Picture taken out in the field behind Kapawe'no First Nation School on a snowy day, in preparation for the day's dogsledding activity.
As I begin this series on Indigenous Education, I find myself navigating a mix of emotions. My experiences as a former educator in First Nation Schools and as a course lecturer on Indigenous Education at McGill University have provided me with valuable insights, yet I am keenly aware of the limitations of my knowledge. I therefore strive to approach this subject with humility, recognizing that I am a city boy of European descent, raised in Montreal. This positionality stirs a hesitance within me, but I move beyond it by acknowledging that the knowledge I share is not mine, nor is it definitive.
This article, and the series to follow, is intentionally unfinished. My understanding will continue to evolve, particularly as I embark on a course in Indigenous legal traditions at McGill University next semester. I welcome collaboration and dialogue as we explore this important topic together.
Introduction
The land on which I write most of this article, Montreal, lies within the traditional territories of the Haudenosaunee Confederacy, and much of the knowledge I share was formed from time spent in Eeyou Istchee and Treaty 8, territories inhabited by Cree Nations. My ancestry is Italian, Czechoslovakian, and French Canadian, with Montreal as my birthplace. My intention is to highlight the significance of incorporating Indigenous Education in schools and the benefits it offers to all children. Indigenous pedagogies hold immense wisdom, and by embracing them, we can honor the stewards of this knowledge—the First Nations and their descendants—while also enriching education across Canada.
The insights I share are not solely based on reading but are deeply informed by firsthand experiences and conversations with colleagues and members of First Nations communities.
Terminology
The terminology used here is chosen for clarity and comprehension, with the following definitions in mind:
Indigenous: Not used in a pan-Indigenous sense, but to distinguish from Western European worldviews. This term includes First Nations, Métis, and Inuit, with my understanding primarily informed by Anishinaabeg and Cree traditions.
Canadian: Refers to all individuals with Canadian citizenship. In alignment with the UN Declaration of Rights and Freedoms of Indigenous Peoples, this includes Indigenous Peoples in Canada, while respecting that many identify primarily as members of their respective Nations rather than as Canadians.
Turtle Island: Though commonly used to represent all of North America, this article focuses on Canada, and the use of this term reflects that scope.
Western vs Indigenous worldview: These terms are not intended to oppose one another but to highlight distinctions. This usage is inspired by Little Bear's work, Jagged Worldviews Colliding.
Sources:
Little Bear, L. (2000) Jagged Worldviews Colliding. In Battiste, M. Reclaiming Indigenous Voice and Vision. UBC Press.
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