Abstract

In response to the Truth and Reconciliation Committee (TRC), Prime Minister (PM) Trudeau [1] vowed to enact all 94 calls to action [2]. The # 10 call to action piques my interest, specifically, principle three, where we ask support to develop culturally appropriate curricula. After reviewing the research, our next step for Indigenous education requires the implementation of knowledge systems deriving from Indigenous ontologies. The following questions derived from reviewing the research and experience: 1.) How can Indigenous peoples of
Canada develop a curriculum framework, curriculum expectations, and a pedagogical approach unique to the land and the ways of
ancestral living within the community and how do you implement it into a twenty-first century classroom? 2.) Should the pedagogical approaches be created first to shape the curriculum expectations and educational framework for Turtle Island, or should the educational framework and expectations be created to shape the pedagogies? The goal is to attain sovereignty through self-determining our own educational framework and Indigenous pedagogies that will derive from canoe and snowshoe making processes. In doing so, the Indigenous of Turtle Island become sovereign, self-determined peoples aligning to the 1613 Wampum Belt, the first treaty, between the Haudenosaunee and the Dutch [3].

Published in: Canada International Conference on Education, 2017

  • Date of Conference: 26-29 June, 2017
  • DOI: 10.2053/CICE.2017.0201
  • Electronic ISBN: 978-1-908320-83-4
  • Conference Location: University of Toronto Mississauga, Canada