has become an area of for public schools across Canada. We are living in an era of reconciliation where and interest in confronting our shared histories continues to develop. Part of that involves focusing on how primary and secondary schools are addressing the Indigenous experience in Canada.
The way primary and secondary schools have engaged in Indigenous education has varied from province to province and across divisional jurisdictions. Some have focused . A smaller number of schools have .
There are many different subjects that can benefit from the inclusion of Indigenous perspectives. Yet there appears to be one topic that is common across most school initiatives in Canada — that of spirituality.
Indigenous spirituality in schools
. The Truth and Reconciliation Commission of Canada’s (TRC) final report and Calls to Action highlighted the need for improved school programming. In order to understand many aspects of the Indigenous experience, understanding the .
The TRC’s Calls to Action on “” were rightly understood as change that . In this collaborative ethos, something emerged regardless of the discipline or subject being discussed — .
Ceremonial observances like smudging, and inclusion of Indigenous spiritual leaders and Elders, became . The imperative here is clear: Indigenous perspectives in school curricula are best understood within the context of their respective Indigenous worldviews.
Say, for example, a school wanted to adjust its social studies teaching about family relationships in traditional community settings. Organizing principles espoused by Indigenous Peoples would be a necessary part of the curriculum. . And as they enter into these areas of experience, the spiritual elements and traditional understandings become important to consider.
School-based initiatives
One of the more publicized examples of Indigenous spirituality in public school programming comes from the . The LRSD aimed to develop a that would reflect the traditional Anishinaabe territories of Southern Manitoba for use in schools.
In the 2019-20 school year, the LRSD invited Indigenous students, staff and community members (including respected Elders) to confer on the development of the Minecraft world. The eventual product was which allows students to explore the traditional perspectives of the territories. The product continues to be a great resource for students.
The factual aspects of the project, such as geographical and linguistic considerations, were important. In addition, the spiritual dimensions of such things as the and the role of Indigenous Knowledge Keepers as in-game characters were central to this development. When the final product was unveiled, .
The LRSD Minecraft example is one of . From customs like to ceremonial activities involving , Indigenous spirituality has become an important part of public schooling in much of Canada. It is seen as, among other things, an important aspect of .
Although the progress achieved by schools has been welcomed by many, and even viewed as an organic part of school activities, this progress isn’t without its challenges.
Indigenous school staff and community members who have tried to initiate activities that involve Indigenous spirituality have faced push-back from school administrators, the larger community and .
Change is not always easy. But it is the efforts of brave advocates for Indigenous education that have in a way that honours their identities. Our Canadian social fabric is all the better for it.
Frank Deer does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.
