Blog #5- Treaty Education, “We are all treaty people”
What is the purpose of teaching Treaty Ed (specifically) or First Nations, Metis, and Inuit (FNMI) Content and Perspectives (generally) where there are few or no First Nations, Metis, and Inuit peoples?
What does it mean for your understanding of the curriculum that “We are all treaty people”?
It is important to teach treaty education specifically in Canada because we are all treaty people. The saying “we are all treaty people” has deep roots planted in our Canadian history and I think many people forget about the effects our ancestors had when migrating to Canada. Throughout many years of schooling, generations have been lied to and continue to be colonized. In areas with low FNMI populations, I would argue it is almost more important to teach about Indigenous/Treaty education. The lack of exposure to the Indigenous culture allows citizens to ignore the many issues that followed colonization. These issues include intergenerational trauma, missing and murdered Indigenous girls/women, racism, stereotyping, oppression, substance abuse, and many more factors. By educating the youth about how and why these issues have been raised in the Indigenous population we can hopefully begin to reconcile.
As educators, I believe it is our responsibility to do our best to support, teach, and help others understand the importance of Truth and Reconciliation. A common argument I hear when the topic of Treaty education or Truth and Reconciliation arises is “Well, I didn’t take their land” or “Maybe they should get over it, it wasn’t even them”. These excuses are extremely troublesome because we have to take responsibility for the past. What happened and continues to happen to the Indigenous community is unforgivable and the actions of us as colonizers is embarrassing. Indigenous people deserve to be a part of Canadian history and deserve for the history to be taught in a truthful and insightful way. The treaty education by which we teach should be a mandatory course/outcome and never be left as the last “filler” information. There are benefits in incorporating Indigenous ways of knowing in every subject. As treaty people we must do our part to shift the knowledge of society and fill the generations with truthful understanding.
Hello Ashley,
Your post brings up many excellent points!
You argue, “In areas with low FNMI populations, […] it is almost more important to teach about Indigenous/Treaty education.” I completely agree with this statement and had the same argument in my post. Students who are not exposed to FNMI people, are more likely to hold harmful stereotypes and prejudices. These students develop a fear of the “other” thus allowing for colonial practices to continue. That is why it is essential for them to receive Treaty Education. Non-FNMI students need to learn about the oppressive society they feed into so we can work towards breaking down racist ideals and instigate reconciliation. FNMI students should not be our target audience for Treaty Education.
I liked how you listed some common phrases that people who resist Treaty Education and Truth and Reconciliation use (“It wasn’t me” or “Get over it”). These are phrases that I have unfortunately heard far too often. White people are often ignorant of their inherent White privilege and refuse to acknowledge the colonial oppression they continue to perpetuate today. It can be frustrating to explain treaty responsibility to individuals who are severely lacking in Treaty Education and do not recognize their privilege. I experience this struggle constantly when trying to speak with some of my older family members. On this note, one question that comes to mind is what approaches or strategies would you recommend for addressing potential resistance or skepticism from students or parents when it comes to teaching Treaty Education?
I also agree that Treaty Education should be mandatory and integrated into various subjects. In my education experience, I had very little Treaty Education up until grade 12, when I took Native Studies 30 rather than Social Studies 30. Admittedly, the student consensus around the Native Studies course was that it was “boring,” and I had only taken it because Social Studies did not fit into my schedule. Looking back, the negative stereotyping of Indigenous education and the lack of priority for it in my elementary and high school levels is appalling. Treaty Education needs to be implemented more into schools and, like you said, not used as “filler information.” It should be taught in a prioritized manner and integrated in a way that is engaging and thought-provoking for students.
I am very hopeful for the future of Treaty Education.
Great post!
Hayleigh