First Nations, Métis and Inuit presence in the Newfoundland and Labrador curriculum. Issue 4 (4th July 2017)

• Record Type: Journal Article
• Authors: Godlewska, Anne; Rose, John; Schaefli, Laura; Freake, Sheila; Massey, Jennifer
• Is Part Of: Race, ethnicity and education. Volume 20:Issue 4(2017)
• Page Start: 446
• Page End: 462
• Publication Date: 2017-07-04
• Subjects: Curricula -- textbooks -- Newfoundland and Labrador -- Truth and Reconciliation Commission of Canada -- First Nations -- Métis and Inuit -- education -- decolonization; Minorities -- Education -- Periodicals; Educational equalization -- Periodicals; Multicultural education -- Periodicals; Race relations -- Periodicals; Race awareness -- Periodicals; Black people -- Race identity -- Periodicals; 306.432
• DOI: 10.1080/13613324.2016.1248825
• Languages: English
• ISSNs: 1361-3324

Abstract

Abstract: This article responds to the Truth and Reconciliation Commission Canada's 2015 call for the education of Canadians about 'residential schools, treaties, and Aboriginal peoples' historical and contemporary contributions to Canada.' It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with First Nations, Métis and Inuit peoples (FNMI) educators, educational administrators and knowledge holders. Although there is evidence of reform, as a whole the curriculum suffers from silences and lack of context, problematic placement and associations, the intrusion of settler perspectives, contradiction over judgement about issues related to FNMI peoples and inconsistency that undermine efforts at reform. This article provides guidance to curriculum designers, textbook writers, teachers and administrators participating in the decolonization of education in Canada.