the initial treaty agreements between settlers and Indigenous peoples, and
honouring these agreements by remembering the broken contract while
working towards creating harmonious relationships. In this way, treaty
partnership takes allyship one step further. It requires the realization that
as citizens, immigrants, or visitors to Canada, we are part of a broken
partnership, due to colonial greed and false notions of superiority.
As responsible treaty partners, we are committing to all of the
responsibilities of allyship and to repairing broken promises.
27
28
Resources for Indigenous Reconciliation
As settlers ourselves, we recognize the importance of centring
Indigenous voices in the process of reconciliation and the
significance of practicing both personal and institutional
actions for Indigenous reconciliation in Canada. The following
resources highlight Indigenous modes and models for this type
of substantive, ethical, and responsible form of reconciliation.
Reconciliation Canada: Toolkits
True North Aid: How to Help First Nations

Communities in Canada
HuffPost: 5 Things First Nations Want In Canada
Live & Learn: What are Treaties?

Why Should You Know About Them?
Policy Options: Realising Canada's Promise in

Partnership with Indigenous Peoples
Indigenous Ally Toolkit
CBCNews: Personal Acts of Reconciliation
IndigenousWorks: Indigenous Organization

in Canada to Research and Support
29
Resources for Indigenous Reconciliation
On Canada Project: Settlers Take Action
Native-Land.ca: Interactive Map Displaying

Indigenous territories, treaties, and languages
CanadaHelps.org: Indigenous Charities to Support
Indigenous Climate Hub
Land Needs Guardians: How To Be An Ally of

Indigenous Led Conservation
How Art Can Help With Indigenous Reconciliation
“Reconciliation
begins with each and
every one of us”
(TRC, 2015, p. 238).
30
31
References
Assembly of First Nations. (n.d.). Traditional Knowledge. https://www.afn.ca/uploads/files/env/ns_-
_traditional_knowledge.pdf.
Ali, C. (n.d.). How art can help with Indigenous reconciliation. The University of British Columbia: Beyond.
https://beyond.ubc.ca/kent-monkman-exhibition/.
Buller, M., Eyolfson, B., Robinson, Q., & Audette, M. (2019). (rep.). Reclaiming Power and Place: The Final
Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls (Vol. 1b).
Caissie, M. (2017, February 22). 5 Things First Nations Want In Canada. HuffPost Canada.
https://www.huffingtonpost.ca/monique-caissie/5-things-first-nations-want-in-canada_b_9276292.html.
CBC/Radio Canada. (2018, June 1). Personal acts of reconciliation | CBC News. CBCnews.
https://www.cbc.ca/news/canada/manitoba/community/personal-acts-reconciliation-1.4687405.
Curriculum: Nunavut Curriculum and Resources K-12. Nunavut Department of Education. (n.d.).
https://www.gov.nu.ca/education/curriculum.
Curriculum Overview. Building Student Success - B.C. Curriculum. (n.d.).
https://curriculum.gov.bc.ca/curriculum/overview#indigenous.
Education for Reconciliation. Government of Alberta. (2021). https://www.alberta.ca/education-for-
reconciliation.aspx.
Donate to Indigenous Charities: CanadaHelps. CanadaHelps. (n.d.). https://www.canadahelps.org/en/donate-to-
indigenous-charities/.
Honouring the Treaties. The Land Between: Cottage Country's Conservation Organization. (n.d.).
https://www.thelandbetween.ca/honouring-the-treaties/.
How to Be an Ally of Indigenous-led Conservation. Land Needs Guardians. (n.d.).
https://static1.squarespace.com/static/5d9e3f83baad6f4ed18b9539/t/5ef4de54f76c126274981d00/15931
06006572/How+to+be+an+Ally+of+Indigenous-led+Conservation.pdf.
How To Help First Nations Communities In Canada. True North Aid. (2020, June 18).
https://truenorthaid.ca/how-to-help-first-nations/.
Indigenous Education: Walking on Both Sides of the River. Gouvernement du Québec. (2017, March 1).
https://www.quebec.ca/en/government/ministere/education/organismes-lies/translate-to-anglais-
commission-de-leducation-en-langue-anglaise-cela.
Indigenous Climate Hub. (2020, October 2). https://indigenousclimatehub.ca/.
Indigenous Organizations. Indigenous Organizations | Indigenous Works. (n.d.).
https://indigenousworks.ca/en/resources/indigenous-organizations.
Jamieson, R. (2012, August 1). Realizing Canada's promise in partnership with indigenous peoples. Policy Options.
https://policyoptions.irpp.org/fr/magazines/policy-challenges-for-2020/realizing-canadas-promise-in-
partnership-with-indigenous-peoples/.
Joseph, B. (2018, August 16). What Reconciliation Is And What It Is Not. Indigenous Corporate Training Inc.
https://www.ictinc.ca/blog/what-reconciliation-is-and-what-it-is-not.
Labelle, L., & Peden, S. (2003). Integrating Aboriginal Perspectives into Curricula: A Resource for Curriculum
Developers, Teachers, and Administrators. Manitoba Ministry of Education and Youth.
https://www.edu.gov.mb.ca/k12/docs/policy/abpersp/ab_persp.pdf.
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Power and Place: The Final Report of the National Inquiry into Missing and Murdered Indigenous Women and
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Kitchener, ON, Canada

