62 i). Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for kindergarten to Grade Twelve students.
With my desire to teach at a high school social studies level, I will try to connect this call to action to such desire, but it is arguably adaptable to any age. I think at such age, high school students are arguably more aware of topics such as residential schools and the systemic racism towards Indigenous peoples. I believe though this can arguably create a constant feeling of guilt or lowness when discussing Indigenous topics. That is not to say the former is not significant to teach, but I feel as part of healing, bringing pride and celebration of Indigenous culture is important. I would love for my students to do thorough research on traditions, games, art, materials, etc., used by or made by Indigenous peoples across Canada. Of course, some knowledge is sacred and must be prudently researched and considered, but examining the traditions in a positive light will, I believe, bring more positive appreciation to Indigenous peoples. I would also love to teach topics such as the fur trade from an Indigenous perspective, bringing in ideas from oral history and provide concepts such as oral history is arguably equivalent to written history. At a high school level, I could dive into more difficult topics, and additionally, strive to assess not in a western sense but in a manner that is accepting of all ways of knowing. As well with the recent announcement of the now mandatory Indigenous studies course in BC, I am considering the possibility of teaching this subject and delving into the new curriculum and new ways of knowing to share with my students. Beyond specific materials and topics, I believe just promoting, discussing, and always trying to find a possible Indigenous perspective, even in topics where that could be challenging is, at the very least, a small step in the right direction.