Copyright © 2021 Federation of Canadian Secondary Students / Fédération des élèves du

Federation of Canadian Secondary Students / Fédération des élèves du secondaire au Canada

Library and Archives Canada Cataloguing in Publication

06 WHAT IS INDIGENOUS RECONCILIATION?

27 RESOURCES FOR SELF-EDUCATION

To address the TRC’s call for Ministries of Education to develop and

Our cross-national study of Canadian secondary school curricula

According to the Truth

“Indigenous peoples around the world have become

It is essential that non-Indigenous Canadians become aware

Moreover, it is of the utmost importance that non-Indigenous

In this resource, we will concern ourselves, as settlers,

“Is the program or policy gender-inclusive and non-binary, recognizing that

“Does the program or policy place value on Indigenous women’s

Does the program or policy account for the unique and

Yukon integrates Indigenous

Yukon grade levels, recognizes the legacy

Appreciates the value of non-Western ways of knowing and transmitting

Appreciates the value of non-Western ways of knowing and transmitting

Nunavut outlines a regionally specific

Nunavut and belonging; Iqqaqqaukkaringniq which

Appreciates the value of non-Western ways of knowing and transmitting

British Columbia is in the process of

Appreciates the value of non-Western ways of knowing and transmitting

Alberta seeks to enhance

Does not meaningfully acknowledge the systemic intergenerational trauma

Saskatchewan significant numbers of First Nations and

Appreciates the value of non-Western ways of knowing and transmitting

In Manitoba “the goals of integrating

Appreciates the value of non-Western ways of knowing and transmitting

Ontario offers particular classes, in

Does not meaningfully acknowledge the systemic intergenerational trauma

"Aboriginal Education: Both Sides of

Québec Indigenous communities by

Does not meaningfully acknowledge the systemic intergenerational trauma

Newfoundland Newfoundland's curricula refers broadly

& to the importance of being inclusive of

Does not place value on non-Western ways of knowing and transmitting

Does not meaningfully acknowledge the systemic intergenerational trauma

Prince Edward Island includes

Does not meaningfully acknowledge the systemic intergenerational trauma

Nova Scotia provides regionally

Scotia students to achieve a greater

Appreciates the value of non-Western ways of knowing and transmitting

Brunswick perspectives into the social science

Appreciates the value of non-Western ways of knowing and transmitting

The curriculum moderately meets

A treaty is a living agreement

Allyship is the process of

Being a responsible treaty partner means being aware of and understanding

Reconciliation Canada: Toolkits

True North Aid: How to Help First Nations

HuffPost: 5 Things First Nations Want In Canada

Live & Learn: What are Treaties?

Policy Options: Realising Canada's Promise in

Indigenous Ally Toolkit

CBCNews: Personal Acts of Reconciliation

IndigenousWorks: Indigenous Organization

On Canada Project: Settlers Take Action

Native-Land.ca: Interactive Map Displaying